The present study explored the conceptions of teaching and learning of 654 Filipino teacher education students from two public universities in the National Capital Region (NCR), Philippines. They were asked to indicate their agreement on statements from the Conception of Teaching and Learning Questionnaire (CTLQ) and their responses were analyzed using exploratory and confirmatory factor analyses. A four-factor structure of conceptions of teaching and learning emerged from the data analysis, consistent with previous research indicating the unidimensionality of the constructivist conception and the multidimensionality of the traditional conception. The descriptive statistics suggest that the Filipino teacher education students tend to hold a constructivist conception of the nature and process of teaching and learning, but also tend to hold the traditional conception that knowledge is transmitted by teachers and that learning refers to the retention of
knowledge.
ISSN 2094-5876 (Print)
Philippine E-Journals
