Three professors’ teaching philosophy of education: Strategies and considerations for undergraduate courses
This study investigated the impact of teaching about philosophical approaches on preservice teachers' coherence-non-coherence perspectives. Participants were 56 preservice teachers from two research universities in two states, and three professors at these universities. Data were collected using (a) a 105-item Philosophy of Education Scale (POES) (Pryor, 2004b), and (b) professor and student self-reflections. A correlational matrix was used to determine the relationship among five philosophical orientations and seven dimensions of educational practice. Results indicate that students are more consistent in their ratings of approaches they are less likely to adopt in their teaching than those they are more likely to use. Implications include suggestions for enhancing foundations courses and the use of the POES as a reflective tool.