Challenges of Problem-Posing Education as Opportunities to Transform Limiting Situations

• In Event: Cognition, Dispositions, and Perceptions of Preservice Teachers Regarding Field Experiences

Abstract

Problem-posing education has become more relevant nowadays wherein students can be given opportunities to act upon local issues and global concerns. But its teaching-learning process is not without challenges. This study illustrates some of these challenges by examining the Immersion-Praxis Program of a Philippine Jesuit university. Through discourse analysis of narrative accounts of five undergraduate students on their fourth year of a health-related baccalaureate degree, challenges encountered are related to students' previously held assumptions and disposition for personal and social transformation. These include reconciling contradictions between the ideal and reality, suspend personal judgments, dispel apprehensions, compel the disillusioned, and overcome barriers to collective action, reminding teachers to consider the personal history and socio-cultural context of students during the teaching-learning process.

Authors

• Genejane Adarlo, Ateneo de Manila University

• Abigail Estacio Lim, Ateneo de Manila University