The Educational Philosophies of Filipino Pre-Service Physical Educators: A Sequential Explanatory Analysis
DOI:
https://doi.org/10.64169/dje.114Keywords:
Educational Philosophies, Pre-Service Physical Educators, Teaching Practice, Pedagogy, ImplementationAbstract
This study explores the educational philosophies of pre-service teachers in physical education at a state university in Pampanga, Philippines. Employing a mixed-methods approach, particularly a sequential explanatory design. The research examined the PSPEs’ adherence to six educational philosophies, including behaviourism, Essentialism, perennialism, progressivism, reconstructionism, and existentialism. The quantitative result reveals no significant difference between the educational philosophies according to PSPEs’ sex. Conversely, the qualitative strand yielded findings on how PE teacher-interns applied these theories in practice. In this regard, behaviourist approaches were evident in the use of rewards and incentives to promote positive reinforcement. Essentialism was illustrated by prioritising mastery of fundamental movements. Thus, perennialism was expressed in the teaching of cultural preservation through traditional dances, as presented in literature, whereas progressivism was reflected in the design of activities that encouraged the application of skills. Furthermore, reconstructionism was demonstrated through the promotion of health practices to support healthy lifestyles, while an existentialist approach was used by providing hands-on activities for students. The study concludes that PSPEs encompass a flexible and versatile approach to teaching, guided by various philosophies. This indicates that educational philosophies are fundamental to teaching, influencing curriculum planning, designing, implementation, and evaluation to enhance teaching efficacy and students’ learning progress.
References
[1] Adamenko, N., Oblova, L., Aleksandrova, O., Khrypko, L., Maksymets, O., Pasko, K., & Ishchuk, A. (2021). Human identity as freedom statement in the philosophy of child education. http://elar.tsatu.edu.ua/bitstream/123456789/16272/1/538-Article%20Text-1952-1-10-20211222.pdf DOI: https://doi.org/10.24234/wisdom.v20i4.538
[2] Akagündüz, S. Y., & Soylu, A. (2021). Reflections of the “human nature” problematic in the professional identity of pre-service teachers within the context of the philosophy of education course. Culture, 6(12), 286-331. DOI: https://doi.org/10.35826/ijoecc.356
[3] Alemdar, M., & Aytaç, A. (2022). The impact of teachers’ educational philosophy tendencies on their curriculum autonomy. Journal of Pedagogical Research, 6(1),270-284. https://doi.org/10.33902/JPR.2022.166 DOI: https://doi.org/10.33902/JPR.2022.166
[4] Anderson, J., White, P., & Sullivan, P. (2005). Using a schematic model to represent influences on, and relationships between, teachers’ problem solving beliefs and practices. Mathematics Education Research Journal, 17(2), 9-38. https://files.eric.ed.gov/fulltext/EJ747906.pdf DOI: https://doi.org/10.1007/BF03217414
[5] Ardashkin, I. B. (2015). Philosophy of education as a social development factor: World trends and prospects for Russia. Procedia-Social and Behavioral Sciences, 166, 277-286. https://www.sciencedirect.com/science/article/pii/S1877042814066622/pdf?md5=8465b96a6782dae972ca82f4e5c1b83b&pid=1-s2.0-S1877042814066622-main.pdf DOI: https://doi.org/10.1016/j.sbspro.2014.12.524
[6] Baisch, B., Cai, S. X., & Kornspan, A. S. (2014). The educational philosophies of pre-service and in-service physical education teachers. Future Focus, 35(1), 8-14.
[7] Beatty, J. E., Leigh, J. S., & Dean, K. L. (2009). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 33(1), 99-114. https://doi.org/10.1177/1052562907310557 DOI: https://doi.org/10.1177/1052562907310557
[8] Betti, M., Knijnik, J., Venancio, L., & Neto, L. S. (2015). In search of the autonomous and critical individual: A philosophical and pedagogical analysis of the physical education curriculum of São Paulo (Brazil). Physical Education and Sport Pedagogy, 20(4), 427-441. https://repositorio.ufc.br/bitstream/riufc/62564/1/2015_art_mbetti.pdf DOI: https://doi.org/10.1080/17408989.2014.882891
[9] Breivik, G. (2019). From ‘philosophy of sport’ to ‘philosophies of sports’? History, identity and diversification of sport philosophy. Journal of the Philosophy of Sport, 46(3), 301-320. https://nih.brage.unit.no/nihxmlui/bitstream/handle/11250/2726944/Breivik%2BJPhilosSport%2B2019.pdf DOI: https://doi.org/10.1080/00948705.2019.1660882
[10] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
[11] Budhe, A. A. (2021). Investigation of philosophical perspectives on sports education. Journal of Sports Science and Nutrition, 2(1), 100-103. https://doi.org/10.33545/27077012.2021.v2.i1b.42 DOI: https://doi.org/10.33545/27077012.2021.v2.i1b.42
[12] Çelik, R. & Orçan, F. (2016). A Study on prospective teachers’ educational beliefs. Eğitimde Kuram ve Uygulama, 12(1), 63-77. https://dergipark.org.tr/en/download/article-file/262382
[13] Collins, K., Barber, H., Moore, K., & Laws, A. (2011). The First Step: Assessing the Coaching Philosophies of Pre-service Coaches. ICHPER-SD Journal of Research, 6(2), 21-29. https://files.eric.ed.gov/fulltext/EJ954493.pdf
[14] Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). An expanded typology for classifying mixed methods research into designs. A. Tashakkori y C. Teddlie, Handbook of mixed methods in social and behavioral research, 209-240. https://us.corwin.com/sites/default/files/upmbinaries/19291_Chapter_7.pdf.
[15] De Guzman, E. V. (2022). Perennial-progressivism—P2: an avant-garde cross-breed philosophy of education for the 21st century. Filosofiya osvity. Philosophy of Education, 28(2), 214-229. https://doi.org/10.31874/2309-1606-2022-28-2-12 DOI: https://doi.org/10.31874/2309-1606-2022-28-2-12
[16] Demirel, D. H., & Yildiran, I. (2013). The philosophy of physical education and sport from ancient times to the enlightenment. European Journal of Educational Research, 2(4), 191-202. https://doi.org/10.12973/eu-jer.2.4.191 DOI: https://doi.org/10.12973/eu-jer.2.4.191
[17] Deshmukh, A. O. (2020). Comprehensive study on ideological and philosophical themes in physical education. International Journal of Physical Education, Sports and Health, 7(4), 309-313. https://www.kheljournal.com/archives/2020/vol7issue4/PartE/10-3-115-232.pdf
[18] Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140 DOI: https://doi.org/10.3102/0013189X08331140
[19] Dos Santos Marques, I. C., Theiss, L. M., Johnson, C. Y., McLin, E., Ruf, B. A., Vickers, S. M., Fouad, M. N., Scarinci, I. C., & Chu, D. I. (2021). Implementation of virtual focus groups for qualitative data collection in a global pandemic. American Journal of Surgery, 221(5), 918–922. https://doi.org/10.1016/j.amjsurg.2020.10.009. DOI: https://doi.org/10.1016/j.amjsurg.2020.10.009
[20] El Shirazy, H., & Setiyadi, A. C. (2023). The philosophy of education according to Badiuzzaman Said Nursi and the necessity of its application: In the field of Islamic Education in an Era of Disruption. International Proceeding of The Postgraduate School, Universitas Muhammadiyah Jakarta, 1(1), 65-82. https://doi.org/10.24853/pi.1.0.2023.65-82 DOI: https://doi.org/10.24853/pi.1.0.2023.65-82
[21] Erbas, M. K. (2013). Determination of physical education teachers’ educational beliefs. International Journal of Academic Research, 5(5), 386-392. https://10.7813/2075-4124.2013/5-5/B.60 DOI: https://doi.org/10.7813/2075-4124.2013/5-5/B.60
[22] Fries, C. H. (2012). Teaching style preferences and educational philosophy of teacher education faculty at a state university. Oklahoma State University. https://search.proquest.com/openview/785467539791f5a9f8477f3548acdebe/1.pdf?pq-origsite=gscholar&cbl=18750&diss=y
[23] Frost, J. (2023, October 21). Independent Samples T Test: Definition, Using & Interpreting. Statistics by Jim. Independent Samples T Test: Definition, Using & Interpreting - Statistics By Jim
[24] Huy, D. T. N., Thao, P. T. B., Hien, D. T., & Hue, L. T. (2021). Effects of Religions Philosophies and Ho Chi Minh and VI Lenin Ideologies on human education-and Physical Education for Children and the Youth. Review of International Geographical Education Online, 11(10), 1034-1041. https://doi.org/10.48047/rigeo.11.10.XXXX
[25] Ibanga, D. A. (2016). Julius Nyerere’s philosophy of education: Implication for Nigeria’s educational system reforms. Africology: The Journal of Pan African Studies. 9(3). https://philarchive.org/archive/IBAJNP
[26] Isidori, E. (2015). Philosophy of sport education: Main issues and methodology. Physical Culture and Sport. Studies and Research, 66(1), 5-13. https://doi.org/10.1515/pcssr-2015-0003 DOI: https://doi.org/10.1515/pcssr-2015-0003
[27] Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. Qualitative research in applied linguistics: A practical introduction, 23, 135-161. https://us.corwin.com/sites/default/files/upmbinaries/19291_Chapter_7.pdf. DOI: https://doi.org/10.1057/9780230239517_7
[28] Javillonar, M. G., & Boni, G. J. (2023). The Senior High School teachers’ philosophical orientation and its relationship with their teaching performance. International Journal of Multidisciplinary Research and Publications. 5(7), 103-108. http://ijmrap.com/wp-content/uploads/2023/01/IJMRAP-V5N7P88Y22.pdf
[29] Jie, L., & Xiaoqing, Q. (2006). Language learning styles and learning strategies of tertiary-level English learners in China. RELC Journal, 37(1), 67–90. https://doi.org/10.1177/0033688206063475 DOI: https://doi.org/10.1177/0033688206063475
[30] Johnson, L. E. (2008). Teacher candidate disposition: Moral judgment or regurgitation?. Journal of Moral Education, 37(4), 429-444. https://doi.org/10.1080/03057240802405678 DOI: https://doi.org/10.1080/03057240802405678
[31] Kooli, C. (2019). The philosophy of education in the Sultanate of Oman: Between perennialism and progressivism. American Journal of Education and Learning, 4(1), 36-49. https://maqsurah.com/uploads/items/71722/files/FULL/2021-03-16_11_36_344467169.pdf DOI: https://doi.org/10.20448/804.4.1.36.49
[32] Kozikoğlu, İ., & Uygun, N. (2018). Investigation of the relationship between teachers’ philosophies of education beliefs and curriculum design approaches. Cukurova University Faculty of Education Journal, 47(2), 411-438. https://dergipark.org.tr/en/download/article-file/563226
[33] Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=338b3fad4ac64a28e1b05e7899cd977acebd91f4#page=10
[34] Krueger, R. A., & Casey, M. A. (2015). Focus group interviewing. Handbook of Practical Program Evaluation, 506-534. https://doi.org/10.1002/9781119171386.ch20 DOI: https://doi.org/10.1002/9781119171386.ch20
[35] Kunjumuhammed, S. K., Tabash, B. K. H., & Pandurugan, V. (2024). “Hugging the middle” on selection of educational philosophy: Empirical evidence from higher education in Sultanate of Oman. Arab Gulf Journal of Scientific Research, 42(3), 534–550. https://doi.org/10.1108/AGJSR-12-2022-0313 DOI: https://doi.org/10.1108/AGJSR-12-2022-0313
[36] Lamichhane, C. D. (2018). Understanding the education philosophy and its implications. NCC Journal, 3(1), 24-29. https://www.academia.edu/download/68070896/20245_Article_Text_64296_1_10_20180613.pdf DOI: https://doi.org/10.3126/nccj.v3i1.20245
[37] Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Journals. https://doi.org/10.1016/0147-1767(85)90062-8 DOI: https://doi.org/10.1016/0147-1767(85)90062-8
[38] Malik, G. M., & Akhter, R. (2013). Existentialism and classroom practice. IOSR Journal of Humanities and Social Science, 8(6), 87-91. https://doi.org/10.9790/0837-0868791 DOI: https://doi.org/10.9790/0837-0868791
[39] Magulod, Jr, G. C. (2017). Educational philosophies adhered by Filipino pre-service teachers: Basis for proposing initiatives for 21st-century teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 185-192.
[40] McHugh, M. L. (2008). Standard error: meaning and interpretation. Biochemia Medica, 18(1), 7-13. https://doi.org/10.11613/bm.2008.002 DOI: https://doi.org/10.11613/BM.2008.002
[41] McKnight, P. E., & Najab, J. (2010, January 30). Mann‐Whitney U Test. The Corsini Encyclopedia of Psychology, 1–1. https://doi.org/10.1002/9780470479216.corpsy0524 DOI: https://doi.org/10.1002/9780470479216.corpsy0524
[42] Milutinović, J. (2013). Social reconstructionism and global education. Teme: Casopis Za Društvene Nauke, 37(2). http://teme2.junis.ni.ac.rs/public/journals/1/previousissues/teme2-2013/teme%202-2013-01.pdf
[43] Mishra, P., Singh, U., & Pandey, G. (2019). Application of student’s t-test, analysis of variance, and covariance. Annals of Cardiac Anaesthesia, 22(4), 407. https://doi.org/10.4103/aca.aca_94_19 DOI: https://doi.org/10.4103/aca.ACA_94_19
[44] Momany, M. A., & Khasawneh, O. (2014). The implications of idealism as an educational philosophy in jordan as perceived by elementary teachers. European Journal of Educational Sciences, 1(2), 319-333. https://files.eric.ed.gov/fulltext/EJ1236765.pdf
[45] Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Educational Philosophy and Theory, 40(1), 19-34. DOI: https://doi.org/10.1111/j.1469-5812.2007.00394.x
[46] Mozaffari, M., & Jahanian, R. (2016). Identifying Existentialist Philosophy of Education. International Academic Journal of Social Sciences, 3(8), 18-28. https://pbsm.um.ac.ir/images/23/stories/pdfword/TarhayeMotaleati/rahbordi2/Identifying_Existentialist_Philosophy_of_Education.pdf
[47] National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research.
[48] Noddings, N. (2018). Philosophy of education. (4th ed). Routledge. https://www.lucy.cam.ac.uk/sites/default/files/inlinefiles/9780429494864_webpdf.pdf DOI: https://doi.org/10.4324/9780429494864
[49] Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. Qualitative Report, 12(2), 281-316. https://files.eric.ed.gov/fulltext/EJ800183.pdf
[50] Parkay, F.W. & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon.
[51] Pg Haji Muhammad, D. N. (2010). A critical study of the educational system in Brunei Darussalam in the light of Al-Attas’ philosophy of education. Unpublished Doctoral dissertation, University of Birmingham, United Kingdom. https://etheses.bham.ac.uk/id/eprint/818/1/PgHajiMuhammad10PhD.pdf
[52] Pot, N., Whitehead, M. E., & Durden-Myers, E. J. (2018). Physical literacy from philosophy to practice. Journal of Teaching in Physical Education, 37(3), 246-251. https://doi.org/10.1123/jtpe.2018-0133 DOI: https://doi.org/10.1123/jtpe.2018-0133
[53] Rui, S. (2022). Sport Promotes the realization path of personal physical and mental development-based on Markovich’s Philosophical Perspective. The Educational Review, USA, 6(12), 856-859. https://www.hillpublisher.com/UpFile/202301/20230105184927.pdf DOI: https://doi.org/10.26855/er.2022.12.011
[54] PCW (2018). Philippine Commission on Women. May 15. http://pcw.gov.ph/statistics/201405/statistics-filipino-women-and-mens-education
[55] Rajurkar, S., Chavan, K. D., Kachewar, S. G., & Giri, P. A. (2019). A review of significant aspects contributing to curriculum development. International Journal of Research in Medical Sciences, 7(1), 317-322. https://doi.org/10.18203/2320-6012.ijrms20185185 DOI: https://doi.org/10.18203/2320-6012.ijrms20185185
[56] Relator, J. (2024). Philosophical Beliefs on Education and Pedagogical Practices Among Teachers in San Roque, Mabini, Bohol. Psychology and Education, 17(1), 49-58. https://doi.org/10.5281/zenodo.10647685
[57] Rukman, W. Y., Urath, S., Harini, H., Ausat, A. M. A., & Suherlan, S. (2023). Philosophy education as a means of developing student soft skills. Edumaspul: Journal Pendidikan, 7(1), 281-286. https://ummaspul.e-journal.id/maspuljr/article/download/5458/2464
[58] Sætra, E. (2022). An Empirical moral philosophy perspective on classroom discussions of controversial issues. Educational Theory, 72(5), 641-662. https://doi.org/10.1111/edth.12548 DOI: https://doi.org/10.1111/edth.12548
[59] Sahan, H. H., & Terzi, A. R. (2015). Analyzing the relationship between prospective teachers educational philosophies and their teaching-learning approaches. Educational Research and Reviews, 10(8), 1267-1275. https://doi.org/10.5897/ERR2015.2166 DOI: https://doi.org/10.5897/ERR2015.2166
[60] Saragih, E. (2012). Implication of philosophy in modern education. In Proceeding Book International Seminar on Education. 1-13). http://assets.jurnal.unprimdn.ac.id.s3.amazonaws.com/documents/post_documents/fa0abdaa1ae763e920d5b3b9717d4cdc179e27a9.pdf
[61] Singh, H. (2019). A critical study on philosophical perspectives on sports education. International Journal of Physiology, Nutrition and Physical Education, 4(1), 2419-2423.
[62] Singhal, D. (2017). Understanding student-centered learning and philosophies of teaching practices. International Journal of Scientific Research and Management, 5(2), 5123-5129. https://doi.org/10.18535/ijsrm/v5i2.02 DOI: https://doi.org/10.18535/ijsrm/v5i2.02
[63] Soccorsi, L. (2013). Instilling a personal teaching philosophy in pre-service teachers: Vitally important but not always easy to achieve. Journal of Student Engagement: Education Matters, 3(1), 21-28. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1025&context=jseem
[64] Standal, Ø. F. (2020). Embodiment: Philosophical considerations of the body in adaptive physical education. In Routledge Handbook of adapted physical education. 227-238. DOI: https://doi.org/10.4324/9780429052675-18
[65] Standal, Ø. F., & Aggerholm, K. (2016). Habits, skills, and embodied experiences: A contribution to philosophy of physical education. Sport, Ethics and Philosophy, 10(3), 269-282. https://doi.org/10.1080/17511321.2016.1220972 DOI: https://doi.org/10.1080/17511321.2016.1220972
[66] Stolz, S. A. (2014). The philosophy of physical education: A new perspective. (1st ed). Routledge. https://doi.org/10.4324/9781315762258 DOI: https://doi.org/10.4324/9781315762258
[67] Tanrıverdi, B., & Apak, Ö. (2014). Pre-service teachers’ beliefs about curriculum orientations. Procedia-Social and Behavioral Sciences, 116, 842-848. https://doi.org/10.1007/s41297-018-00061-1 DOI: https://doi.org/10.1016/j.sbspro.2014.01.308
[68] Tupas, J. B., & Pendon, G. P. (2016). College teachers’ educational philosophy: A step towards improving teaching performance. IRA-International Journal of Education & Multidisciplinary Studies, 3(3), 384-401. https://pdfs.semanticscholar.org/18d8/085e4cf42e1a105eaed8bc66e843446423a4.pdf https://doi.org/10.21013/jems.v3.n3.p12 DOI: https://doi.org/10.21013/jems.v3.n3.p12
[69] Tupas, J. B., & Pendon, G. P. (2016). Prevailing educational Philosophies among pre-service teachers. IRA-International Journal of Education and Multidisciplinary Studies, 3(3), 446-461. https://doi.org/10.21013/jems.v3.n3.p16 DOI: https://doi.org/10.21013/jems.v3.n3.p16
[70] Van Hilvoorde, I., Vorstenbosch, J., & Devisch, I. (2010). Philosophy of sport in Belgium and the Netherlands: History and characteristics. Journal of the Philosophy of Sport, 37(2), 225-236. https://research.vu.nl/ws/portalfiles/portal/2887082/07+Hilvoorde+JPS37%282%29-225-236.pdf https://doi.org/10.1080/00948705.2010.9714778 DOI: https://doi.org/10.1080/00948705.2010.9714778
[71] Waghid, Y. (2004). African philosophy of education: Implications for teaching and learning: Perspectives on higher education. South African Journal of Higher Education, 18(3), 56-64. https://journals.co.za/doi/pdf/10.10520/EJC37106 DOI: https://doi.org/10.4314/sajhe.v18i3.25480
[72] Wahyudin, D. (2016). A view on teaching philosophy in curriculum implementation at the Indonesia University of Education. Sosiohumanika, 9(2), 235-248. https://doi.org/10.2121/sosiohumanika.v9i2.729
[73] Weshah, H. (2013). Investigating the effects of professional practice programs on teacher education students’ ability to articulate educational philosophy. College Student Journal, 47(3), 547-559. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=13c22d1bfed86de5ef6932484eaf857906d981e1
[74] Widyaningsih, R., Budi, D. R., Listiandi, A. D., Qohha, W., Rusdiyanto, R. M., Rama Yudha, B. A., & Irawan, R. (2021). Sport and Philosophy Behind: A Literature Review. Annals of Tropical Medicine & Public Health, 24(3). http://doi.org/10.36295/ASRO.2021.24348 DOI: https://doi.org/10.36295/ASRO.2021.24348
[75] Wipulanusat, W., Panuwatwanich, K., Stewart, R. A., & Sunkpho, J. (2020). Applying mixed methods sequential explanatory design to innovation management. In The 10th International Conference on Engineering, Project, and Production Management (pp. 485-495). Springer, Singapore. https://doi.org/10.1007/978-981-15-1910-9_40 DOI: https://doi.org/10.1007/978-981-15-1910-9_40
[76] World Bank, World Development Indicators. (2021). Primary Education, Teachers (% female) -Philippines. https://data.worldbank.org/indicator/SE.PRM.TCHR.FE.ZS.
[77] Wuest, D. A., & Fisette, J. L. (2012). Foundations of Physical Education, Exercise Science, and Sport (17th ed.). McGraw-Hill.
[78] Yolcu, E. & Sarı, M. (2022). An investigation of pre-service teachers’ views on profession and educational philosophy beliefs. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi [MSKU Journal of Education], 9(1), 286-301. https://doi.org/10.21666/muefd.981487 DOI: https://doi.org/10.21666/muefd.981487
[79] Zai, A. F., Showkat, S., & Ahmad, M. R. (2023). Educational Progressivism and the 21st Century: Exploring Dewey’s Relevance.
[80] Zach. (2024). How to Perform a Shapiro-Wilk Test in SPSS. Statology. https://www.statology.org/shapiro-wilk-test-spss/
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rowen Jr. Luprandado, Pauline Jane C. Sazon, Jocelyn A. Pagcu, Maria Monica Y. Rodriguez, Aries C. Alfaro, Julius Ceazar Tolentino
This work is licensed under a Creative Commons Attribution 4.0 International License.
