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A philosophy of teaching practicum: construction of a personal theory of teaching and learning

Abstract Teaching practicum requires a philosophy to give directions to values and actions. The philosophy proposed here aims for the development of a reflective and reflexive learner who learns through situational analyzing, theorizing, hypothesis testing, inquiring, experimenting, and justifying. Such development has to be built around the searching and identification of oneself as a teacher based on one's personal theory of teaching and learning. While cooperating teachers can help by engaging in dialogues and interrogation with student teachers, student teachers need also to carry out a personal reflection on their own self as a person of feelings, emotions, values and beliefs so as to embark on a transformation of their vision of what sort of teacher they would like to be.