Republic of the Philippines

NUEVA VIZCAYA STATE

UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

VINA K. BAUTISTA
BPE4
PROF.ED 3

I. LEARNING ACTIVITIES

❖ Lesson 1: Your Philosophical Heritage

⮚ Self – Check 1: Test Your Understanding of the Philosophies

Answer each with YES or NO. If your answer is NO, explain your answer in a
sentence.

● Essentialism

No1. Do essentialists aim to teach students to reconstruct society?

Essentialists aim to teach to teach students to transmit the traditional moral

values and intellectual knowledge that students need to become model citizens.

No2. Is the model citizen of the essentialist the citizen who contributes to the re-
building of society?
Model citizen used their basic knowledge, skills and values to contributes in
traditional moral values.
No3. Do the essentialist teachers give up teaching the basics if the students
are not interested?
Teacher teach even the student are not interested, because in essentialism
focus on teacher-centered. But teacher should do their duty as second parents to
teach and guide student even if they are not interested as a teacher we need to be
flexible.

No4. Do the essentialist teachers frown on long academic calendar and core
requirements?
Teachers concentrate in long academic calendar and core requirements so that
they will master the basic skills.

● Progressivism
NO 1. Do the progressivist teachers look at the education as a preparation for adult
life?
Progressivist teacher looks at the education as a preparation for adult life they
teach to develop learners to become enlighten and intelligent students.

Yes 2. Are the students’ interest and needs considered in a progressivist curriculum?
No 3. Does the progressivist curriculum focus mainly on facts and concepts?
Progressivist curriculum focus their teaching on the skills or processes in

gathering and evaluating information and problem-solving.

Yes 4. Do the progressivist teachers strive to stimulate in the classroom life in
the outside world?

● Perennialism
 Republic of the Philippines
NUEVA VIZCAYA STATE
UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

No 1. Are the perennialist teachers concerned with the students’ mastery of the
fundamental skills?
Perennialist teachers concerned more with in the study of Great Books
of ancients and medieval.
Yes 2. Do the perennialist teachers see the wisdom of ancient, medieval and modern
times?
No 3. Is the perennialsit curriculum geared towards specialization?
Perennialist curriculum is generalized.
No 4. Do the perennialist teachers sacrifice subject matter for the sake of students’
interests?
Perennialist teachers apply whatever creative technique, true methods which are
conducive subject matter for them is more important not for the sake of their
students.

● Existentialism

No 1. Is the existentialist teacher after students becoming specialists in order to

contribute to society?
The role of existentialist teacher is to help students define their own
essence by exposing them to various paths they take in life, And by creating an
environment in which they freely choice in their own ways.
Yes 2. Is the existentialist concerned with the education of the whole person?
No 3. Is the course of study imposed on students in the existentialist classroom.
Students are given a wide variety of options from which they choose and
Students have the right to choose and define their own essence.
Yes4. Does the existentialist teacher make heavy use of the individualized approach?
To help students learn by self.

● Behaviorism

Yes 1. Are behaviorists concerned with the modification of student’s behavior?

Behaviorists are also concerned in shaping of students’ behavior by providing for
a favorable environment.
Yes 2. Do behaviorist teachers spend their time teaching students on how to
respond favorably to various environmental stimuli?
Teacher ought to make the stimuli clear and interesting to capture and hold the
learner attention.
Yes 3. Do behaviorist teachers believe they have control over some variables
that affect learning?
Yes 4. Do behaviorist teachers believe that students are a product of their
environment?

● Linguistic Philosophy

Yes 1. Do linguistic philosophers promote the study of language?

No 2. Is the communication that linguistic philosophers encourage limited to verbal
language only?
Linguistic philosophers encourage students to speack as many
language as they can. The more language one speaks the better he/she can
communicate with the world. And also we have the three kinds of
communications:Verbal, Non-verbal and Paraverbal communication. It is not
 Republic of the Philippines
NUEVA VIZCAYA STATE
UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

possible to use verbal only in communicating.

No 3. Do linguistic philosophers prefer the teacher who dominates discussion
to save time to a teacher who encourages dialogue?
The teachers encourage dialogue in the classroom discussion for
interplay of minds and hearts. And they exchange of words and their ideas.
Yes 4. Is the curriculum of the linguistic philosopher open to the learning of
as many languages, like Mother Tongue, as possible?
Mother tongue is the first language that a child or person knows
before Tagalog and English.

● Constructivism

No 1. Does the constructivist agree to a teaching methodology of “telling”?

Constructivists applies the methods of constructing new knowledge.
Yes 2. Do constructivists believe that students can construct knowledge?
Yes 3. Do constructivists approve of teaching learners the skill to learn?
Yes 4. Do constructivists believe that meaning can be imposed?

II. TEST YOUR MEMORY: You may need to research further in order to
gain mastery. The first exercise in this lesson (An Exercise to Determine Your
Life Philosophy) may help.

Directions: To which philosophy does each theory of man belong?

A person:
Behaviorism 1. is a product of his environment.
Essentialism 2. has no universal nature.
Perennialism 3. has rational and moral powers.
Behaviorism 4. has no choice; he is determined by his environment.
Existentialism 5. can choose what he can become.
Behaviorism 6. is a complex combination of matter that responds to physical stimuli.
Essentialism 7. has no free will
Perennialism 8. has the same essential nature with others.
Perennialism 9. is a rational animal.
Progressivism 10. first exists then defines him/herself.
Linguistic Philosophy 11. is a social animal who learns well through an
active interplay with others.
Linguistic Philosophy 12. is a communicating being.
Constructivism 13. is a maker of meaning.
Constructivism 14. a constructor of knowledge.

III. SYNAPSE STRENGTHENERS (Research Work)

Note: This activity will be collected during the distribution of the next
module.
Answers must be placed in a long bond paper written or encoded.
A. We are interested in what is true. Our teaching methodologies are
based on our quest for truth. Likewise, our teaching – learning goals are
based on what we value or what we cherish as good. Identify what each
philosophy considers as good and valuable and true. Complete the
given table given below. The first one is done for you.
Philosophy Theory of Methodology Theory of what Goal of
is teaching-
Truth to arrive at
valuable/good learning
truth
Progressivism The Universe is We must relate Values differ To help
real and is in to the universe from place to develop
constant change and interact place, from time students who
with others to time. From can adjust to a
intelligently, person to changing world
scientifically person; what is and live with
and considered good others in
experientially. for one may not harmony.
The curriculum be good for
stresses on another.
Science and
experiential
learning such
as “hands-on-
minds- on-
hearts-on”
learning.
Linguistic Communication is Learners should Teachers teach To develop the
Philosophy the ability to be taught to students to speak communication
articulate, to voice communicate as many as they skills that they will
out the meaning of clearly. can. use in their
 things that’s one’s everyday life.
obtains.
Constructivism Learners are the Teacher must
builders and provide Teachers let the Help the students
creators of students with students to be construct their
meaning and data or able to construct own ideas and
knowledge. experience than knowledge and knowledge
allow them to make meaning of though active and
hypothesized, them. mental process.
predict and
manipulate.
Essentialism The teacher teach Essentialist The teachers Teacher help the
not to radically teacher must teach the students students to
reshape society have their what is most acquire basic
but rather to mastery of important or what knowledge.
transmit the subject matter. he students need.
traditional moral
values and
intellectual
knowledge that
students need to
become a model
citizens.
Existentialism Existentialists Demands the Existentialist focus To help students
focus upon the education of the on individual. understand and
actions of whole person, not appreciate
historical just in mind. themselves as
individuals. unique
individuals.
Perennialism Perrenialist The teachers do Perennialist Develop the
students is not allow students teachers teach are students rational
universal one on interest or lifted from the and moral
the view that all experience to Great books. powers.
human beings substantially
possess the same dictate what they
essential nature. teach.
Behaviorism Behaviorist are Teacher ought to Values are also Develop students
concerned with arrange caught not only behavior.
shaping of environmental taught.
students behavior conditions so that
by providing for a students can
favorable response to their
environment. stimuli.

B. With which philosophy do you associate the following quotations?

(Single Response Activity)
PROGRESSIVISM 1. “Education is life not a preparation for life”. _Dewey
ESSENTIALISM 2. “Man is nothing else but what he makes of himself…” _ Sartre
ESSENTIALISM 3. “Gripping and enduring interests frequently grow out of initial
learning efforts that are not appealing or attractive.”
BEHAVIORISM 4. “Give me a dozen healthy infants, well – informed, and my own
specified world to bring them up in and I’ll guarantee to take anyone at random and
train him to become any type of specialist I might select – doctor, lawyer, artist, merchant,
chief, and yes, even beggar – man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his ancestor.” _ Watson
EXISTENTIALISM 5. “Existence precedes essence.” Sartre
 EXISTENTIALISM 6. “Life is what you make it.: _
William Thackeray
LINGUSTIC PHILOSOHY 7. “Listening in dialogue is listening more to meaning than to
words…In true listening, we reach behind the words, see through them, to find the
person who is being revealed. Listening is a search to find the treasure of the true person as
revealed verbally and nonverbally…” _ John Powell
LINGUISTIC PHILOSOPHY 8. “When a relationship is working, the act of communicating
seems to flow relatively effortlessly…” _Chip Rose
C. Upon which philosophy/ies is each program /practice anchored?
(single response activity)
1. Back-to-the Basics Movement – Linguistic philosophy
2. Conduct of National Achievement Test to test - Progressivism
3. Use of Great Books - Perennialism
4. Use of Rewards and incentives - Behaviorism
5. Use of simulations and problem-solving method - Progressivism
6. Learners learning at their own pace. - Existentialism
7. Mastery of the 3 r’s – reading, writing, ‘rithmetic - Essentialism
8. The traditional approach to education - Essentialism
9. Subject matter – centered teaching - Perennialism
10. Student – centered teaching – Existentialism
11. Authoritarian approach to teaching - Existentialism
12. Non – authoritarian approach to teaching - Perennialism
13. Making meaning of what is taught – Constructivism
14. Understanding message through verbal, non-verbal and paraverbal means –
Linguistic Philosophy
15. Asking learners to draw meaning from what they are taught - Constructivism

❖ Lesson 2: Formulating Your Philosophy of Education

● In a short bond paper, formulate / write your philosophy of teaching
hand – written or encoded to be submitted during the distribution of
module number 2.

My Philosophy of Teaching

Self responsibility and enjoyment of physical activity for all

students so that they can be physically active for a life time.

My major focus will be to make physical education class as

enjoyable as possible. This goal starts by providing a safe and
comfortable environment. This occurs when every students feel
physically and emotionally safe, and anti-bullying is implemented.
Enthusiasm and respect for the students is also integral to fostering an
 enjoyable environment. To further develop respect and provide a fun
environment I will be open with all students
and encourage them to challenge me in ways
where there is the opportunity to learn from each other. I believed that
including the students in curriculum selection is the best way to provide
enjoyment. This will help my students to feel much more involved in
curriculum rather than feeling force to participate in activities where
students find no personal meaning. I will allow students to help shape
the course of study , where they can select some of what they are
learning, without neglecting their overall development in physical
education.

I can provide students with the means and knowledge for living a
healthy, active lifestyle. Students will be encouraged to find individual
ways that work for them to stay fit in safe fashion, both physically and
emotionally. Providing the knowledge of how to be physically fit is not
enough. I must seek to help students continue to be physically active
outside of class. This can be done by offering extra credit for
participating in non-school related sports activities, such as road races.
To further emphasize continued participation in physical activity, I can
encourage parents to play or join their children activities they enjoy. It is
fundamental to this profession, and as a role model, that teachers
practice what they preach. By being involved in many physical activities,
both in and outside of school, students will see I live what I teach and
hopefully develop respect for me on a much higher level. My passion for
physical activity led me to the noble profession and I hope to leave a
legacy of that passion within my students.

❖ Lesson 3: The Foundational principles of Morality and You

● In a bond paper, by means of a poem or an acrostic (modular
approach/ blended) or spoken poetry (for online modality), show the
importance of morality.

GREAT TEACHERS

Good teachers are more than instructors,

they are role models for their students.

The mediocre teacher talks.

The good teacher explains;

The superior teacher demonstrate

But the great teacher inspires.

 ❖ Lesson 4: Values Formation and You
Reaction Paper: To be placed in a short bond
paper
1. In the modern parable “The Little Prince” written by Antoine Exupery,
the Little prince in his visit to one planet, met an alcoholic. The
following was their conversation:

Little Prince: “What are you doing?”

The Alcoholic: “I am drinking.”

Little prince: “Why are you drinking?”

Alcoholic: “To forget!”

Little Prince: “To forget what?” Alcoholic:

“That I am a drunkard!”

Based on the above conversation, is the alcoholic (or any alcoholic for that matter)
happy for being one. What lessons can you learn from the life of an alcoholic and how
does that convo relate to the lesson on Values formation.

Alcoholic and addicts convince themselves that their fear, anger or

stress is being muted while they drink or use. Perhaps the volume on their emotions is
turned down a bit, but that response is like telling the yelling guy to scream quiety
instead of asking him/her to sit down and have rational, honest discussion about what’s
bothering his/her. The truth is, feeling don’t go away when you drink, they just get
pushdown, which means they’re going to resurface eventually, or get funneled into
something else. Watching an alcoholic or addict fool themselves with their disappearing
act is frustrating, but it also teaches us a bigger truth. Sooner or later we all have to face
our underlying issues- anger, fear, shame or low self-regard . no matter how carefully we
thought we’d packed them away. The alcoholic is not happy for being one. Negative
deeds are not the solution for another negative problems.

2. In his book “Morality and You”, James Finely wrote:…”look at the modern
advertisements. Commercials for deodorants, mouthwashes, skin blemish removers
and other cosmetics have a basic assumption that man is a creature who must be
physically attractive to have much worth in the eyes of his fellowmen. They try to
sell…the following concept to a person; to have bad breath is to be socially
undesirable.” Reflect if this thought of man as sold by the media in a very subtle
manner has in a way influenced your value orientation.

Yes at some point, especially when I was young, but I realized that those things
are just pleasing others and we must reminded that we are here on
 earth to please God not others. For personal
hygiene is one aspect of the everyday being that
should never be neglected. Having good personal hygiene practices means
taking care of yourself and leading a healthy lifestyle. Personal hygiene is like
investing your time and money to having and living a clean life. And it is very
important as water for the survival of man and every living creature. That's why
the man sells the products that are related to the proper hygiene of a person.
Because he wants to remind as that hygiene is the most important aspects in
every person.

❖ Lesson 5: Teaching as Your Vocation, Mission and Profession

● Online learning: Write a reaction paper on the short film/video make a
difference.

It’s my first time to watch this short movie clip make a difference.
This movie was very touching and beautiful story. Yes, I have a friend, they had a
problem in their family and affect the flow of his study. Because he wants to
graduate, he enter different work that can help him to survive for his daily needs
in school. But he comes to class late, sleepy and other that can affect his study.
Then here comes the teacher that he/she can’t understand his situation. As a
friend I feel sad for him and slightly angry for that teacher that cannot understand
his situation.

As a future teacher, we must there for our students as a friend not

only for academics but also as a SECOND PARENT. Because every students
has an individual differences which makes the unique. We should know the
background of our students so that we can help, giving some advice that can
motivate our learners to pursue their studies. And give some consideration. our
experience help us to be a good teacher in the future. And seeing our former
students become successful is very fulfilling.
II. ASSIGNMENT

Research Work (short bond paper in every lesson)

❖ Lesson 1:
● Research on the following philosophies. Give a gist of each philosophy. Cite
those thoughts with which you agree and also those which you disagree.
a. Realism
b. Reconstructionism
c. Stoic Philosophy

A. Realism

Realism is the view that a "reality" of material objects, and possibly of abstract concepts,
exists in an external world independently of our minds and perceptions.

Historically, realism is a metaphysical claim about this independently existing world.

Since Aristotle's Metaphysics, two kinds of questions (ontological and epistemological) are
raised - what exists, and how can we know what exists.

The ontological status of abstract concepts is a completely different question from the
ontology of concrete material objects, though these questions have often been confused in
the history of philosophy.

Information philosophy provides distinct answers to these two ontological questions.

Material objects exist in the world of space and time. They are information structures
embodied in matter and interacting with energy. Abstract concepts are pure information,
neither matter nor energy, although they need matter for their embodiment and energy for
their communication.

The contrast between material objects and abstract concepts can be illustrated by the
difference between invention and discovery.

We discover physical objects through our perceptions of them. To be sure, we invent our
ideas about these objects, their descriptions, their names, theories of how they are
structured and how they interact energetically - with one another and with us. But we cannot
arbitrarily invent the natural world. We must test our theories with experiment. This makes
our knowledge of an independent external world scientific.

By contrast, we humans invent abstract concepts like truth, justice, and beauty. We
know that these cultural constructs exist nowhere in nature as physical structures. We
created them. Cultural knowledge is relative to and dependent on the society that creates it.

Platonic Realism is the view that abstract things like numbers, perfect geometric
figures, and other things that Plato called the Forms or the Ideas, have a real and
independent existence, though they are not material objects.

For Aristotle, these "universals" exist only in the concrete objects which share some
 property. The universal idea of a perfect circle is a
shared property of the many actual circles in nature.

B. Reconstruction

Reconstructionism centers on the idea of constant change and emphasizes addressing of social
questions. It has a quest to create a better society and worldwide democracy and focuses
on a curriculum that highlights social reform as the aim of education.

Theodore Brameld founded social reconstructionism, in reaction against the realities of

World War II. In the 1930’s, Brameld was drawn to a social activist group of scholars at
Teachers College, Columbia University like Counts, Rugg, Curti and Kilpatrick. Counts
especially influenced him profoundly, writing in The Social Frontier, a journal of educational
and political critique, he argued for a radical philosophy that focused analysis on
weaknesses in the social, economic, and political structure. From the analysis came
constructive blueprints for a new social order that challenged social inequities like prejudice,
discrimination, and economic exploitation.

Social reconstructionists believe that curriculum should focus on student experience and
taking social action on real problems. Also, inquiry, dialogue and multiple perspectives and
community-based learning are strategies for dealing with controversial issues. Finally,
systems must be changed to overcome oppression and improve human conditions.

George counts recognized that education was the means of preparing people for
creating this new social order. Paolo Freire, a Brazilian whose experiences living in poverty
led him to champion education and literacy as the vehicle for social change. Freire believes
that humans must learn to resist oppression and not become its victims, nor oppress other.
He saw teaching and learning as a process of inquiry in which the child must invent and
reinvent the world.

C. Stoic Philosophy

Stoicism is an ancient Greek philosophy (developed by Zeno of Citium around 300 B.C.
as a refinement of Cynicism) which teaches the development of self-control and fortitude as
a means of overcoming destructive emotions. It does not seek to extinguish emotions
completely, but rather seeks to transform them by a resolute Asceticism (a voluntary
abstinence from worldly pleasures), which enables a person to develop clear judgment,
inner calm and freedom from suffering (which it considers the ultimate goal).

Stoicism is not just a set of beliefs or ethical claims, but rather a way of life, involving
constant practice and training, and incorporating the practice of logic, Socratic dialogue and
self-dialogue, contemplation of death, and a kind of meditation aimed at training one's
attention to remain in the present moment.

The term "stoic" was taken from the "stoa poikile" (meaning "painted porch" or
"colonnade") where Zeno of Citium used to teach. In modern usage, the word refers to
someone who is unemotional or indifferent to pain, pleasure, grief or joy, and has little in
 common with its philosophical roots.

Stoic Ethics

As an ethical doctrine, the goal of Stoicism is freedom from passion (in the ancient
sense of "anguish" or "suffering") through the pursuit of reason and "apatheia" (apathy, in its
ancient sense of being objective, unemotional and having clear judgment). It teaches
indifference and a "passive" reaction to external events (on the grounds that nothing
external could be either good or evil) and equanimityin the face of life's highs and lows.

An important aspect of Stoicism involves improving the individual’s ethical and moral
well-being by having a will which agrees with Nature, and by practicing the four cardinal
virtues (derived from the teachings of Plato): wisdom("sophia"), courage ("andreia"),
justice("dikaiosyne") and temperance("sophrosyne").

The Stoics also believed that all the world is one, issuing from one principle (Monism),
and that a divine reality pervades the whole universe (Pantheism). Thus, the universe is like
a giant living body, with its own leading part (the stars or the sun), but with all parts being
interconnected, so that what happens in one place affects what happens elsewhere. In
addition, everything in the universe is predetermined (Determinism), although humans have
a certain amount of free will (in the same way as eddies play around within the overall
current of a river)

❖ Lesson 3
● How does conscience relate to morality?

Through our individual conscience, we become aware of our deeply held moral
principles, we are motivated to act upon them, and we assess our character, our behavior
and ultimately our self against those principles. Different philosophical, religious and
common-sense approaches to conscience have emphasized different aspects of this broad
characterization. The resulting more specific understandings of conscience will be presented
in the sections below.

On any of these accounts, conscience is defined by its inward looking and subjective
character, in the following sense: conscience is always knowledge of ourselves, or
awareness of moral principles we have committed to, or assessment of ourselves, or
motivation to act that comes from within us (as opposed to external impositions). This inward
looking and subjective character of conscience is also reflected in the etymological relation
between the notion of “conscience” and that of consciousness. Only after the 17th Century
did “consciousness” start to be used with a distinct meaning referring to the psychological
and phenomenal dimension of the mind, rather than to its moral dimension (for an account
of the terminological shift, see Jorgensen 2014).

The term “conscience” translates the Latin “conscientia”, which refers to sharing
“knowledge” (scientia) “with” (con-), and which in turns translates the equivalent Greek term
 suneidenai (see Pierce 1955 and Sorabji 2014 for
an etymological analysis of the term). The literal meaning of the term does not specify the
type of knowledge involved and whom that knowledge is shared with. However, the concept
has traditionally been used to refer to moral knowledge (we talk indifferently of conscience
and moral conscience) that is shared with oneself.

This reference to the self does not rule out that the source of the morality in question be
external to the self. For example, it might be God, as in the Christian tradition, or the
influence of one’s culture or of one’s upbringing, as in the Freudian theory of the Super-Ego.
Reference to the self indicates that, from a psychological point of view, conscience involves
introspection, awareness of one’s behavior, and self-assessment.

This entry will expound the main features of the notion of conscience as it is used in
philosophical discussion, religious teaching and in common language alike. The perspective
adopted here will be theoretical, rather than historical. The entry focuses on the Western
tradition and some examples are drawn from Christian sources. The entry is structured
around four possible, but not mutually exclusive, ways of conceptualizing conscience. These
will be preceded by an introductory section outlining the pluralistic, morally neutraland
subjective nature of the concept of conscience.

❖ Lesson 4
● Which Filipino values pose obstacles to your value formation? How do they block your value
formation?

1. Hospitality- We tend to give to give everything and share everything we have to our visitors. Even
we don’t have it or can’t afford to have it but we find ways to get it. Some of us need to borrow money
just to offer during birthdays, weddings and other occasions.
So this value hinders our sense of humility. We tend to boast or brag about thing we don’t have just to
show our neighbors that we live than them.
2. Hiya- because of this sometimes we are shy expressing ideas, talents and many more, we
sometimes let the choice or opportunity fly away .

● In the context of value formation, write down your response/action plan as a proof that you accept
continuing personal value formation – “Di baleng mahira, basta’t may dangal”

Poverty is not the hindrance and the reason to stop reaching a successful life in the future.
Remember always that honor and dignity are far more important than riches and gold. We must share
our blessing to other people and enjoy what life you have in this world because if you will die you cannot
used or take what you have.

❖ Lesson 5
● Read any research related to teaching as the noblest of all professions then give
the:

a. Research Title
Teaching as a Noble Work: Why People Join the Teaching Profession? A Case Study of
Undergraduate Students in Education Programme at Mwenge Catholic University in Tanzania

b. Research methodology
The study employed a case study design and cross-sectional survey design whereby the study

details focused on a single institution that offers both the Pre-service and the in-service teacher training
programmes for science and Art teachers at the degree level. The target population for the study was
3,500 undergraduate students in the education program at Mwenge Catholic University. A sample of 500
students was selected from the Science and Art courses. The
instruments for data collection included questionnaire and focus group discussions to collect data from
teacher trainees. The quantitative data obtained was analyzed through descriptive statistics into
frequencies and percentages while the qualitative data was organized into themes and presented
through text, narratives and quotes.

c. Findings
The findings from the study show that 98.2% of all the teacher trainees participated in the study
expected to be respected by their community members as among their good teachers while 97.4%
joined the teaching profession because they expected to get access to loans provided by the
government to the priority programmes including education. This implies that the majority of the teacher
trainees joined the program because the education programme provides opportunity to its prospective
candidates to be supported by the government loan board in terms of tuition fee and sustaining costs.

The findings also show that 93.8% of teacher trainees expected to get permanent job security when
they will be employed as teachers by the government while 91.4% expected to be employed directly by
the private and government institutions after completing the college and university studies. They believed
that teachers can fit themselves in many places in either the government or private sectors.In addition,
the findings indicate that 87% expected to be a source of other professions such as doctors, lawyers,
and others. This shows that the teacher trainees appreciate the role played by teachers in the
preparation and molding people to join the other important professions and fields whose existence
creates a balance in the societies. The findings show that 86.4% expected to have a good living standard
and meet their basic needs because they will earn income. On the other hand, 56% of the teacher
trainees expected to share their knowledge and skills with their future students.
This implies that the trainees made sense of the power of knowledge sharing as a way of transmitting
knowledge and skills from generation to generation to achieve the national goals of education in their
country. The findings also show that 40.8% of the teacher trainees are expected to show their love with
others as some of the teachers accorded to their students.
This implies that teachers are role models to their students and they can attract them to join the
teaching profession as they believe that it encourages the sense of respect and love to others as a
vocation. Only 20.6% expected to be lifelong learners, this indicates that, not many people want to be
long life learners but in truth that among is the basic role of the teacher. The teachers always read and
update their knowledge and skills and in the real sense, they are expected to be lifelong learners, a
phenomenon that cannot be avoided in any circumstance.

d. Conclusion
The study findings conclude that there are many factors which attract university prospects to join the
teaching programme. Among these factors is the access to government loans which are provided to the
students applying for education programmes, higher probability of getting employment after graduating
their educational courses and their interest to share knowledge and skills with the rest of the community
especially their students. Most of the teacher trainees acknowledged that they were attracted to join the
teaching workforce because they had good role models during their school time and that they wanted to
imitate what their role model teachers were doing and the value they accorded to their students.
Generally the researcher in this study concludes that, teaching profession as other professions
particularly in Tanzania and in the world helps its employees to earn some income and improve their
living conditions. Therefore it should be provided with a conducive working environment that will attract
more the young generation to willingly join it while preventing the in-service teachers to abandon it for the
sake of the national developments.

e. Reference
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● https://www.informationphilosopher.com/knowledge/realism.html

● https://www.slideserve.com/rahim-davidson/the-educational-philosophy-of-reconstruction ism

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