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Philosophical Perspectives of Educators in Teaching Higher Education

Ruth A. Ortega-Dela Cruz*

Institute for Governance and Rural Development, College of Public Affairs and Development, University of the Philippines Los Baños, Laguna, Philippines, Los Baños.

Periodicity:March - May'2020
DOI : https://doi.org/10.26634/jhss.1.3.17621

Abstract

The study determined the philosophical perspectives of educators who were teaching in higher education. Using survey research design, the structured questionnaire was administered to 30 purposely chosen faculty members in a State University in the Philippines. The researcher also conducted a follow-up interview with the College to ask for their personal viewpoints. Descriptive and thematic analyses were employed in analyzing the quantitative and qualitative data respectively. Findings showed that most of the educators adhere to the philosophical standpoint and practices of realism, essentialism and existentialism. Whereas, reconstructionism, pragmatism and constructivism appeared to be the least practiced among them. To conclude, the researcher recommended practical ways to promote the least-practiced philosophies by allowing the educators to explore on other teaching practices that will help address the needs of the students who are soon to be part of the workforce of the society.

Keywords

Agriculture, Educational Philosophy, Educators, Fisheries Higher Education, Perspectives, Technology and Livelihood Education (TLE).

How to Cite this Article?

Cruz, R. A. O. (2020). Philosophical Perspectives of Educators in Teaching Higher Education. i-manager's Journal on Humanities & Social Sciences, 1(3), 1-9. https://doi.org/10.26634/jhss.1.3.17621

References

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Philosophical Perspectives of Educators in Teaching Higher Education

Abstract

Keywords

How to Cite this Article?

References

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