Speakers
Description
The Adventist values ought to be policymakers in the different educational philosophies of Physical Education (PE) majors studying at an Adventist university in the Philippines. The mixed-methods case-study design used to collect the data consisted of surveys, in-depth one-on-one interviews, and focus group discussions with five senior PE students. After undergoing qualitative content and framework analysis, the results revealed that progressivism was the most prevalent educational philosophy held by these participants, focused on a student-centered and experiential type of learning. Values aligned with the Adventist tradition, such as respecting others, lifelong learning, being responsible, and humbly assisting others, were frequently articulated. This value system significantly shaped the educational philosophies of the participants, being more concerned with holistic student development, character building, and service-oriented teaching practice. Such findings show a strong connection between participants' progressive educational philosophies and their incorporation of Adventist values, which indicates a willingness to integrate them into their future role as PE educators and emphasizes the necessity of conducting value-based teacher education in Adventist institutions.
