Abstract
This study examines the educational philosophy profile of 383 students enrolled in the EPPAIK and PESYP programmes at ASPETE using a research tool, namely a questionnaire, which reveals that a teacher’s pedagogical approach is profoundly influenced by their philosophical orientation. The research tool employed was a questionnaire which highlights the view that the teaching behaviour of even a future teacher candidate is deeply intertwined with his/her philosophical background. The research project is concerned with the distribution of individuals in the sample across five key educational philosophies. It seeks to explore and examine the impact of these philosophies on pedagogical choices and classroom management strategies. Furthermore, it identifies the dynamic and interactive correlation between distinct philosophies based on the research participants’ choices in the field of teaching practices and educational philosophy. The educational philosophy of progressivism is projected as dominant in the beliefs of the research participants, indicating a shift towards teaching practices that support active learning and the student-centered model. Conversely, the study revealed that the participants’ undergraduate profile is an important factor in the adoption and selection of principles and teaching practices from the given educational philosophy. The research findings emphasise the necessity of conscious awareness of teachers’ philosophical orientation. This awareness can inform the design of actions, training programmes and pedagogical competence programmes, with the explicit objective of enhancing the coherence of teaching and the skills required.
Full text: 
The educational philosophical profile of ASPETE students 528 KB