Teaching Practices & Philo

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by:
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experiences, level of professionalism
a systematic and critical rationale that
focuses on the important components
defining teaching and learning in a
particular discipline or institutional
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educational institution
mission statement which in turns
defines what subjects are taught,
the values that are taught implicitly
and explicitly along with the subjects
being covered.
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teaching and learning, why one holds
these values and beliefs and how these
values and beliefs are translated into
teaching, (Kenny, 2008).
teaching beliefs and practices,
his/her own progress
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In particular, this investigation seeks to answer the following research questions:
What kinds of teaching philosophy do
English teachers have?
teaching beliefs in grammar teaching
Teaching practices
Factors and pedagogy that influence philosophy and teaching practices
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respondents’ educational attainment and
philosophy?
the teaching philosophy and the
grammar teaching practices of basic
education teachers?
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grammar teaching practices of selected
basic education teacher respondents.
between the educational attainment and
teaching experience and their teaching
philosophy.
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classroom practice (Borg, 2006)
Beliefs, knowledge, theories, attitudes, images, assumptions, metaphors, conceptions, perspectives.
Extensive experience of classrooms which defines early cognitions and shapes teachers’ perceptions of initial training.
May affect existing philosophy although when unacknowledged, these may limit its impact.
Influence practice either by modifying philosophy or else directly, in which case incongruence between philosophy and practice may result.
Defined by the interaction of philosophy and contextual factors. In turn, classroom experience influences philosophy unconsciously and/or through conscious reflection.
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importance of a philosophy of teaching and
thereby improve the quality of their
performance in the classroom;
Provide additional knowledge of
teaching philosophy.
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a teaching philosophy, hence, encouraging
those that still do not have one to create
a personal philosophy that will extend to
his/her profession as a teacher
Significance of the Study
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involve basic education teachers
is confined to finding out the kind of philosophy and the factors that underpin such philosophy of respondent teachers.
shall test the null hypothesis that there is no significant relationship between respondents’ teaching philosophy and their English grammar teaching practices.
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Used purposive sampling
locales of the study are schools in Metro Manila and nearby province in the north
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Instruments
Part 1
Kursad Yilmaz, et. al. “Developing the Educational Belief Scale: The validity and reliability
a 40-item closed-ended statements involving 5 educational philosophies: perennialism, idealism, realism, experimentalism, and existentialism;
Used a Likert scale of 5
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A 40 item closed-ended statemenets on teaching practices
Used a Likert scale of 4, that determines the respondents' degree of agreement and disagreement with some grammar teaching beliefs and practices
Part 2
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Since the respondents are small –37, the Pearson R was used to find out the correlation between respondents’ teaching philosophy and beliefs and grammar teaching practices.
Statistical Treatment of the Data
data went through the process of analysis through the use of the SPSS package software or its alternative, the EXCEL
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percentages and means for demographic profile
Scoring method for teaching philosophy
Correlational procedure for relationship
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Discussion
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Findings
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Teaching Practices & Philo