A STUDY OF PRE-SERVICE TEACHERS' EDUCATIONAL PHILOSOPHIES

A level of mastery over foundational studies in philosophy have, in the past, been widely regarded as essential to the task of education of teachers. This paper throws a spotlight on the place of educational philosophy in teacher education and involves an investigation of pre-service teachers’ educational philosophies. The educational philosophies questionnaire developed by LeoNora Cohen (1999) was administered to a group of 93 pre-service teachers who have never undertaken any course in educational philosophy.. The study revealed that the pre-service teachers associated most with the educational philosophies of essentialism and progressivism. Both these schools of thought share the attribute of awarding a central place to science and technology, embracing student-centred instruction with the teachers as guides, mentors and facilitators in the teaching-learning process. Progressivism centres the curriculum around the experiences, interests and abilities of students and the study of the natural and social sciences.