Pedagogical Content Knowledge of Christian Values Educators in King’s College of the Philippines: a Case Study

Abstract

This study determined the Christian values taught in Christian Values Education Subject at King’s College of the Philippines. It further looks into the reasons for selecting such Christian values, the strategies employed and the challenges encountered during the conduct of such strategy as well as the teachers’ recommendations on how to address the challenges and problems encountered. Key informants in this study were the Christian Values Education teachers of King’s College together with the concerned administrators. Purposively, the key informants were teachers from kindergarten to college teaching the subject. Structured and semi-structured interviews, observations, group discussions, and content analysis of the participants’ narrative reports were conducted to gather pertinent data. Then, content analysis of the participants’ narrative reports was also utilized. Findings revealed that teachers teach Christian values in an integrative way and it is based on general principles. It is also seen that the reasons for choosing Christian values are considered to be cardinal with other unmentioned values. Remarkably, teachers of CVE are using different teaching strategies to teach the content of CVE which includes both modern and conventional. The teachers encountered several challenges in employing the teaching strategies in facilitating Christian Values Education subject, which, are context-driven, purpose-driven, and mission-driven. Finally, the recommendations made were directly related to the challenges enumerated.