/PROFESSIONAL EDUCATION TEACHING PROFESSION

a. Focus - GOOD BEHAVIOR;

observable and measurable
behavior
b. Keywords - human shaped by
environment; product of society;
modification/shaping of
FOUNDATIONS OF THE
TEACHING-LEARNING PROCESS students
2. CONSTRUCTIVISM - application of past
PHILOSOPHICAL & SOCIOLOGICAL knowledge to new knowledge
PRINCIPLES OF EDUCATION
- supports student collaboration, & active
❖ Apply philosophical and sociological
participation in classroom activities
principles in teaching-learning
- learners construct understanding; new
situations
learning depends on current knowledge
- meaningful learning occurs within
Resources:
Balbuena, S. E. (2014). Philosophies of Education.
authentic learning tasks (involves
https://www.slideshare.net/sherwinbalbuena/philosophies constructing knowledge and
-of-education-35587809 understanding)
Lucas, M. D., Corpuz, B. B. (2014). Facilitating Learning: A
a. Focus - KNOWLEDGE
Metacognitive Process. LORIMAR Publishing Inc.
Singh, A. (2022). Things Educators Should Know About the 8
CONSTRUCTION; students and
Philosophies of Education. hands-on learning
https://blog.teachmint.com/things-educators-should-know b. Belief - students should be left
-about-the-8-philosophy-of-education/
to discover lessons ON THEIR
The Teacher’s Notebook (2023). Foundations/”isms” of
Education.
OWN through hands-on
https://www.facebook.com/permalink.php?story_fbid=pfb activities to truly learn
id0srXEEjWq3QZ3hewjZpaKBZZR2axXJVWkXUrn2Wgwgj c. Keywords - creating new ideas;
dbsCeJ9AfTuBtuJUG7pvJ9l&id=100087521465785
how to learn; own
interpretation; knowledge
THE EIGHT PHILOSOPHIES OF constructed by the learners
EDUCATION
3. ESSENTIALISM - common & essential
cultural ideas and skills should be
1. BEHAVIORISM - behavior is mostly
taught in the school system
learned through conditioning and
- teachers teach for learners’ acquisition
reinforcement
of knowledge, skills, and values
- change in the external environment will
- subject-centered curriculum; emphasis
bring positive change in an individual’s
on teacher’s classroom authority and
behavior
mastery of subject
/PROFESSIONAL EDUCATION TEACHING PROFESSION

- teachers are expected to be intellectual 7. PROGRESSIVISM - student-centric;

and moral models students are free to develop their own
a. Focus - teacher training & beliefs
development - needs-based curriculum; attend to
b. Keywords: basic knowledge, students’ needs and relates to students’
skills, & values; 4Rs (‘riting, personal lives and experiences
reading, ‘rithmetic, & right - learning by experimentation
conduct); intellectual growth - promotes scientific method of teaching
promotion - encourages student interaction as part of
4. HUMANISM - student-centric; the learning process
educators and students enhance a. Belief - learning comes from
individual development finding answers to questions
a. Focus - enhancing the positive b. Keywords - needs & interests of
aspect of one’s personality; the students; learning by doing;
rejects the idea of radical school reform; teaching
group-oriented education using real-life situations
b. Keywords - learners bring out 8. RECONSTRUCTIONISM -
the best in themselves; “making student-centric
the most out of your life” a. Focus: - world matters (world
5. PERENNIALISM - teacher-centered events, social issues & progress)
- students read and analyze the works of b. Keywords - change & social
history’s great thinkers and writers reform; awareness to societal
a. Focus - ideas of education that needs
lasted for centuries
b. Belief - teaching great works
THE EIGHT PHILOSOPHIES OF
c. Keywords - eternal, universal, EDUCATION
past ideas are relevant
6. POSITIVISM (Logical Positivism) A. EXISTENTIALISM - help students
- teacher-centered understand & appreciate themselves as
- eliminates intuition, matters of mind, & unique individuals who accept complete
inner causes responsibility for their thoughts, feelings,
- emphasis on science/scientific method and actions
as the only source of knowledge - education of the whole person, not just
a. Focus - logical reasoning; laws the mind
of matter and motion a. Focus - INDIVIDUAL: learning
is self-paced & self-directed;
/PROFESSIONAL EDUCATION TEACHING PROFESSION

- arts and humanities c. Keywords - natural growth &

B. EMPIRICISM - all learning only comes development; nature is the
from sensory experiences, evidences, aggregate of everything
and observations E. PRAGMATISM - an idea’s usefulness
- explain acquisition of knowledge and should be for measuring the merit of the
improve conceptual understanding of idea
the world - all education is learning by doing
- blank slate instead of having an innate - learning models with practical problem
sense of the world solving approaches
a. Focus - lived experiences turn - education should be through society to
the blank slate into who a develop socially desirable qualities that
person is; sensory experiences promote welfare & happiness
provide gained knowledge a. Focus - teaching practicality
b. Keywords - tabula rasa b. Belief - ideas should be judged
C. IDEALISM - ideas/concepts are the based on real-world application
essence of all that is worth knowing c. Keywords - realistic; grounded;
a. Focus - conscious reasoning of practical
the mind
- universal & absolute truths/ideas FOUNDATION THEORIES OF SPECIAL
b. Belief - ideas should remain AND INCLUSIVE EDUCATION

constant through time ❖ Apply foundation theories of special

c. Keywords - ideas are important; and inclusive education

anything what’s in your mind

Resources:
D. NATURALISM - the world is made up
Corpuz, B. B., Lucas, M. R., Borabo, H. G., Lucido, P. I.
of matter (2015). Child and Adolescent Development: Looking at Learners at
- does not believe in Different Life Stages. LORIMAR Publishing Inc.
Garciano, S. (n.d.). Foundations of Special and Inclusive
spirituality/supernaturalism
Education.
- maximum freedom is given to the child;
https://www.scribd.com/document/528450761/Foundatio
create natural conditions for child’s ns-of-Special-and-Inclusive-Education#
natural development Lucas, M. D., Corpuz, B. B. (2014). Facilitating Learning: A
Metacognitive Process. LORIMAR Publishing Inc.
a. Focus - essence of all things is
NATURE
1. COGNITIVE THEORY OF
b. Belief - nature represents reality;
DEVELOPMENT (JEAN PIAGET)
material world/world of nature
- Schema - way to
is the real world
understand/create meaning
/PROFESSIONAL EDUCATION TEACHING PROFESSION

- descriptions of prior - Irreversibility - inability to reverse

knowledge/understanding thinking
- Assimilation - process of - Animism - attribute human-like traits
relating new information with to inanimate objects
prior knowledge/schema - Transductive Reasoning - neither
- Accommodation - creating new inductive nor deductive
schema - A causes B thus B causes A
- Equilibration - balancing c. Concrete Operational - 8-11
assimilation and years old
accommodation - ability to logical thinking but only in
- understanding how the world terms of concrete objects
works to find order, structure, & - Decentering - ability to perceive
predictability different features of objects and
- 4 Stages of Development situations
a. Sensory-motor - child is no longer limited to one aspect
- birth to 2 years old - Reversibility - certain operations can
- prominence of senses & muscle now be reversed
movement - ex. commutative property of
- Object Permanence - ability to know addition; subtraction is the
object’s existence even when out of sight reverse operation of addition
b. Preoperational - 2-7 years old - Conservation - knowledge of certain
- ability to make mental representations; properties (mass, volume, area, etc.) do
ability to pretend not change even when there is change in
- intelligence is intuitive in nature appearance
- Symbolic Function - ability to represent - Seriation - ability to arrange things in
objects and events series according to one dimension
- Egocentrism - child only sees their point d. Formal Operational - 12-15
of view and assumes everyone else years old
shares the same - more logical thinking
- cannot take POV of others - can solve abstract problems
- Centration - focus in only one - Hypothetical Reasoning - coming up
thing/event and exclude other aspects with a different hypothesis about a
- ex. transferring same amount of problem; gather and analyze data to
water to a taller & narrower make final judgment
glass but child says that glass - absence of concrete objects
has more water - dealing with what if questions
/PROFESSIONAL EDUCATION TEACHING PROFESSION

- Analogical Reasoning - perceive - guidance from more knowledgeable

relationship in one instance and use it to other (MKO)
narrow possible answers in other similar - higher level of performance = learner’s
situations actual performance (if able to work
- ability to make analogies and reflective independently in the future)
thinking - Zone of Proximal Development (ZPD)
- Deductive Reasoning - ability to think - I do, you watch → I do, you
logically by applying a general rule to a assist → you do, I assist → you
particular instance do, I watch

2. SOCIAL LEARNING THEORY

(ALBERT BANDURA) - learning by
observing behavior of others and 4. SITUATED LEARNING THEORY
outcomes of those behaviors (JEAN LAVE) - inclination to learning
- learning can occur without behavioral by actively participating in the learning
change experience
- cognition is important in learning; - creating meaning from real activities in
awareness & expectation off daily living
reinforcements and punishments can - use challenging activities that stimulate
affect behaviors critical thinking and kinesthetic abilities
- social learning should be accompanied (should be applicable/transferable to
by performance home learning/in other settings)
- attention is critical; attention, retention, - students are placed in authentic learning
motor production, motivation environments that are actively engaging
3. SCAFFOLDING (LEV VYGOTSKY) & encourage the use of problem solving
- systematic manner of providing skills
assistance
/PROFESSIONAL EDUCATION TEACHING PROFESSION

5. THEORY OF LEARNING BY DOING

(JOHN DEWEY)

- every idea & action is adapted to/from

the ongoing environment
- learning is embedded within activity,
context, and culture
- what people learn, see, and do is
situated in their role as a member of the
community; involvement in community
practice — embodying beliefs and
behaviors
- knowledge should be presented in
authentic settings