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ERIC Number: EJ854936
Record Type: Journal
Publication Date: 2007-May
Pages: 25
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-1527-9316
Three Professors' Teaching Philosophy of Education: Strategies and Considerations for Undergraduate Courses
Pryor, Caroline R.; Sloan, Kris; Amobi, Funmi
Journal of Scholarship of Teaching and Learning, v7 n1 p77-101 May 2007
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. (Contains 2 tables and 5 footnotes.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A