Filipino Preservice Teachers' Tendencies and Beliefs about the Teacher's Role in Education: Homogenized or Heterogenized?

This study aims to identify the tendencies and beliefs of a select group of Filipino preservice teachers in regard to static institutional roles in democratic and global society and with respect to innovation and their diversified roles. A total of 800 respondents were purposively recruited from six colleges of education in the capital of the Philippines, namely the University of Santo Tomas, University of Philippines, De La Salle University, Philippine Normal University, Far Eastern University, and Saint Scholastica's College. Data were gathered with an adapted tool developed by Demirbolat (2006). Respondents were asked to prepare a "robotfoto" for purposes of profiling their characteristics. Data were analyzed with standard deviation, mean, Pearson's correlation coefficient, chi-square test of independence, and factor analysis embedded in SPSS. Filipino preservice teachers' tendencies and beliefs are diverse; their beliefs are mimetic, monolithic, transcendental, liberating, speculative, and reciprocal. Such beliefs do not develop through constant study of one's field but from ideas based on one's experience as a student and from the guidance of mentors. (Contains 7 tables.)