The Educational Philosophies of Filipino Pre-Service Physical Educators: A Sequential Explanatory Analysis

This study explores the educational philosophies of pre-service teachers in physical education at a state university in Pampanga, Philippines. Employing a mixed-methods approach, particularly a sequential explanatory design. The research examined the PSPEs’ adherence to six educational philosophies, including behaviourism, Essentialism, perennialism, progressivism, reconstructionism, and existentialism. The quantitative result reveals no significant difference between the educational philosophies according to PSPEs’ sex. Conversely, the qualitative strand yielded findings on how PE teacher-interns applied these theories in practice. In this regard, behaviourist approaches were evident in the use of rewards and incentives to promote positive reinforcement. Essentialism was illustrated by prioritising mastery of fundamental movements. Thus, perennialism was expressed in the teaching of cultural preservation through traditional dances, as presented in literature, whereas progressivism was reflected in the design of activities that encouraged the application of skills. Furthermore, reconstructionism was demonstrated through the promotion of health practices to support healthy lifestyles, while an existentialist approach was used by providing hands-on activities for students. The study concludes that PSPEs encompass a flexible and versatile approach to teaching, guided by various philosophies. This indicates that educational philosophies are fundamental to teaching, influencing curriculum planning, designing, implementation, and evaluation to enhance teaching efficacy and students’ learning progress.