FIELD STUDY LEARNING

1 EPISODE
Teacher’s Philosophy of
Education
FS 1 10

On things asked of teacher applicants in the Department of Education is to write their philosophy of education.
This means that they have to write their concept of the nature of the learner, how that learner learns and how
that learner ought to live in order to live life meaningfully. Based on these philosophical concepts, the teacher
applicant describe how they ought to relate to the learner, what to teach and how to teach so that the learner
learns and lives life happily and meaningfully.

At the end of this Episode, I must be able to:

 Determine prevailing philosophies of education based on DepEd Vision and Mission statements,
core values and mandate, K to 12 Curriculum Framework and Guide and RA 10533;
 Cite teacher’s teaching behaviors and the philosophies of education on which these behaviors
are founded; and
 Articulate my philosophy of teaching.

We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past and of the
present. The way teachers relate to learners and the way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate of the Department of
Education and the features of the K to 12 Curriculum as contained in Section 3 of RA 10533 and the K to 12
Curriculum guide are manifestations or expressions of the philosophies of education of the country. They state
the standards and the outcomes of education towards which all curricular activities and teachinglearning should
be directed.

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 ACTIVITY 10.1: Analyzing DepEd’s Philosophy of

Resource Teacher: Sir Edsel L. Natividad Teacher’s Signature: ___________________

School: Tibag High School Grade/Year Level: Grade 11
Subject Area: Oral Communication Date: November 25, 2022

Activity 10.1
• Determine prevailing philosophies of education based on DepEd Vision and Mission statements, core values
and mandate and on the K to 12 Curriculum Framework and Guide.
• Study the DepEd Vision and Mission statements, Core Values and Mandate.
• Read the features of the K to 12 Curriculum based on the K to 12 Curriculum Framework and Guide and
Section 5 of RA 10533.
• Accomplish the table below by answering this question: Which philosophies are expressed?
• Cite relevant statements to back up an identified philosophy of education. You are given an example.
Philosophies of Education Which philosophies are expressed in Which philosophies are
the DepEd Vision, Mission expressed in the K to 12
Statements, Core Curriculum Framework and
Values, Mandate? Give proof. Guide and Sec 5 of RA
10533?
Give proof.
1. Essentialism - teach mastery Essentialism - The core values of maka- Essentialism - List of standards
of the basics; curriculum s Diyos, maka-tao, makakalikasan, and and competencies that learners
prescribed; subject maka-bansa show that DepEd believes in are expected to attain is the
mattercentered there are unchanging values that need to be subject matter that students are
universal, objective values; inculcated. expected to learn.
inculcate values in subject
matter
2. Perennialism – teach those Perennialism - In K-12
that last, the classics;
there are universal values;
Students learn Curriculum Framework which is
“Making the Curriculum
inculcate these universal
objective values in Relevant to
(Contextualization
learners

Enhancement)”, to take what

and

a child- they learned in school and apply

it to their future, students

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 needed to develop in-depth
friendly, knowledge, skills, values, and
attitudes through continuity and

gender- consistency across all levels and

topics.

sensitive,
safe, and
motivating
environment
shows that
DepEd
applied
Perennialism
to their
DepEd
Mission as
they believes
that if the
learners
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 3
 engage with
this kind of
environment,
it is
possible that
they become
afriendly
and good
citizen of
our country
in the
future as
they bring a
good values
that
they learned
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 in schools.
Students learn
in
a child-
friendly,
gender-
sensitive,
safe, and
motivating
environment
shows that
DepEd
applied
Perennialism
to their
DepEd
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 Mission as
they believes
that if the
learners
engage with
this kind of
environment,
it is
possible that
they become
afriendly
and good
citizen of
our country
in the
future as
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 6
 they bring a
good values
that
they learned
in schools.
Students learn
in
a child-
friendly,
gender-
sensitive,
safe, and
motivating
environment
shows that
DepEd
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 7
 applied
Perennialism
to their
DepEd
Mission as
they believes
that if the
learners
engage with
this kind of
environment,
it is
possible that
they become
afriendly
and good
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 8
 citizen of
our country
in the
future as
they bring a
good values
that
they learned
in schools.
Students learn
in
a child-
friendly,
gender-
sensitive,
safe, and
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 9
 motivating
environment
shows that
DepEd
applied
Perennialism
to their
DepEd
Mission as
they believes
that if the
learners
engage with
this kind of
environment,
it is
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 10
 possible that
they become
afriendly
and good
citizen of
our country
in the
future as
they bring a
good values
that
they learned
in schools
Students learn
in
a child-
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 11
 friendly,
gender-
sensitive,
safe, and
motivating
environment
shows that
DepEd
applied
Perennialism
to their
DepEd
Mission as
they believes
that if the
learners
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 12
 engage with
this kind of
environment,
it is
possible that
they become
afriendly
and good
citizen of
our country
in the
future as
they bring a
good values
that
they learned
Learning Episode 9: The Teacher as a Person and as a Professional FS1 Page 13
 in schools
Perennialism – “Students learn in a child-
friendly, gender-sensitive, safe, and
motivating environment” shows that
DepEd applied Perennialism to their
DepEd Mission as they suppose that if the
students participate in this atmosphere,
they may grow up to be nice and
responsible citizens who bring the positive
morals they acquired in school with them.
3. Progressivism – every child Progressivism – “As a learner-centered Progressivism – In RA No. 10533
centered; teach those that public institution, the Department of Sec. 5 which is “Curriculum
interest the child; one Education continuously improves itself to Development”, to demonstrate
learns by experience; better serve its stakeholders” how progressivism is used in this
learners learn by doing so demonstrates progressivism. DepEd statute, the curriculum must be
teacher’s teaching is supports the idea that students learn best learner-centered, inclusive, and
experiential; by doing and when we teach subjects in developmentally appropriate.
which they are interested.

values are subjective;

instead, teachers help
students clarify their values.
4. Reconstructionism – school is Reconstructionism – The DepEd Reconstructionism – In K-12
agent of change; school is mission in which, “administrator Curriculum Framework which is
preparing students for the and staffs, as stewards of the “Making the Curriculum Relevant to
social changes; teaching is institution, ensure an enabling and Learners (Contextualization and
involving the students in supportive environment for Enhancement)”, demonstrates how
discussion of moral dilemmas effective learning to happen” reconstructionism is being applied
demonstrates the by having students engage in
reconstructionism of DepEd. In debates about topics like disaster
order for students to grasp the risk reduction (DRR), climate
consequences of one's actions, change adaptation, and information
DepEd believes that teaching and communication technology
should involve students in (ICT) as part of the expanded
discussions of moral quandaries. curriculum.
5. Existentialism – teachers teach Existentialism – The DepEd mission Existentialism – In K-12 Curriculum
learners to make a choice, to which is, “teachers facilitate Framework which is “Gearing Up
make decisions and not learning and constantly nurture for The Future (Senior High
merely to follow the crowd; every learner” shows that DepEd is School)”, It demonstrates that
one who does not make a existentialism. This means that Existentialism may be used to allow
choice and so simply follow society shouldn't impose limitations students the option to select a
others do not leave on a person's freedom of choice or specialism depending on aptitude,

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 meaningful life the ability to realize their full interests, and academic ability. The
potential. subjects a student will take in
Grades 11 and 12 will depend on
the professional track they choose.
SHS courses fall into one of two
categories: the Core Curriculum or
Specific Tracks.
6. Pragmatism – That which is Pragmatism – The Department of Pragmatism – In K-12 Curriculum
useful, that which is practical Education vision “enable them to Framework which is “Making the
and that which is efficient realize their full potential and Curriculum Relevant to Learners
and effective is that which is contribute meaningfully to building (Contextualization and
good. Ex. Showing a video the nation” shows that DepEd Enhancement)”, it demonstrates
clip on mitosis is more applied Pragmatism as they believe how pragmatism is used as students
efficient and more effective that teaching students life skills will gain comprehensive information,
and therefore more practical help them develop into better abilities, beliefs, and attitudes
than teacher coming up with individuals. through continuity and consistency
a visual aid by drawing in order to inspire them to improve
mitosis on a cartolina or as individuals at all levels.
illustration board.
7. Rationalism – emphasizes the Rationalism – The Department of Rationalism – RA No. 10533 Sec. 5:
development of the learners’ Education Core Values “Maka- “Curriculum Development”, there is
reasoning powers; Diyos, Maka-tao, Makakalikasan at evidence of the application of
knowledge comes through Makabansa” is the evidence that rationalism in the requirement that
reason; teacher must develop DepEd adhered to rationalism, the curriculum be current,
the reasoning power of the practicing only the acceptance of responsive, and research-based
learner
ideas that are supported by reason because students gain knowledge
and serve as the foundation for by reason alone, independent of
knowledge. the senses.
8. Utilitarianism – what is good is Utilitarianism – The DepEd Vision Utilitarianism – RA No. 10533 Sec.
that which is most useful “We dream of Filipinos who 5: “Curriculum Development”; the
(that which brings happiness) passionately love their country” curriculum must be attentive to
to the greatest number of demonstrates that DepEd also cultural differences and the
peoples; adheres to utilitarianism, which teaching style must not convey any
favors activities that increase notion of what an education should
happiness or pleasure and opposes include.
those that do harm or cause
sadness. When used to making
social, economic, or political
decisions, it would be for the
benefit of society as a whole.
9. Empiricism – source of Empiricism – The DepEd Vision Empiricism – RA No. 10533 Sec. 5:
knowledge is through the “Teachers facilitate learning and “Curriculum Development”; the
senses; teacher must involve constantly nurture every learner” is curriculum must employ

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 the senses in teaching- a proof that DepEd adheres to pedagogical strategies that are
learning empiricism, which holds that constructivist, inquiry-based,
knowledge is not innate but rather reflective, collaborative, and
is learned through experience, and integrative because they enable
that the teaching and learning of students to learn by using all of
students is based on the senses of their senses.
humans.
10. Behaviorism – behavior is
shape deliberately by forces Behaviorism – The DepEd Vision Behaviorism – RA No. 10533 Sec. 5:
in the environment and that “Students learn in a child-friendly, “Curriculum Development” shows
the type of person and gender-sensitive, safe, and behaviorism; it must be learner-
actions desired can be the motivating environment”, also centered, inclusive, and
product of design; behavior is serves as evidence that DepEd developmentally appropriate; as
determined by others, rather implemented behaviorism, in which rewards for excellent behavior,
than y person’s own free will; the teacher rewards students for teachers should encourage pupils to
teacher must carefully shape good behavior at the conclusion of act in the desired ways.
desirable behavior; drills are the day. Every time a learner
commonly used to enhance demonstrates a desired behavior,
learning. rewards reinforce they will develop the ability to do it
learning. independently.

11. Constructivism – learners are Constructivism – The DepEd Constructivism – Constructivism

capable of constructing Mission “Teachers facilitate encourages students to think about
knowledge and meaning; learning and constantly nurture sharing their important knowledge
teaching-learning therefore is every learner”; instead of just and experiences as learners in the
constructing knowledge and passively absorbing material, they K–12 Curriculum Framework.
meaning; teacher does not assist students in building
just “tell” or dictate but asks knowledge. Building personal
learners for knowledge they models and integrating new
construct and meaning of knowledge into prior knowledge
lesson. are both benefits of students
experiencing the world and
reflecting on those experiences.

1. Based on your findings and observation in Activity 10.1, which philosophies of education are dominant in
Philippine basic schools? Why do you say so?
In Philippine basic schools, essentialism, perennialism, progressivism, existentialism, and behaviorism
are the major educational philosophies. These beliefs will undoubtedly serve as a guide for teachers as they
shape their students to achieve the desired learning goals. They will use this framework to direct, evaluate, and
take into account their efforts as teachers in order to fulfill the goal of education. As a result, I think that having
an educational philosophy will help me make decisions about what to teach, how to teach it, and why. The
various philosophies will therefore aid me in selecting my teaching practices, as well as my attitudes and

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expectations for how I would interact with my future students.
2. If there is one philosophy that schools and teachers should give more attention to, what should that be
and why?
Existentialism, in my opinion, needs to receive greater attention. The explanation is that it is a concept
that places a lot of emphasis on a student's freedom to learn. A student-centered teaching strategy is required.
It would be suggested that learners first be looked at as individuals and that they be allowed to have a
constructive role in the development of their education and life rather than seeing it as something a learner is
filled with, measures against, or fitted into. The learners also have the opportunity to make their own decisions,
which they know will maximize their potential and inventiveness. Teachers can act as learning facilitators while
allowing students to explore and design their own learning.

Therefore, I draw the conclusion that in order to have an inclusive education, everyone should be given
the chance to study, perform at their highest level, and value meaningful learning experiences.

What is your philosophy of teaching? This describes what you believed you should teach, how you should teach
and how you should relate to others in school – with the learners, your colleagues, your superiors and all other
stakeholders. Write them down. This is your title, “My Philosophy of Teaching.”
My Philosophy of Teaching
These may be of help:
I believe that learners nowadays deserve a teacher's
attention, and I am aware that it’s something that was taken away
from them for how many years since the pandemic hit. Admit it or
not, today's learners are quite sensitive, and I know the reason why.
I believe that learners, even though put in a dark chamber for how
many years, they still have interest and love for learning. It's just
that they need the proper care and interaction. That's why here I
am, entering the field of education, because I know, they need me, I
know they are waiting for me.

With that in mind, I think I should make up for the material

these learners didn't study in their modular format. In addition to
the teachings suggested by the most essential learning competency,
I will impart to them the importance of love, self-care, and kindness.
The news that the majority of kids are illiterate or frustrated readers
also made me sad; it is obvious that these students are a pandemic's
offspring. In my future role as a teacher, I will do all in my power to
assist these struggling children by providing them with reading
remediation and other supplemental materials that are appropriate
for them.

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 I know and I believe that if I work together with them, their parents, my colleagues educators, and the
community, I can fulfill my biggest wish for them. I must work along with these children because without
communication, I cannot determine where they should concentrate. Similar to their parents, I must work closely
with them if I want to ask them about their kids' behaviors because they are the ones who know them best. I
also need to collaborate with the other teachers I work with because I know that if I connect my expertise to
what they have, we can come up with effective plans and tactics. Finally, I ought to engage the community so
that I can readily seek for assistance when I need resources. Students can also learn in the community as I will be
allowing them to participate in outreach initiatives to foster a sense of love and caring in them.

Clip a photos or images that would best describe your own philosophy in teaching.

My Philosophy of Teaching

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 Evaluate Your Work Task Field Study 1, Episode 10: Teacher’s Philosophy of Education
Learning Outcome: Determine prevailing philosophies of education based DepEd Vision and Mission
statements, core values and mandate, K to 12 Curriculum Framework and Guide and RA 10533; Cite teacher’s
teaching behaviors and the philosophies of education on which these behaviors are founded; and articulate my
philosophy of teaching.
Name of FS Student: Gilmar Modesto Baun Date Submitted: 11/28/2022
th
Year & Section: 4 Year - ENGLISH 4-2 Course: Bachelor of Secondary Education major in
English
Learning Episode Excellent Very Satisfactory Satisfactory Needs
Improvement
4 3 2 1
Accomplished All observation One to two observation Three observation Four or more
question/tasks questions/task not questions/tasks not observation
Observation
completely answered/ answered/ answered/ questions/ task not
Sheet accomplished. accomplished. accomplished. answered/
accomplished.
Analysis All questions were All questions were Questions were not Four or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answers are not
grounded on theories; grammar and spelling one (1) to three (3) connected to
grammar and spelling are free from errors. grammatical/ spelling theories; more than
are free from errors. errors. four (4) grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observe and were observed and supported by what what were observed
analyzed analyzed were observed and and analyzed.
analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not
in the context of the in the context of the on in the context of the reflected on in the
learning outcomes; learning outcomes; learning outcomes; context of the
complete, complete, complete, not learning outcomes;
wellorganized, highly wellorganized, relevant organized, relevant to not complete, not
relevant to the learning to the learning the learning outcome. organized, not
outcome. outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline

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 Comment/s: Over-all Score: ___________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Ma’am Frincess T. Flores ______________________

Signature of FS Teacher above Printed Name Date

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