Pedagogical Beliefs Among Public School Teachers in the Philippines: Consonances and Dissonances Between Beliefs and Practices
This study aimed at determining the beliefs of the Philippine public school teachers about learners, classroom teaching, and assessment of learning outcomes and how the beliefs on the teaching-learning process are translated into practice. Factors that influence the translation of beliefs to practice as well as points of consonances and dissonances between beliefs and practices of teachers were identified. Forty-five Quezon City public high school teachers in the Philippines were interviewed, and from these, sixteen teachers were selected for observation in their classes. Data gathered were analyzed thematically. Biased and fixed mind-set dominantly represented the beliefs of teachers about the learners. The teachers believed that the most appropriate teaching approach for such learners were ones that characterize the principles of behaviorism. They also were more inclined to rely more on traditional assessment to gauge student learning. Consonance between beliefs and practices tend to lead to more favorable classroom teaching practice. Teachers’ rich pedagogical content knowledge, strong conviction in their belief, passion and commitment, and focus on student learning facilitated translation of beliefs to practice. To bridge the gap between the intended curriculum prescribed by the Department of Education and the implemented curriculum by the teachers, it is recommended that the teachers be more involved in the planning and development of the curriculum as well as be provided continuing professional development.
|關鍵詞||教學信念、教學實務、菲律賓、公立學校教師、pedagogical beliefs、pedagogical practices、Philippines、public school teachers|