FS

6
THE TEACHERS PHILOSOPHY OF EDUCATION
Name of FS Student: NOROLYN P. SANTOS
Course: BEED
Year & Section:
T!
"ear
Resource Teac#er: $rs. %&oria !errera Si'nature((((((((((( Date:
((((((((((
Name of Coo)eratin' Sc#oo&: Ba'um*a"an E&ementar" Sc#oo&
+NTROD,CT+ON:
-#at do "ou .rm&" *e&ie/e a*out sc#oo&s and education0 T#is
e)isode 1i&& c&arif" "our *e&ief or )#i&oso)#" a*out teac#in' and
education.
Per#a)s "ou #a/e a&read" decided t#at "ou 1ou&d *ecome a
teac#er. Your *e&ief or )#i&oso)#" of teac#in' 1i&& e2)&ain "our actions
as a future teac#er. T#e foundations of a&& t#at "ou do in sc#oo& and in
teac#in' is usua&&" *ased on a stron' *e&ief ca&&ed )#i&oso)#" of
education.
My Target
C&ear understandin' of m" )#i&oso)#" of teac#in' and education
+dentif" teac#er3s &eanin's on t#e di4erent educationa&
)#i&oso)#ies

On Becomng A Teac!er
E)isode
5
My Per"ormance #Ho$ I $%% &e rate'(
Fe%' St)'y 6* E+,o'e - . T!e Teac!er, P!%o,o+!y o"
E')caton
Foc),e' on/ C%ear )n'er,tan'ng o" my +!%o,o+!y o" teac!ng
an' e')caton0 'ent"yng
Teac!er, %eanng, on t!e '1erent e')catona%
+!%o,o+!e,2
Tas6s E2em)&ar
"
Su)erio
r 7
Satisfacto
r" 5
,nsatisfacto
r" 8
O*ser/ation9Document
ation
$" Ana&"sis
$" Re:ection
$" Future A))&ication
Su*mission
Su*; Tota&s
O/er;a&& Score Ratin':
<*ased on transmutation=
(((((((((((((((((((((((((((((((((((
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Si'nature of FS Teac#er
Date
a*o/e Printed Name
$" Concrete E2)erience
T#is acti/it" 1i&& ena*&e "ou to as6 "ourse&f a*out t#e di4erent
future )ractices or actions t#at "ou 1i&& do in teac#in'. You ma" not
#a/e done it "et> *ut if "ou *ecome a teac#er 1#at do 1ou&d *e "our
res)onse to eac# item0 Yours ans1er 1i&& identif" 1#at "our )#i&oso)#"
of education is a&& a*out.
Ans1er eac# item in t#e sur/e" ?uestionnaire /er" #onest&".
T#ere is no ri'#t nor 1ron' ans1er for eac# item. After "ou #a/e
ans1ered eac# item> record "our ans1ers and &oo6 at t#e
inter)retation at t#e *ac6 of t#is 1or6 te2t.
After "ou #a/e ans1ered t#e ?uestionnaire "ourse&f> "ou are to
as6 t1o teac#ers to do same acti/it".
-!AT +S YO,R P!+LOSOP!Y OF ED,CAT+ON0
<*ased on Sad6er & Sad6er 8@@A
Teac#er> Sc#oo&s and Societ"> 5
nd
Ed=
Eac# of us #as a )#i&oso)#" of education or a set of fundamenta&
*e&iefs re'ardin' #o1 1e t#in6 sc#oo&s s#ou&d *e run. -#at is "our
)#i&oso)#" of education0 To .nd out> read eac# of t#e fo&&o1in'
statements a*out t#e nature of education. Decide 1#et#er "ou a'ree
or disa'ree 1it# eac# statement. ,se t#e fo&&o1in' num*ers to
e2)ress "our res)onse:
; A'ree stron'&" 5 B disa'ree
7 B a'ree 8 B disa'ree stron'&"
8. T#e student &earnin' s#ou&d *e centered around t#e
*asic su*Cects suc# as readin'> 1ritin'> #istor"> mat#
and science.
5. T#e sc#oo& su*Cects s#ou&d focus on t#e 'reat t#in6ers
of t#e )ast.
7. $an" students &earn *est *" en'a'in' in rea&;1or&d
acti/ities rat#er t#an readin'.
. T#e student s#ou&d *e )ermitted to determined t#eir
o1n curricu&um.
D. Su*Cect matter is tau'#t e4ecti/e&" 1#en it is *ro6en
do1n into sma&& )arts.
E. T#e sc#oo& su*Cects s#ou&d *e determined *"
information t#at is essentia& for a&& students to 6no1.
F. Sc#oo&> a*o/e a&& s#ou&d de/e&o) students3 a*i&ities to
t#in6 dee)&"> ana&"tica&&"> and creati/e&"G t#an de/e&o)
t#eir socia& s6i&&s or )ro/ide t#em 1it# usefu& *od" of
6no1&ed'e a*out t#e e/er;c#an'in' 1or&d.
A. Teac#in' s#ou&d )re)are students for ana&"Hin' and
so&/in' t#e t")es of )ro*&ems t#e" 1i&& face outside t#e
c&assroom.
@. Rea&it" is determined *" eac# indi/idua&3s )erce)tions.
T#ere is no o*Cecti/e and uni/ersa& rea&it".
8I. Peo)&e are s#a)ed muc# more *" t#eir
en/ironment t#an *" t#eir 'enetic dis)ositions or t#e
e2ercise of t#eir free 1i&&.
88. Students s#ou&d not *e )romoted from one 'rade
to t#e ne2t unti& t#e" #a/e read and mastered certain
6e" materia&.
85. An e4ecti/e education is not aimed at t#e
immediate needs of t#e students or societ".
87. T#e curricu&um of a sc#oo& s#ou&d *e *ui&t around
t#e )ersona& e2)eriences and needs of t#e students.
8. Students 1#o do not 1ant to stud" muc# s#ou&d
not *e re?uired to do so.
8D. Pro'rammed &earnin' is an e4ecti/e met#od of
teac#in' information.
8E. Academic ri'or is an essentia& com)onent of
education.
8F. A&& students> re'ard&ess of a*i&it"> s#ou&d stud"
more or &ess t#e same curricu&um.
8A. Art c&asses s#ou&d focus )rimari&" on indi/idua&
e2)ression and creati/it".
8@. E4ecti/e &earnin' is unstructured and informa&.
5I. Students &earn *est t#rou'# reinforcement.
58. E4ecti/e sc#oo&s assi'n a su*stantia& amount of
#ome1or6.
55. Education s#ou&d focus on t#e discussion of
time&ess ?uestions suc# as J-#at is *eaut"0K or J-#at
is trut#0K
57. Since students &earn e4ecti/e&" t#rou'# socia&
interaction> sc#oo&s s#ou&d )&an for su*stantia& socia&
interaction in t#eir curricu&a.
5. T#e )ur)ose of sc#oo& is to #e&) students
understand t#emse&/es and .nd t#e meanin' of t#eir
e2istence.
5D. Fre?uent o*Cecti/e testin' is t#e *est 1a" to
determine 1#at students 6no1.
5E. Countries must *ecome more com)etiti/e
economica&&" 1it# ot#er countries #ence sc#oo&s must
*o&ster t#eir academic re?uirements to faci&itate suc#
com)etition.
5F. Students must *e tau'#t to a))reciate &earnin'
)rimari&" for its o1n sa6e> *ecause it 1i&& #e&) t#em in
t#eir careers.
5A. Sc#oo&s must )&ace more em)#asis on teac#in'
a*out t#e concerns of minorities and 1omen.
5@. Eac# )erson #as free 1i&& to de/e&o) as #e or s#e
sees .t.
7I. Re1ard students 1e&& for &earnin' and t#e" 1i&&
remem*er and *e a*&e to a))&" 1#at t#e" &earned>
e/en if do not understand 1#" t#e information is 1ort#
6no1in'.
78. P#i&i))ine sc#oo&s s#ou&d attem)t to insti&&
traditiona& Fi&i)ino /a&ues in students.
75. Teac#er;'uided disco/er" of )rofound trut#s is a
6e";met#od of teac#in' students.
77. Students s#ou&d *e acti/e )artici)ants in t#e
&earnin' )rocess.
7. T#ere are no e2terna& standards of *eaut".
Beaut" is 1#at an indi/idua& decides it to *e.
7D. -e can )&ace a &ot of fait# in our sc#oo&s and
teac#ers to determine 1#ic# student *e#a/iors are
acce)ta*&e and 1#ic# are not.
7E. Sc#oo&s must )ro/ide students 1it# a .rm 'ras)
of *asic facts
re'ardin' t#e *oo6s> )eo)&e> and e/ents t#at #a/e s#a)ed
t#e Fi&i)ino #erita'e.
7F. P#i&oso)#" is u&timate&" at &east as )ractica& a
su*Cect to stud" as is com)uter science.
7A. Teac#ers must stress for students t#e re&e/ance
of 1#at t#e" are &earnin' for t#eir &i/es outside> as 1e&&
as inside> t#e c&assroom.
7@. +t is more im)ortant for a student to de/e&o) a
)ositi/e se&f conce)t t#an to &earn s)eci.c conce)t.
I. Learnin' is more e4ecti/e 1#en students are
'i/en fre?uent tests to determine> 1#at t#e" #a/e
&earned.
Note: P#otoco)" t1o co)ies of t#is instrument. Re?uest t1o teac#ers
to ans1er t#e
remainin' ?uestionnaire. Ta*u&ate a&& t#e ans1er in t#e matri2
)ro/ided.
No1 t#at "ou #a/e res)onded to a&& I items> 1rite t#e
num*er of t#e
res)onse to eac# statement in t#e matri2 *e&o1. Add t#e
num*ers in eac# co&umn to determine "our attitude and t#ose of
t#e t1o teac#ers to1ard 6e" educationa& )#i&oso)#ies.
$" P#i&oso)#" of Education
ESSENT+AL+S$ PERENN+AL+S$ PRO%RESS+L+S
$
ESSENT+AL+S$ BE!AL+OR+S$
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+TE$ S T
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8 5 7 D
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88 85 87 8 8D
8E 8F 8A 8@ 5I
8E 55 57 5 5D
5E 5F 5A 5@ 7I
78 75 77 7 7D
7E 7F 7A 7@ I
TOTA
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Amon' t#e t#ree of "ou> 1#o is more inc&ined to *e an
essentia&ist> )erennia&ist> )ro'ressi/ist> essentia&ist or *e#a/iorist0
$" O*ser/ations
Lisit a teac#er in a sc#oo& and o*ser/e 1#at sc#oo&9c&assroom
acti/ities re:ect #is9#er )#i&oso)#" of education 1#i&e s#e is teac#in'.
+dentif" and descri*e teac#er3s action or *e#a/ior and matc# eac# 1it#
t#e identi.ed educationa& )#i&oso)#".
8. O*ser/ed actions of a teac#er 1#o is )ro'ressi/ist:
5. O*ser/ed actions of a teac#er 1#o is *e#a/iorist:
$" Re:ections
Based on "our concrete e2)erience and t#e actions of t#e
teac#er "ou #a/e o*ser/ed> #o1 im)ortant is "our )#i&oso)#" of
education to "our future career as a teac#er0 !o1 1ou&d "our
e2)eriences and o*ser/ations contri*ute to "our *ecomin' a teac#er0
$" AMrmed Conce)ts
+dentif" at &east t#ree conce)ts &earned in "our )re/ious su*Cect
&i6e T#e Teac#in' Profession 1#ic# are re&ated to t#e E2)erientia&
Learnin' E)isode 7 <Teac#in' Be&ief9P#i&oso)#"= t#at are con.rmed or
AMrmed in t#is acti/it"0 Enumerate.
8. AMrmed Conce)t 8:
5. AMrmed Conce)t 5:
7. AMrmed Conce)t:
$" Future A))&ication
,sin' t#e .rst #and e2)eriences in t#is acti/it"> #o1 1i&& + use
t#ese 1#en + *ecome a teac#er in t#e future0
+n teac#in' and &earnin'
+n addressin' di/ersit" of &earners
+n creatin' a conduci/e &earnin' en/ironment