Philippine E-Journals

At the crossroads of knowing and teaching: A phenomenology of the role of teachers’ knowledge in shaping Filipino professoriate’s signature pedagogy for teacher education

Virgilio F. Fadera | Allan B. De Guzman

 

Abstract:

This study purported to describe the role of teachers’ knowledge as it shapes Filipino professoriate’s signature pedagogy for teacher education. . From the lens of phenomenology, this paper has eidetically described the distinct roles played by the different typologies of knowledge in the Filipino teacher educators’ characteristic teaching practices, namely, knowledge of content and pedagogy’s mediating, optimizing and broadening roles; ; knowledge of learners’ bonding, adapting and reinforcing roles; knowledge of self’s connecting, actuating and projecting roles; and knowledge of educational context’s aligning, integrating and managing roles. The identified roles of the four knowledge typologies were further contextualized using a rule-role-roll template.