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ABSTRACT
This study aimed at determining the pedagogical beliefs of public school teacher
on the nature of learner, teaching-learning process, and assessment of learning outcomes
and how the beliefs on the teaching-learning process are translated into practice. Factors
that influencing the translation or non-translation of beliefs to practice and points of
congruences and incongruences between beliefs and practices of teachers and the K-12
curriculum principles were identified.
Forty five Quezon City public high school teachers were interviewed. Classes of
16 teachers, four from each area -- English, Mathematics, Science, and Araling
Panlipunan were observed. Data gathered were analyzed thematically.
The teachers had dominantly negative beliefs about their learners and dominantly
believed in learner-centered approach and traditional assessment, and perceived teaching
as more than just a profession. They captured the main goals of teaching their respective
subjects as stated in the curriculum guides, but did not identify specific skills to be
developed.
Teachers who had congruent beliefs and practices tended to have clearer and
better pedagogical content knowledge and tended to provide more effective learning
experience. Teachers rich pedagogical content knowledge, passion and commitment,
and focus on student learning facilitated translation of beliefs to practice. To bridge gap
between intended curriculum prescribed by the Department of Education and the
implemented curriculum by the teachers, teachers involvement in the planning and
development of curriculum as well as continuing professional development are needed.