The Preferred Education Philosophies of Teachers Enrolled in the Graduate Diploma Program at St Theresa International College -Thailand
Keywords:Educational Philosophy, International teachers, Thai Teachers, Graduate Diploma, St Theresa International College-Thailand
This descriptive study sought to identify the Educational Philosophies of teachers teaching in the different schools all over Thailand, taken as an entire group, classified as to Thai and International Teachers. The significant difference in the philosophies between the two groups was also compared. The respondents were 63 (37%) International teachers, while 108 (63%) were Thai teachers. The Statistical tools used were t-test, mean, standard deviation, ranking, and percentage. Results showed that when taken as an entire group and classified as International and Thai Group, generally, Essentialism, Progressivism, Existentialism, Constructivism, and Behaviorism were the â€œStrongly Preferredâ€ Educational Philosophies while Perennialism was the â€œPreferredâ€ Educational Philosophy. No significant difference existed when the two groups of respondents were compared, except for Constructivism. Several factors may have contributed to the teachersâ€™ view of Perennialism as a moderate Philosophy. Still valuable in its own right, this philosophy seems to be heavily teacher-centered, â€œback to the basicâ€ principles. It disregards studentsâ€™ creative, critical and imaginative thinking skills, contradicting the 21st-century learning skills and the global perspectives which integrate similarities in the educational system across borders. Further, the quantum leap in technology has transformed the millennial mentality of both teachers and students from ancient times to global perspectives.
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