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Don Mariano Marcos Memorial State University

La Union

THE TEACHING PROFESSION

(EDUC 103)

ESTELLA A. CAYABYAB, Ph.D.

RINA B. RONQUILLO, Ph.D.
RODOLFO C. DE VERA, M.A.
(Module Writers)

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COURSE OUTLINE
In
THE TEACHING PROFESSION

 COURSE DESCRIPTION

This course deals with the teacher as a person and as a professional

within the context of national and global teachers’ standards and
educational philosophies. It will include professional ethics, core values,
awareness of professional rights, privileges and responsibilities as well as
the teachers’ roles in the society as a transformative agent of change.

GENERAL OBJECTIVES

At the end of the course, the students/learners are expected to:

1. Explain the meaning of teaching as a profession, vocation and

mission;
2. Trace the historical development of teaching as a profession in the
Philippines;
3. Illustrate the meaning of the teacher as a professional;
4. Examine by argument the demands of society from the teacher as a
professional and as a person;
5. Elaborate the professional competencies that a teacher should
process and the personal qualities that a professional teacher should
possess;
6. Discuss the Preamble and Article I of the Code of Ethics for Teachers
in the Philippines;
7. Expound how professional teachers should relate to the state,
community and parents all education stakeholders, to the learners,
the teaching community and higher authorities; and conduct
himself/herself as a person, in the teaching profession and in
business;
8. Exemplify the rights and privileges of teachers in the Philippines;
9. Express deep understanding of the concepts of a global or a glocal
teacher in the context of 21st century education;
10. Describe the status of the teacher professionals and the teaching
profession in the ASEAN and beyond;
11. Review existing ASEAN and UNESCO’s frameworks and standards in
the preparation of glocal teachers;

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12. Demonstrate understanding of the Philippine Qualification

Framework (PQF) and the Philippines Professional Standards for
Teachers (PPST) as a compass to endure teacher quality;
13. Identify the different changes occurring in the global teaching-
learning landscape;
14. Classify the 21st century life and career skills for learners and
teachers;
15. Infer the UNESCO’s Four Pillars of Learning as these apply to the 21st
century;
16. Discuss pertinent provisions of the CPD Act of 2016 and other related
legal documents;
17. Determine the relevance of CPD for professional teachers;
18. Compare and contrast at least seven philosophies of education;
19. Formulate their philosophy of education; and
20. Express their appreciation of teaching as the noblest profession.

 COURSE REQUIREMENTS

1. Quizzes
2. Demonstrations
3. Midterm and Final Examinations
4. Submission of Requirements/Projects

 GRADING SYSTEM

Midterm/Final Class Standing

Lecture:

1. Quizzes - 30%
2. Demonstration - 10%
3. Exams - 40%
4. Requirements/Projects - 20%

Midterm Grade = (Lecture x No. of units) / Total no. of units.

Final Term Grade = (Lecture x No. of units) / Total no. of units.
Final Grade = 40% of Midterm Grade + 60% of Final Term Grade

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 COURSE CONTENT

Module I THE TEACHING PROFESSION

Lesson 1 Teaching as a Profession

Lesson 2 The Historical Development of Teaching
as a Profession in the Philippines
Lesson 3 Teaching as a Vocation and Mission

Module II THE DEMANDS OF SOCIETY FROM THE TEACHER

AS A PROFESSIONAL AND AS A PERSON

Lesson 1 The Demands of Society from the Teacher

as a Professional
Lesson 2 The Demands of Society from the Teacher
as a Person

Module III THE CODE OF ETHICS FOR PROFESSIONAL

TEACHERS

Lesson 1 The Code of Ethics for Professional Teachers:

The Preamble and Article 1

Lesson 2 The Code of Ethics for Professional Teachers:

Relationship with the Secondary and Tertiary
Stakeholders

Lesson 3 The Code of Ethics for Professional Teachers:

Relationship with the Internal Stakeholders

Lesson 4 The Code of Ethics for Professional Teachers:

Their Person, Profession and Business

Module IV THE RIGHTS AND PRIVILEGES OF TEACHERS

IN THE PHILIPPINES

Module V ON BECOMING A GLOCAL TEACHER

Lesson 1 The Global and Glocal Teacher Professional:

Is there a Difference?

Lesson 2 A Closer Look at the Teachers and the Teaching

Profession in the ASEAN and Beyond

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Lesson 3 The Changing Global Landscape for the 21st

Century Teachers

Module VI ENSURING TEACHER QUALITY THROUGH

COMPETENCY FRAMEWORK AND STANDARDS

Lesson 1 Definitions of Quality Teacher and Teacher

Quality

Lesson 2 The Competency Framework for Teachers in

Southeast Asia (CFT SEA)

Lesson 3 The Philippine Qualifications Framework (PQF)

Module VII CONTINUING PROFESSIONAL DEVELOPMENT:

THE LIFEBLOOD OF THE TEACHING PROFESSION

Lesson 1 The Philosophical Basis of CPD

Lesson 2 The Historical and Legal Bases of Continuing

Professional Development in the Philippines

Lesson 3 The Salient Provisions of RA 10912

Lesson 4 Ways by which Professional Teachers Can Earn

Credit Units

Lesson 5 Continuing Professional Development Plan

Lesson 6 Learning from the CPD Practices of High

Performing Countries

Module VIII PHILOSOPHIES OF EDUCATION

Lesson 1 Our Philosophical Heritage:

Philosophies of Education

Lesson 2 Formulating My Philosophy of Education

Module IX TEACHING, THE NOBLEST OF ALL PROFESSIONS

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MODULE I

THE TEACHING PROFESSION

Lesson 1 Teaching as a Profession

Lesson 2 The Historical Development

of Teaching as a Profession
in the Philippines

Lesson 3 Teaching as a Vocation

and Mission

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MODULE I
THE TEACHING PROFESSION

 INTRODUCTION

The nature of teaching in its broadest sense is that teaching is a

process that facilitates learning. Teaching is the specialized application of
knowledge, skills and attributes designed to provide unique service to meet
the educational needs of the individual and of society. The choice of
learning activities whereby the goals of education are realized in the school
is the responsibility of the teaching profession. In addition to providing
students with learning opportunities to meet curriculum outcomes, teaching
emphasizes the development of values and guides students in their social
relationships. Teachers employ practices that develop positive self-concept
in students. Although the work of teachers typically takes place in a
classroom setting, the direct interaction between teacher and student is the
single most important element in teaching.

In this module, lesson 1 dwells on teaching as profession. It focuses

on the elements of a profession and analysis of teaching to determine if it
has all the elements of a profession. Lesson 2 presents the historical
development of teaching as a profession in the Philippines. Lesson 3
discusses teaching as vocation and mission. It describes teaching as a
mission not just a job. It also explains teaching as a vocation, a special
calling.

OBJECTIVES

After studying the module, the students should be able to:

1. Explain the meaning of teaching as a profession, vocation and

mission;
2. Trace the historical development of teaching as a profession in the
Philippines;

There are three lessons in the module. Read each lesson after which
you answer the exercises/ activities to find out how much you have
benefited from it. Work on the exercises carefully and submit your output to
your professor. In case you encounter difficulty discuss with your professor
during the online meeting.

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Lesson 1

 TEACHING AS A PROFESSION

Former Chairperson of the Professional Regulation Commission (PRC),

Hon. Hermogenes Pabre in his pithy address in a national convention of
educators remarked that the term professional is one of the most exalted in
the English language, denoting as it does, has the following elements: 1)
long and arduous years of preparation; 2) striving for excellence; 3) a
dedication to the public interest; and 4) commitment to moral and ethical
values.

If you take teaching as your profession, this means that you must be
willing to go through a long period of preparation and continuing
professional development. For teachers to be able to give more, continuing
education is a must. You cannot give what you do not have. You must strive
for excellence because the end goal of a profession is service and you
cannot achieve such excellence if you stop learning. Likewise, commit
yourself to moral, ethical and religious values, your bedrock foundation, and
dedicate yourself to public service.

The teaching profession is governed by the Code of Ethics for

Professional Teachers provisions of paragraph (e). Article 11, of R. A. No.
7836 otherwise known as the Philippines Professionalization Act of 1994 and
Paragraph (a), Section 6 of P.D. No. 223. As amended, the Board for
Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers. Violation of the Code of Ethics for professional teachers is one of
the grounds for the revocation of professional teacher’s Certificate of
registration and suspension from the practice of the teaching profession
(Sec. 23).

Code of Ethics for Professional Teachers

PREAMBLE

Teachers are duly licensed professionals who possess dignity and

reputation with high moral values as well as technical and professional
competence. In the practice of their noble profession, they strictly adhere
to, observe, and practice this set of ethical and moral principles, standards,
and values.

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Two elements of a profession are competence and a Code of Ethics.

The other elements of a profession are:

1. Initial Professional Education- Professionals generally begin their

professional lives by completing a university program in their
chosen fields like teacher education, engineering, nursing, etc.
This means long and arduous years of preparation. This is just the
beginning because a professional is expected to learn endlessly.

2. Accreditation- University programs are approved by a regulatory

body like the Commission on Higher Education (CHED) in the
Philippines to ensure that graduates from these recognized
programs start their professional lives with competence.

3. Licensing- Licensing is mandatory, not voluntary, and is

administered by a government authority. In the Philippines, this
government authority is the Professional Regulation Commission
(PRC).

4. Professional Development- This is an ongoing professional

education that maintains or improves professionals’ knowledge
and skills after they begin professional practice. In the Philippines
this is Continuing Professional Development mandated by RA
10912, otherwise known as the CPD Act of 2016.

5. Professional Societies- Professionals see themselves as part of a

community of like-minded individuals who put their professional
standards above the individual self-interest or their employer’s
self-interest. These professional societies put dedication to the
public interest and commitment to moral and ethical values.
Professional societies define certification criteria, manage
certification programs, establish accreditation standards and
define a code of ethics and disciplinary action for violations of
that code.

6. Code of Ethics- Each profession has a code of ethics to ensure that

its practitioners behave responsively. The code states what
professionals should do. Professionals can be ejected from their
professional societies or lose their licenses to practice for
violating the code of ethics. (McConnell, Steve, Source:
http://www.alexsbrown.com/prof9.html.)

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How much have you learned from Lesson 1? Find out by answering the
learning activities.

 LEARNING ACTIVITIES

A. Essay

1. What is teaching as a profession?

2. Does the teaching profession fulfill all the elements of a profession?

Explain your answer.

3. Why does a profession like teaching require long years of initial

professional education and continuing professional development?

EDUC 103 – The Teaching Profession -Module I-