Teaching Practices & Philo

Emie Ang a.
Gloria Liquido
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Interfacing Philosophy & Teaching Beliefs with Grammar Teaching Practices: Implication to K12 Implementation
by:
Consolacion Cruz-Miclat Page 1 Blandina Planedo
THE PROBLEM & ITS BACKGROUND

Teaching philosophy: embodies our goals, beliefs, learning experiences, level of professionalism and self development, (Campos, 2010) a systematic and critical rationale that focuses on the important components defining teaching and learning in a particular discipline or institutional context, (Schonwetter, 2002)
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defines the purpose and focus of an educational institution a part of the institutions visionmission statement which in turns defines what subjects are taught, the values that are taught implicitly and explicitly along with the subjects being covered.
Clearly and logically communicates fundamental values and beliefs

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Clearly and logically communicates

fundamental values and beliefs about teaching and learning, why one holds these values and beliefs and how these values and beliefs are translated into teaching, (Kenny, 2008). A starting point for examining teaching beliefs and practices, allowing the teacher to monitor his/her own progress
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Statement of the problem

In particular, this investigation seeks to answer the following research questions: What kinds of teaching philosophy do English teachers have? What is the level of respondents teaching beliefs in grammar teaching Teaching practices Congruence of philosophy and teaching practices Factors and pedagogy that influence Page 5 philosophy and teaching practices
Is there a significant relationship between

respondents educational attainment and teaching experience and their teaching philosophy? Is there a significant correlation between the teaching philosophy and the grammar teaching practices of basic education teachers?
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Hypothesis:
Ho: There is no significant correlation between the teaching philosophy and the grammar teaching practices of selected basic education teacher respondents.
Ho:
There is no significant relationship between the educational attainment and teaching experience and their teaching philosophy.
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Conceptual Framework:
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.
Schooling
Professional Coursework
Beliefs, knowledge, theories, attitudes, images, assumptions, metaphors, conceptions, perspectives.
Teachers Philosophy
About teaching, teachers, learning, students, subject matter, curricula, materials, instructional activities, self.
Contextual Factors
Influence practice either by Defined by the interaction of modifying philosophy or else philosophy and contextual Click here to download this powerpoint template : Colorful Pastel Tree Powerpoint Template directly, in which case factors. In turn, classroom For more templates : PPT Backgrounds Models incongruence between Others ressources : experience influences philosophy and practice may Abstract Free PPT Presentations philosophy unconsciously result. Templates Nature Powerpoint and/or through conscious
Classroom Practice including practice teaching
Figure 1. Teacher cognition. schooling, professional education, and classroom practice (Borg, 2006)
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reflection.
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Significance of the Study

Specifically, the study hopes to create awareness among teachers the importance of a philosophy of teaching and thereby improve the quality of their performance in the classroom;
Provide additional knowledge of
factors that influence ones teaching philosophy.
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Significance of the Study

give insights on the importance of having
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
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Scope and Limitation

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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Research Methodology
Descriptive, quantitative research using closed-
ended questions from participants.

Used purposive sampling
locales of the study are schools in Metro Manila
and nearby province in the north

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Instruments
adapted from two sources :
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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Part 2
Burgess & Etherington (2002) 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
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Data Gathering Procedure

Informal personal approach to contact respondents retrieval : 100%
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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
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.
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Statistical Treatment of the Data

percentages and means for demographic profile Scoring method for teaching philosophy Correlational procedure for relationship
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Discussion
demographic profile Classroom characteristics Hypothesis testing
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Findings
demographic profile Classroom characteristics Hypothesis testing
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Teaching Practices & Philo

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Emie Ang a.

Consolacion Cruz-Miclat Page 1 Blandina Planedo

THE PROBLEM & ITS BACKGROUND

Clearly and logically communicates fundamental values and beliefs

Clearly and logically communicates

Statement of the problem

Is there a significant relationship between

Beliefs, knowledge, theories, attitudes, images, assumptions, metaphors, conceptions, perspectives.

Classroom Practice including practice teaching

Significance of the Study

factors that influence ones teaching philosophy.

Significance of the Study

Scope and Limitation

the factors that underpin such philosophy of respondent teachers.

ended questions from participants.

locales of the study are schools in Metro Manila

and nearby province in the north

Educational Belief Scale: The validity and reliability

involving 5 educational philosophies: perennialism, idealism, realism, experimentalism, and existentialism;

Used a Likert scale of 5

Data Gathering Procedure

Statistical Treatment of the Data

Statistical Treatment of the Data

Vous aimerez peut-être aussi

Teaching Practices &amp; Philo

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

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Teaching Practices &amp; Philo

Transféré par

Droits d'auteur :

Formats disponibles

Emie Ang a.

Consolacion Cruz-Miclat Page 1 Blandina Planedo

THE PROBLEM & ITS BACKGROUND

Clearly and logically communicates fundamental values and beliefs

Clearly and logically communicates

Statement of the problem

Is there a significant relationship between

Beliefs, knowledge, theories, attitudes, images, assumptions, metaphors, conceptions, perspectives.

Classroom Practice including practice teaching

Significance of the Study

factors that influence ones teaching philosophy.

Significance of the Study

Scope and Limitation

the factors that underpin such philosophy of respondent teachers.

ended questions from participants.

locales of the study are schools in Metro Manila

and nearby province in the north

Educational Belief Scale: The validity and reliability

involving 5 educational philosophies: perennialism, idealism, realism, experimentalism, and existentialism;

Used a Likert scale of 5

Data Gathering Procedure

Statistical Treatment of the Data

Statistical Treatment of the Data

Vous aimerez peut-être aussi

Teaching Practices & Philo

Teaching Practices & Philo