Becoming Persons for Others: Examining Values Formation among Pre-Service Teachers

This study explores values formation among pre-service teachers in a Jesuit institution in Cagayan de Oro City, Philippines, using Bronfenbrenner’s ecological systems theory and Ignatian pedagogy. A mixed-methods approach, involving surveys (n=206) and focus group discussions with purposively chosen students (n=20), examined environmental influences (peers, family, media) and formation levels (stewardship, servant leadership, equality, social justice, service). Findings reveal strong environmental shaping and consistent values internalization, yet a tension emerges: institutional practices ensure uniformity, while diverse student engagement varies, challenging assumptions of universal formation. The single-institution context limits generalizability, but insights are transferable to reflective, values-based teacher education. The study recommends integrating media literacy, family engagement, and tailored reflective practices to enhance ethical leadership, with implications for Jesuit and secular programs. Theoretically, it suggests extending Bronfenbrenner’s framework by incorporating Ignatian reflection, advancing ecological models. These findings contribute to understanding how reflective pedagogies foster educators committed to social justice and service. Keywords: values formation, pre-service teachers, Jesuit education, ecological systems theory, Ignatian pedagogy