Educational Philosophies Self-Assessment helps educators identify their teaching philosophies through a series of reflective statements. Participants rate their agreement with various educational principles, ranging from traditional values to progressive teaching methods. This assessment is designed for teachers, educational administrators, and students in education programs seeking to understand their pedagogical beliefs. It covers key themes such as student-centered learning, curriculum development, and the role of teachers in facilitating knowledge. Ideal for those preparing for roles in education or looking to enhance their teaching practices.

Key Points

  • Includes 40 reflective statements to assess educational philosophies.
  • Covers themes like student agency, traditional values, and curriculum design.
  • Designed for educators and students in teacher training programs.
  • Helps identify personal teaching beliefs and approaches to education.
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Educational Philosophies Self-Assessment
This questionnaire will help you recognize and name your own educational philosophy. Respond to
the given statements on a scale from 1, "Strongly Disagree," to 5, "Strongly Agree." Record the
number of your answer along with the question number for scoring.
1
The curriculum should be universal; a given body of information about western
civilization should be taught through discussion and lecture.
1
2
3
4
5
2
Students are makers of meaning and construct their understandings from active
experience, rather than through transmission from teachers.
1
2
3
4
5
3
Education should emphasize personal growth through solving problems that are real
to students.
1
2
3
4
5
4
Curriculum should not be predetermined; rather, it should spring from students'
interests and needs.
1
2
3
4
5
5
It is necessary and good that schools instill traditional values in students.
1
2
3
4
5
6
Representing information as symbols in the mind is an important part of learning.
1
2
3
4
5
7
Schools exist to provide practical preparation for work and life, not to nourish
personal development.
1
2
3
4
5
8
Teaching the great works of literature is less important than involving students in
activities to criticize and shape society.
1
2
3
4
5
9
Teachers, rather than imparting knowledge, are facilitators of conditions and
experiences so students can construct their own understandings.
1
2
3
4
5
10
The aim of education should remain constant regardless of differences in era or
society, it should not vary from one teacher to another.
1
2
3
4
5
11
Schools should encourage student involvement in social change to aid in societal
reform.
1
2
3
4
5
12
The emphasis in schools should be hard work, respect for authority, and discipline,
rather than encouraging free choice.
1
2
3
4
5
13
If encouraging and nourishing environments are provided, learning will flourish
naturally because people have an inherent tendency to learn.
1
2
3
4
5
14
Students, like computers, are information processors who must make sense of events
and objects in their environments.
1
2
3
4
5
15
Schools should guide society towards significant social change rather than merely
passing on traditional values.
1
2
3
4
5
16
Teachers should concentrate on conveying a common core of knowledge rather than
experimenting with modifying curriculum.
1
2
3
4
5
17
The curriculum should focus on basic skills instead of students' individual interests.
1
2
3
4
5
18
Students must learn to make good choices and to be responsible for their behavior.
1
2
3
4
5
19
Conflicts to current understandings trigger the need to learn and to make meaning.
1
2
3
4
5
20
Rewards controlled by the external environment lead to and result in all learning.
1
2
3
4
5
21
Transmitting traditional values is less important than helping students to develop
personal values.
1
2
3
4
5
22
The heart of understanding learning is concerned with how information is encoded,
processed, remembered, and retrieved.
1
2
3
4
5
23
Advocating the permanency of the classics is a vital part of teaching.
1
2
3
4
5
24
Perceptions centered in experience should be emphasized, as well as the freedom and
responsibility to achieve one's potential.
1
2
3
4
5
25
Education should help drive society to better itself, rather than restricting itself to
essential skills.
1
2
3
4
5
26
Teachers should encourage democratic, project-based classrooms that emphasize
interdisciplinary subject matter.
1
2
3
4
5
27
A knowledgeable individual facilitates or scaffolds learning for a novice based on
understanding the learner's developmental level and the content to be learned.
1
2
3
4
5
28
The role of the teacher is help create a nurturing atmosphere for students and to
promote the growth of the whole person.
1
2
3
4
5
29
Teaching involves the support of memory storage and retrieval.
1
2
3
4
5
30
Successful teaching creates an environment that controls student behavior and
assesses learning of prescribed outcomes.
1
2
3
4
5
31
The greatest education centers mainly around the student's exposure to great
achievements in subjects such as arts and literature.
1
2
3
4
5
32
Learning requires modifying internal knowing structures in order to assimilate and
accommodate new information.
1
2
3
4
5
33
The role of the teacher is to create an atmosphere that rewards desired behavior
toward achieving goals and extinguishes undesirable behavior.
1
2
3
4
5
34
The primary goal for educators is to establish environments where students can learn
independently through purposeful reflection about their experiences.
1
2
3
4
5
35
Principles of reinforcement (anything that will increase the likelihood that an event
will be repeated) and contiguity (how close two events must be chronologically for a
bond to be created) are pivotal to explaining learning.
1
2
3
4
5
36
Students' involvement in choosing how and what they should learn is central to
education.
1
2
3
4
5
37
Students need to develop declarative, procedural, and conditional knowledge.
1
2
3
4
5
38
One's behavior is shaped by one's environment; elements within that environment
(rather than the individual learner) determine what is learned.
1
2
3
4
5
39
The most distinctive quality of human nature is the ability to reason; for this reason,
the focus of education should be on developing intellect.
1
2
3
4
5
40
Learning should guide students to active participation in social reform.
1
2
3
4
5
Back to Task 4
© 1999 LeoNora M. Cohen, OSU - School of Education
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FAQs of Educational Philosophies Self-Assessment Questionnaire

What are the main themes explored in the Educational Philosophies Self-Assessment?
The Educational Philosophies Self-Assessment explores several key themes, including the role of the teacher as a facilitator versus a traditional instructor, the importance of student-centered learning, and the balance between teaching traditional values and encouraging critical thinking. It prompts educators to reflect on their beliefs about curriculum development, the significance of personal growth in education, and the necessity of preparing students for real-world challenges. These themes are crucial for understanding different educational philosophies and their implications for teaching practices.
How can educators use the results from the self-assessment?
Educators can use the results from the Educational Philosophies Self-Assessment to gain insights into their teaching styles and beliefs. By reflecting on their responses, they can identify areas for growth and development in their pedagogical approaches. This self-awareness can inform their curriculum choices, teaching methods, and interactions with students. Additionally, the assessment can serve as a foundation for professional development discussions, helping educators align their practices with their educational values and the needs of their students.
What types of educational philosophies are addressed in the assessment?
The assessment addresses a range of educational philosophies, including traditional, progressive, and constructivist approaches. It examines the importance of universal curriculum versus student-driven learning, the role of discipline and authority in the classroom, and the value of fostering personal growth through education. By evaluating these philosophies, educators can better understand how their beliefs align with contemporary educational practices and societal needs.
What is the purpose of the Educational Philosophies Self-Assessment?
The purpose of the Educational Philosophies Self-Assessment is to help educators and future teachers articulate and clarify their own educational beliefs. By engaging with a series of statements, participants can reflect on their values regarding teaching and learning. This self-assessment serves as a tool for personal and professional growth, enabling educators to align their practices with their philosophical beliefs and improve their effectiveness in the classroom.
Who is the intended audience for the Educational Philosophies Self-Assessment?
The intended audience for the Educational Philosophies Self-Assessment includes current educators, teacher trainees, and educational administrators. It is particularly useful for those involved in teacher preparation programs who are seeking to understand their own teaching philosophies. Additionally, it can benefit educators looking to enhance their teaching practices and align them with their personal values and the needs of their students.
How does the self-assessment facilitate understanding of teaching philosophies?
The self-assessment facilitates understanding of teaching philosophies by prompting educators to evaluate their beliefs through a structured set of statements. Each statement encourages reflection on various aspects of education, such as the role of the teacher, the nature of learning, and the importance of student engagement. By scoring their responses, participants can identify their dominant educational philosophies, which can inform their teaching strategies and interactions with students.
What skills can educators develop by taking the self-assessment?
By taking the Educational Philosophies Self-Assessment, educators can develop critical reflection skills, enabling them to analyze their teaching practices and beliefs. This process encourages them to consider how their philosophies impact their classroom environment and student learning. Additionally, educators can enhance their ability to articulate their educational values, leading to more intentional and effective teaching strategies.

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