Unearthing the Hidden Curriculum within the Microsystem of Filipino Pre-service Physical Educators: An Institutional Ethnography
DOI:
https://doi.org/10.64169/dje.193Keywords:
Ecological Systems Theory, Hidden Curriculum, Institutional Ethnography, Philippines, Pre-Service Physical Educators, Professional IdentityAbstract
The microsystem within teacher education institutions has become an area of exploration for many scholars and curriculum experts globally. However, a dearth of studies has been noted in the literature about hidden curricula among physical education teacher education (PETE) programs. Hence, this study attempted to unearth the hidden curriculum and its implications among Filipino pre-service physical educators (PSPEs). This institutional ethnography involved 15 senior PSPEs from a public university in the Central Luzon Region, Philippines, selected via maximum variation sampling in a series of focus group discussions. Moreover, documentary analysis of publicly available university documents and observations was carried out to validate the inquiry. Reflexive thematic analysis was used to explicate the findings, and trustworthiness and rigor were likewise ensured. Findings revealed four themes relative to PSPEs’ acquired unintended learning from their university, derived from implicit factors and people involved. These include commitment to the prospective profession and adaptability (learning by doing in real settings); teaching confidence and empathy towards students (shaping identity through school culture); leadership and communication skills (learning from peers and daily routines); and resilience, self-confidence, and emotional regulation (reflecting and adapting through challenges). Moreover, four themes likewise emerged as factors that shape PSPEs’ professional identity, such as modeling and interaction, initiative and leadership, versatility as an institutional norm, and teaching philosophy emergence through practice. It is recommended that PETE institutions should formalise programs and activities that explicitly promote professional identity formation among PSPEs, considering the microsystem of a university where they spend years of teacher training.
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