From Filipino values to virtues: proposing a reflexive practice framework for religious teacher education in the Philippines

Religious education in the Philippines is embedded within the country’s cultural and religious traditions, necessitating a reflexive approach to teacher education. Given its dynamic landscape, pre- and in-service religious educators must engage in a systematic self-examination and critical inquiry to enhance pedagogical practice and personal and professional development. By analysing relevant literature, this paper explores the intersection of reflexive practice and religious teacher education, highlighting the integration and alignment of Filipino virtues to foster a culturally grounded reflexive framework. The paper exposes Susan Groundwater-Smith’s reflexive inquiry, emphasising relational, collaborative, and ethical reflection. Then, it proposes a shift from a value system to a virtue ethic, exposing Filipino virtues such as pagpapakatao (becoming human), pananampalataya (faith), pakikipagkapwá (fellowship), pakikipagtulugan (collaboration), hiya (shame), and pananagutan (accountability), and aligning them with Groundwater-Smith’s reflexive inquiry practice. Finally, the paper proposes a Filipino Reflexive Practice Framework based on pagninilay (reflective awareness), pag-uugnayan (relational reflexivity), pagtutulungan (collaborative reflexivity), and pagtuwid and pagkilos (ethical reflexivity), providing a culturally contextualised and theologically grounded model for religious teacher education in the Philippines. Ultimately, this study offers an ethically and culturally contextualised approach to reflexivity that strengthens pre- and in-service religious educators’ personal and professional formation and pedagogical practice.