Professional Documents
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http://www.philjol.info/index.php/TAPER/article/viewFile/729/675
Teacher beliefs and conceptions about good teaching were explored among Filipino teachers
from private schools and universities situated in different provinces throughout the country.
Teacher respondents from elementary, high school and college levels (N=272) were asked to
respond to an open-ended questionnaire for the study from which qualitative research data
were gathered. Qualitative analysis of the data was conducted by identifying dominant emergent
thematic categories and related core ideas. The study concludes that Filipino teachers constructs
of the nature of good teaching involve personality-based trait dispositions and teaching
competence-based dispositions. These conceptions are also rooted in Filipino cultural ideals
and values.
Keywords: teachers conceptions, teachers beliefs, good teaching, qualitative research, Philippines
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RESEARCH PROBLEM
Given the premise that teacher beliefs and social
cognitions can influence teaching practices, the current
study adopted the objective of exploring Filipino
teachers beliefs and cognitions about good teaching.
Furthermore, the study intended to generate new
models for categorizing and understanding these
concepts and beliefs about good teaching based on
these specific dimensions:
a. What is the nature of good teaching?
b. What personal and social qualities of
teachers are related to good teaching?
c. What knowledge and pedagogical
processes are related to good teaching?
As such, no conceptual nor theoretical framework
was used on which to anchor the analysis of the
research data in this study. The outcomes provide a
culturally-appropriate framework for exploring these
social cognitive variables for purposes of
understanding teachers beliefs about good teaching.
METHOD
As the study was qualitative in nature, the
researcher developed a brief open-ended
questionnaire with the following questions written
in English:
1. Think of a teacher who exemplifies good
teaching. Why would you say that he/she
is a good teacher?
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RESULTS
In the succeeding discussion, the qualitative
results of the study based on the research questions
posed are presented. As stated, responses to each
of the questions were coded into core ideas and
themes were generated to exemplify the various
dimensions investigated in the study.
In defining the nature of good teaching, a
summary of the themes and core ideas gathered
from the qualitative results is given in Table 1.
Based on the data, the researcher categorized the
Table 1
Themes and Core Ideas on the Nature of Good Teaching
Major Themes and
Underlying Themes
Frequency
of Responses
Core Ideas
General
Ability to inspire
students
General
Commitment to the
profession
General
Typical
Self-awareness and
confidence
Typical
Typical
Caring
Love for children
Empathy
Drawing out the best in students
Inspiring
Has a positive effect on students life
Motivating
Passion for teaching
Drive for excellence
Professional commitment
Professional attitudes (punctuality, diligence,
well-preparedness, efficiency)
Collegiality
Faithfulness to vision and mission of school
Integrity
Ethics
Just and fair
Consistency
Professionalism
Acts a good role model
Positive regard for students and colleagues
Self-assurance
Self-awareness
Humility
Openness to experience
Dynamism
Versatility
Well-rounded personality
Optimism
Patience for learning
table continues..
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Table 1 continued
Spirituality
Physical attributes
Sense of humor
Variant
Variant
Variant
God-fearing
Personal grooming
Has a sense of humor
General
Teaching Competence
Pedagogical knowledge and skills
Typical
Typical
Communication skills
Typical
Research skills
Transformative role
Variant
Variant
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Table 2
Themes and the Core Ideas related to the Qualities of a Good Teacher
Major Themes and
Underlying Themes
Frequency
of Responses
Core Ideas
Typical
Typical
Professional commitment
Typical
Ethical conduct
Typical
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Table 2 continued
Temperament
Typical
Self-awareness
Variant
Variant
Variant
Variant
Spirituality
Variant
Happy
Motivating/Pleasing
Enthusiastic
Self-assured
Self-aware
Self-confident
Humble
Wise
Has a sense of humor
Looks dignified
Well-groomed and neat
Values-centered
Values teaching as service
Christian
God-fearing
Building expertise
Typical
Student-centeredness
Typical
Communicating skills
Typical
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Table 3
Knowledge and Processes Attributed to Good Teaching
Major Themes
Underlying Themes
Frequency
Content Knowledge
Knowledge of subject
matter
General
Academic background
Typical
Typical
Valued expertise
Variant
Clarity in presentation
of concepts
Typical
Knowledge of
content application
Core Ideas
Expertise in the field
Content mastery
In-depth knowledge and
understanding of content
Knowledge of appropriate resources
Insightful about the content area
Comprehensive teaching
Accuracy and reliability of
information imparted
Good grasp of concepts in the field
Goes beyond textbook content
Previous educational experience
Related industry practice
Awards received
Continuous training in the field
Continuing education in the content
area
Credibility
Updates oneself professionally
Voracious reader
Lifelong learner
Has an inherent love for field of
expertise
Personally values knowledge taught
Can answer students questions
Ability to present subject matter in
practical and relevant terms
Ability to explain and discuss subject
matter well
Simplifies content
Has purpose and organization of
concepts
table continues..
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Table 3 continued
Authentic learning
Typical
Precision of
language use
Typical
Art of questioning
Integration with
other disciplines
Typical
Typical
Knowledge of learner
differences
Adaptive teaching
Typical
Knowledge of
instructional models
Adaptive
instructional models
Typical
Variant
DISCUSSION
Beliefs and Conceptions about Good Teaching
The prominence attributed to dispositions and
personality traits in relation to good teaching is
congruent with research studies cited previously
(Kane et al, 2002; McIntyre & Battle, 1998;
Murphy et al., 2004; Palmer, 1993) including the
emphasis on good teaching as caring and concern
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Personality-based
Personality-based
dispositions
dispositions
Content mastery
mastery
Content
andexpertise
expertise
and
Good
Good
teaching
teaching
Pedagogical
Pedagogical
knowledge
knowledge
Teaching
Teaching
competence traits
traits
competence
REFERENCES
Bhattacharya, B. (2004). What is good teaching
in engineering education in India? A case study.
Innovations of Education and Teaching
International, 41 (3), 329-341.
Donaghue, H. (2003). An instrument to elicit
teachers beliefs and assumptions. ELT
Journal. 57(4), 344- 351.
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