Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 1 no. 2 (2023)

The Educational Philosophy and the Career Motivation of the Pre-Service Teachers

Trisha Reign V Gonzales | Maricel D Galvez | Rachel G Bariga | Carie Justine P Estrellado

 

Abstract:

This study aims to explore the educational philosophy and the career motivation of preservice teachers at the Tayabas Western Academy, Candelaria, Quezon. This study utilizes a descriptive-correlational methodology. According to Melegrito and Mendoza (2016), is a concept in research that explains and analyzes information contextually. This also centered on the situations of established relationships, perspectives that were retained, and methods or patterns that were currently developing. The following major findings are: pre-service teachers exemplify progressivism and existentialism as educational philosophies when viewed as a whole. However, when classified according to the educational program, essentialism was the dominant educational philosophy for BEEd, BSEd English, and BSEd Filipino courses; perennialism philosophy for BSEd General Science course; and existentialism philosophy for BSEd Social Studies and BSEd Mathematics courses. Likewise, pre-service teachers are 'motivated' to choose teaching as a profession. Therefore, it is reasonable to assume that the Tayabas Western Academy pre-service teachers have diverse educational philosophies and are willing to embrace their chosen field of work although teaching is not a simple job. The results suggest modifications of a proactive approach to education programs in the 21st century to strengthen the caliber of their graduates.



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