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• W163077104 abstract "Teachers develop viewpoints, values and goals about the purposes of education and about how students are to be educated. Within the practice of every classroom teacher are beliefs about schools, and learning that shape the educational opportunities provided to students (Kagan, 1995). The teacher's methodology and style are influenced by philosophy, political theory, theology, literature and art to form the very purpose of education (Gutek, 1995). The issue of relevance and the practitioner is critical in the area of philosophy and goals (Burbles, 1989). Operationally, philosophy influences daily education in different ways. Parents may choose a school based on the philosophical orientation of its educational program. Principals provide leadership based upon their personally developed goals and beliefs. Teachers manage classrooms according to their views of knowledge and conceptualized roles of the teacher (McNergney & Herbert, 1995). Tyler (1987) recognized the importance of philosophical orientation in education and included the concept of a common philosophy as one of his five most significant curriculum events of the 20th Century. A systematic view of education can provide a framework for the professional to gain insight into the nature of instruction. Colleges of education encourage prospective teachers to develop a consistent philosophical viewpoint which includes the purposes of education, curriculum, student learning and the organization of school (Doll, 1993; Travers & Rebore, 1995). The problem is that eliciting a graduate student's thoughts and beliefs, even if the student is also a teacher, is usually not determined by the instructor's questioning technique in a typical college class setting. Often, teachers are not cognizant of their philosophical beliefs and find the discovery and articulation process to be frustrating (Kagan, 1995; Sergiovanni & Starratt, 1993). Moreover, teachers have been the recipients of multiple cognitive activities designed for training that contribute to shifts in philosophical thought. This study sought to provide teachers with learning opportunities to determine their philosophical orientation and to examine the goals they felt were the most important in the educational process. The study was designed to determine the consistency of the teacher's espoused philosophical orientation and educational goal. Background Information The philosophical orientation and educational goal project was actually a second generation study. During the summer and fall of 1993, graduate students enrolled in the Foundations of Education course at Valdosta State University (Georgia) participated in the Philosophical Preference Assessment (Wiles & Bondi, 1993) to determine the philosophical orientation of educators in the institution's service area. Valdosta State University is a regional university serving 41 counties in rural South Georgia. The students were typically young white female teachers who were enrolled in the core courses of a Master's Degree program in elementary or secondary education. Most of the teachers in the study considered themselves to be philosophical experimentalists (Wylie & McClain, 1994). The graduate students reflected on readings (Doll, 1993; Noll, 1993; Spring, 1990) and participated in discussions and a forced field analysis technique in developing a list of goals. Goals were generally defined as statements of purpose or intent, somewhere between aims and objectives (Eisner, 1985). Some goals were considered more important than others by the graduate students with the overall activity results yielding the following eight goals (Wylie & McClain, 1993). 1. To prepare students to earn a living 2. To prepare students to become American citizens 3. To teach basic skills (3Rs) 4. To teach critical thinking skills 5. To develop all students to their full potential 6. To develop self-esteem 7. …" @default.
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• W163077104 date "1995-09-22" @default.
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• W163077104 title "Assessing the Consistency between Teachers' Philosophies and Educational Goals" @default.
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