100% found this document useful (3 votes)

13K views

Prof Ed 1teaching Profession

This document provides an overview of educational philosophies and serves as a preface or introduction to the subject of teaching philosophies. It discusses several major educational philosophies including idealism, realism, pragmatism, and existentialism. The document is designed to educate students enrolled in a Teaching Profession course by helping them understand different philosophies and how those philosophies influence a teacher's approach in the classroom.

Uploaded by

Melo fi6

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

100% found this document useful (3 votes)

13K views

Prof Ed 1teaching Profession

Uploaded by

Melo fi6

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

You are on page 1/ 87

PREFACE

This module is about the Teaching Profession that deals with the understanding of the roles
of teacher as a person and as a professional within the context of national and global
teachers’ standards, educational philosophies and legal bases. It includes knowledge of core
values that uphold the dignity of the teaching profession, discussion of the code of ethics for
professional teachers, and awareness and understanding of existing laws and jurisprudence
governing professional rights privileges and responsibilities, and teachers’ roles in the
society as transformative agents of change. It is design for the education students who are
enrolled in the Teaching Profession subject.
2
TABLE OF CONTENTS

UNIT I PHILOSOPHIES IN EDUCATION 5

Basic philosophies in education 6

UNIT II UNDERSTANDING ETHICS, MORALITY

AND VALUES IN RELATION TO THE 13
CODE OF ETHICS FOR TEACHERS

Ethics and Morality 25

Foundational moral principle 16
Values formation 16
Teaching as one’s vision, mission, vocation and profession 19

Code of Ethics for Professional Teachers 21

UNIT III THE TEACHER AS A PERSON AND HER ROLES IN

THE SOCIETY 37

The Teacher as an individual person 38

The teacher as a professional 41
The teacher as a community leader and social advocate 42
The teacher as a model of good character 43
The teacher as an expert 43

UNIT IV ACQUIRING KNOWLEDGE AND SKILLS TO BE A

GLOBAL TEACHER 49

Acknowledging the role of globalization to education 50

Educational Systems of selected countries with
K-12 curriculum 53
Adopting multicultural Education for culturally
diverse learners 58
Experiencing the world through educational technology:
An introduction 61
Joining teacher exchange programs 63

UNIT V THE ROAD TO THE PROFESSIONALIZATION

OF TEACHING 75

Basic Laws of the Professionalization of Teaching 75

Presidential Decree No. 1006 75
Republic Act No. 7836 80
Republic Act No. 9293 88
UNIT I
PHILOSOPHIES IN EDUCATION

Overview

3
We all have our own value systems in life. We give utmost consideration to the
things and phenomena that are of great importance to us. In education, teachers also do the
same. Educational philosophies serve as the guide of teachers on how to maximize the
teaching-learning process by employing their chosen approaches, methods, strategies, and
techniques. Not only teaching but also other professions resort to philosophical foundations
in order to carry out their work. Anchoring your actions to a certain belief like a life
philosophy makes you realize your purpose in what you are doing.

In this unit, we are going to discuss the Philosophies in Education. Educational

philosophies are not only beneficial for our professional development but they also
influence us greatly in the personal level.

Unit Objectives

At the end of the unit, I am able to:

1. Classify the different educational philosophies according to their orientation.
2. Enumerate different educational philosophies.
3. Classify general types of activities in multi-grade classrooms;
4. Identify the role of the teacher and the student in teach educational philosophy.
5. Decide which educational philosophy is suitable for my teaching goals.

Activating Your Prior Knowledge

Congratulations! You are now officially on your way to become a professional teacher. How
did you come up with the decision to take up education? Did you decide on your own or
were you influenced by other factors? What is your hugot on becoming an education
student?

Here’s a video titled Bakit gusto komagturo? made by future educators like you
which you can view at https://www.youtube.com/watch?v=yME4BcRDdn0. Find out if you
share the same with reasons with the testimonies expressed in the video.

Mini Task:
 What is your general impression about the video?
 Cite a striking line from the sharers that you can truly relate with.

Expanding Your Knowledge

Philosophy literally means ‘love of wisdom,’ coming from the two Greek words philo
and sophia.The term was coined by the renowned mathematician and philosopher,
Pythagoras.Studying philosophy enables us to engage ourselves into theories, the search for
truth, discover the meaning of our existence, and determine our morality. There are six
major divisions of philosophy and each of which pertain to particular matter, obect or
discipline causes (Santiago-Espartinez, 2011).

1. Metaphysics – the study of beings and Being

2. Epistemology – the study of the validity of human knowledge
3. Ethics - the study of the morality of human act
4. Logic – the study of correct reasoning
5. Cosmology – the science of the universe
6. Theodicy –the philosophical study of God

Philosophy serves as a framework for knowledge for it is the science of all things by
their first causes (Santiago-Espartinez, 2011).

4
A teacher’s educational philosophy serves as his or her foundation for the teaching-
learning process that she wants to inculcate in the classroom. As a future educator, it is
important for you decide and adhere to the philosophy of your choice so that all of your
actions and educational goals to that philosophy. However, you are not required to only
have one belief that you want to follow. You may combine several philosophies that you
think can complement well with one another. Unleash your creativity and explore the
possibilities.

Basic Philosophies in Education

Idealism

It is a traditional philosophy asserting that because the

physical world is always changing, ideas are only reliable from
reality. This philosophy is the basis of almost all the religions
that exist in the world. The teachers are deemed to have
mastery of the subject matter and a thorough knowledge about
their students. In return, students become more motivated to
pursue higher-order thinking skills and to embark on a quest
for truth. The means of idealist education are inductive
reasoning and lecturing. Plato

Realism

Realists suggest that the features of the universe exist whether or

not a human being is there to perceive them and that there are
important ideas and facts that must be understood and that they can
only be understood by studying the material world. Meaning making
happens through empirically proven facts because reality is made up
of natural laws and facts. Realist teachers are known to be logical,
methodical, and scientific. As a result, when applied to education, this
massively involves the use of reasoning and scientific method.

Aristotle
Pragmatism

Pragmatists reject the idea of absolute, unchanging truth.

Instead, it asserts that truth is what works. Thus, the teaching-
learning process in a pragmatist classroom focuses on learning
how to learn, direct experiences, problem solving, and integration.

Existentialism

Existentialists suggest that humanity is not part of an

orderly universe. Rather, individuals create their own realities. Its
primary emphasis is on the individual thus teaching learners and
not teaching subjects. In this philosophy, the school should be a
place where learners have the freedom to do activities because
they find them interesting and because they help them discover
who they really are.Teachers teach to help students define their
own essence by exposing them to various paths they take in life and
by creating an environment in which they freely choose their own
preferred way. It aims to teach students through a variety of
options and choices in order to help them understand and Jean-Paul Sartre
appreciate themselves as unique individuals by creating an
environment which they freely choose their own preferred way. Teachers who employ
existentialism in the classroom are known to be democratic, appreciative and forgiving.

5
 Major Western Philosophies

Perennialism

“What was true yesterday is still true today and will remain
true forever.”

Perennial means ‘everlasting’. Teachers teach using this

philosophy to develop the learners’ rational and moral power. They
are generalists and teach timeless using The Great Books or the
humanities and liberal arts and Timeless Historical Concepts to
develop the rational and moral powers of the students. It suggests
that nature, including human nature, is constant. However,
perennial teachers are often deemed boring and monotonous
Robert Hutchins because they are too traditional.

Essentialism

The teachers teach for learners to acquire the 4

fundamental Rs or basic skills such as reading, writing, arithmetic,
and right conduct. Students must be equipped with essential
knowledge, skills, and values to become worth-emulating members
of the society. It focuses on back to basic movements resulting to
focus on the logical sequencing of the curriculum and longer days
in the school calendar. Teachers who practice this philosophy are
often labeled as perfectionists, disciplinarians, masters of the
subject matter, paragons of virtue, bookish, and Walking William Bagley
Encyclopedias.

Progressivism

A progressivist teaches learners to live fully by employing

experiential methods. It is the belief that education must be based on
the principle that humans are social animlas who learn best in real-
life activities with other people. It is experiential teaching with the
aim of responding to changes, promoting growth, and encouraging
innovation among students. Likewise, teachers respond to the needs
and skills of the students to cope with change through experiential
John Dewey
learning so that students may live fully in the present. Progressivist teachers are student-
centered, innovative, adventurous, modernized, up-to-date, and trendy.

Humanism

Humans are known to be rational animals, meaning we are distinguished from other
living things because we have intellect, free-will, and conscience. In educational humanism,
it is believed that we humans have innate potentials and goodness. Thus, no learner should
be called stupid because we all have the capacity to learn.

Rationalism

From the root word ‘rational,’ this school of philosophy subscribes to knowledge
and reason as sources of judgment. In order to determine the acceptability of things,
everything must be analyzed through human reason.

Naturalism

6
It springs from the idea that all phenomena can be explained in terms of natural causes and
laws. In naturalism, all basic truths are considered as truths of the nature. As a result,
educational naturalism believes that learning should be done according to the natural phase
of the child.

Jean Jacques
Rousseau

 Major Eastern Philosophies

Hinduism

This philosophy originated from India. It

subscribes to two major phenomena namely karma and
nirvana.

Karma is known to be a chain of causes and

consequences. Based on this belief, what we do today can
have consequences for us in the near future, be it good or
bad. For example, when a bird is still alive, it eats worms;
but when birds die, worms eat them. Another one, there
will be a time when people who did us wrongly will
eventually come to us and ask for our help sometime in the
future.
Whilst karma deals with the complications of life, it is the total opposite of nirvana
for it deals with liberation from life permanently. When we die, Hindus believe that we
become one with the universe

Buddhism

Founded by Gautama Siddharta Buddha, it is known to be a

philosophy of letting go and liberation. Buddhism teaches us to let
ourselves stop holding on the causes of human suffering such as
our neverending desires, expectations, and ego. Through
eliminating these aspects in our lives, we will achieve serenity and
peace of mind. Meanwhile, Zen Buddhism, an offset that was
popularized in Japan and Korea, focuses on meditation to achieve
inner peace.

Confucianism

“Do not do unto others what you don’t want others do

unto you,” also known as ‘The Golden Rule,’ was coined by
one of the world’s highly regarded Chinese philosopher,
Confucius. During his lifetime, he has very simple moral
and political teachings: (1) to love others; (2) to do what
is right instead of what is of advantage; (3) reciprocity
(The Golden Rule); and (4) to rule by moral example
instead of violence and force. His teachings about ethics
and societal management are recorded in The Analects. He
greatly influenced the world making others thought of his
way of life as a religion due to
its relevance even in the
present time.

Taoism

7
Founded by Lao Tzu, Taoism is a belief that all things and changes in the world are
based on The Way or TaoTeChingwhich is the source of all being and ultimate reality. It
realizes the existence of everything and it also governs everything. Even if all else in the
world contradict each other, the Tao remains to be symbol of unity.
Living life in The Way or Tao means you have to go with the flow. As humans, we
always want to plan our lives and this against Taoism. Taoists believe that The Way will
guide us to what is best for us. Thus, Lao Tzu emphasized to emphasize passivity, calmness,
and humility.

Islam
Islam means “believing in or surrendering to God to
achieve peace and security in life.”The religion was known to be
revealed by Allah to the Prophet Muhammad who is esteemed by
our Muslim brothers and sisters as the last and greatest prophet
of Islam. Muhammad means “praiseworthy.”

8
Synthesizing Your knowledge

ACTIVITY 1

Guess the Philosophy

Directions: Read and analyze the quotations below. Identify which philosophy does each of
them embody. Write your answers on the space provide before each number.

Name: _____ Date:

Course/Section: __ Instructor:

1. “Reality is spirit.”
2. “What is useful is true.”
3. “Let it go and let it be.”
4. “Life is what you make it.”
5. “Wrong spelling is wrong.”
6. “This is my life. Let me live.”
7. “Deadline is deadline. No more
extensions.”
8. “I am open for change and
improvements.”
9. “My life is a product of the
choices that I make.”
10. “Inner peace is the key to live a
successful life.”
11. “The world exists as it is, not
because of us humans.”
12. “I am the master of my fate. I
am the captain of my soul.”
13. “Family is the most important
thing in this world.”
14. “I hear and I forget; I see and I
remember; I do and I learn.”
15. “This is my life. I am
responsible for my choices and
my decisions.”
16. “Believe in God. He works his
ways even in the things that we
don’t see with our naked eyes.”
17. “My students need me. I should
be the one who adjusts and
understands them.”

18. According to Shakespeare,

“Expectation is the root of all
heartache.”
19. “What was true yesterday is still
true today and will remain true
forever.”
20. “Yours today, mine tomorrow.”

9
ACTIVITY 2

My Own Teaching Philosophy

Directions: On the space provided below, write your own philosophy of teaching.
Make sure that in your composition, you will answer the following guide questions:

Guide Questions

1. What is education for you? Explain your belief about the roles of the teacher and the
learner.
2. Why did you choose your program and major? State your influences.
3. Enumerate and discuss some of the recent changes in the worldwide educational
landscape. How do you intend to respond to these changes?
4. What can you say about the present Philippine educational system? Substantiate
your answer.
5. Share a life quote related to education from a worth-emulating individual.

Name: _____ Date:

Course/Section: __ Instructor:

_________________________________________________________________________________________________________
________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
______________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
______________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_______________________________________________________________________________________________

References

Books:

10
MindGym Philippines. (2011). The Teaching Profession and The Social Dimensions of
Education. Philippines.

Santiago-Ezpartinez, A. (2011). Logic: The Art of Reasoning. Manila: Tri-Zone Printing Press.

Electronic Document:

Potot, J. L. (2016, March). Teaching Profession. Manila.

Images Used:

https://cdn.britannica.com/88/149188-050-05FF7D99/Plato-portrait-bust-original-
Capitoline-Museums-Rome.jpg

https://cdn.britannica.com/84/87984-050-7C5547FE/Detail-Roman-copy-portrait-bust-
Aristotle-Greek.jpg

https://cdn.britannica.com/76/9476-050-6661C2E1/photograph-Jean-Paul-Sartre-Gisele-
Freund-1968.jpg

https://cdn.britannica.com/60/10860-004-8598B35C/Hutchins.jpg

https://sites.google.com/site/philosopherskevin/william-bagley-1874-1946

https://www.google.com/url?sa=i&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.biography.com%2Fscholar
%2Fjohn-
dewey&psig=AOvVaw13jisN8JRZ50FFheGnFgBk&ust=1594878792607000&source=images&c
d=vfe&ved=0CA0QjhxqFwoTCNjsl9bIzuoCFQAAAAAdAAAAABAD

https://la-philosophie.com/wp-content/uploads/2010/10/jj-rousseau.jpg

https://www.ancient-symbols.com/images/hindu-symbols/original/om.jpg

https://images.gr-assets.com/authors/1435903703p5/2622245.jpg

https://historyancientphilsophy.files.wordpress.com/2015/05/prophet-muhammad1.jpg

Supplementary Reading

Datu, N. B. (2016, June 24). PressReader.com - Your favorite newspapers and magazines.
Retrieved July 11, 2020, from PressReader:
https://www.pressreader.com/philippines/sunstar-
pampanga/20160624/281629599569288

11
UNIT II
UNDERSTANDING ETHICS, MORALITY, AND VALUES
IN RELATION TO THE CODE OF ETHICS FOR
TEACHERS

Overview

The Code of Ethics for instructors calls for that they must own dignity

and popularity with excessive ethical values other than technical
and expert competence anticipated of them. Teachers should be guided with a set of beliefs
and principles that should be worthy for emulation. They should be living examples of
persons with good morals and values. People set a high expectation to teachers since their
profession tasked them to guide and mold the total personality of the learners. The values
teachers share with the students can make or break them in the future. For future teachers,
meeting these expectation entails a solid framework of strong beliefs and principles which
are anchored on good ethics.

Unit Objectives

At the end of the lesson, I am able to:

1. differentiate the terms ethics, morality and values

2. infer the bases of foundational morality;
3. accept continuing values formation as an integral part of your personal and
professional life; and
4. understand the relationship of ethics, morality, and values to the conducts of a
professional teacher in the practice of his/her profession.

Activating Your Prior Knowledge

My Value System (How it develops?)

(Source: https://www.uen.org/lessonplan/view/562. Utah Education Network)

Directions: Your values determine the actions you take, as well as the goals you set.
Place an X in each column if those persons/people have influenced this value
in your life. Each value column may contain more than one X.

VALUE Family Friends Community/Neighbor Religious Leaders

achievement

career

creativity

education

family life

forgiveness

freedom

happiness

12
health

honesty

integrity

intelligence

justice

knowledge

love

loyalty

hysical

pleasure

popularity

recognition

religion

service

traditions

trustworthiness

truth

wealth

wisdom

1. Who has the most influence on the values you choose?

Why?

2. What are your top five priority values? Write and explain yours on the blanks provided.

3. Name at least five values that you would like to achieve, retain and change? Why?

5 Values to achieve Reason/s

13
1.
2.
3.
4.
5.

5 Values to retain (it means you already Reason/s

have)
1.
2.
3.
4.
5.

5 Values to change Reasons

1.
2.
3.
4.
5.

Expanding Your Knowledge

Ethics and Morality

Ethics and morality. These words are sometimes used interchangeably. Although
these concepts are related, there is a slight difference between the two. To understand the
concept let us give their definitions based on various sources. Ethics, according to Merriam
dictionary is concerned with rules of behavior based on ideas about what is morally good
and bad, or it is an area of study that deals with ideas about what is proper and improper
behavior. It is the prevailing rule governing the conduct of a person or the members of a
profession. To Mcnanara, Carter (2012), ethics are moral values in action.

Morality on the other hand is from the Latin word “mōrālis” which is synonymous with
the words manner, character, proper behavior'. It is the differentiation of intentions,
decisions, and actions between proper and improper. In its descriptive sense, "morality" is
the code of conduct managing how people respond to action and behave without inquiring
as to whether they ought to adhere to these codes. When human actions conform to the
norms, rule or law of morality, it is considered to be right, but if it is not, the action is
deemed inappropriate or wrong. For instance, when the student cheats during the
examination, it is an inappropriate action since it violates the norm, which is to observe the
ethical principle of doing what is good and right. Classroom cheating is against "fairness
principle." A student gets the higher grade without studying his/her lessons than those who
study hard is inappropriate.

What is the relevance of ethics in education? Education is tasked to build a nation by

producing not only intellectually capacitated but emotionally and logically, ethically
principled citizen. According to Montemayor, Felix, 1994, "Education develops the whole
man: his moral character, intellectual and physical capacities.” Since man, however, is
primarily a rational moral being, the primary objective of education should be the
development of these powers in man, which consists his true perfection. This is recognized
when he mentions "moral character" as the first and primary aim of all education. All
schools should develop good moral character, personal discipline, civic consciousness.

14
Foundational Moral Principle

Today and in the past, hopes on teachers has always been high as one of the most
influential beings in the lives of their students, in particular, and in transforming the society
in general. Henry Brooks once said "A teacher affects eternity; he can never tell where his
influence stops." To Brooks, the quality of human acts can either be right or wrong, good or
evil. This means that human action is considered right if it conforms with the prevailing
norms and the rules or laws of morality, otherwise the action is wrong, bad or evil.

Foundation means something like an idea, a principle, or a fact, that provides

support for something or based upon. Thus, a foundational moral principle is the universal
norm upon which all other principles that determine the rightness or wrongness of action
are based. It is the source of morality (Bilbao, et. al., 2012).

Values Formation

The values and ethics imbibed in all of us since childhood guide our conduct. Values
are, thus, prime drivers of personal, social, professional choices. Values influence how
individuals live their lives both professionally and personally. They impact their attitudes,
their approach to life situations, their relationships, their interactions with people and with
settings, and the meaning they assign to situations and the behaviors of others. People's
values are determinants of their behavior. But, how do values change and what reasons
them to change? (Akerlof, 2016). Accordingly, one's preference is constantly motivated by
economic or monetary considerations, also, by the desire for attaining esteem which may
drive tension or anxiety. This anxiety explains why, for instance, peer outcomes are from
time to time high-quality and from time to time negative. The exercising of
those values might also additionally then create or ruin a person.

The formation of values may be brought about by some circumstances and experiences
that people encountered in their lives. This was also emphasized in one of the lectures of
Most Reverend Angel N. Lagdameo, in one of his lectures, said that: "All institutions,
governments, and churches suffer from problems, crises and decline of some sort, big and
small." History of these institutions might show the evolution they underwent added
through the situations, conditions and time. The adjustments with the guidelines and laws
governing the institution, policy directions and agenda and management strategies which
consequently lead to the formation of new sets of values and standards. It is important that
we always keep in touch with our values. In the kind of world that we live in, we always find
some confusions and contradictions with our values. Albert Einstein once said "The
significant problems we face today cannot be solved at the same level of thinking we had at
when we created them." It means that a solution to problems will no longer be attainable by
insisting on doing the matters that have been doing before due to the fact that it is the
manner things are being done. Einstein referred to the importance of redirecting man's way
of thinking in order to obtain a more appropriate solution to the problems created by the
former set of thinking. He pointed out that man must not wait for the future to come upon.
Rather, man must create the future and bring it to present. And how man would do it? Man
should not be satisfied with "cosmetic changes" or superficial changes, even if they appear
good. They are temporary. Man need to do some "paradigm shifting" or "values shifting." If
man wants dramatic and revolutionary transformation either in a person or in an
institution or organization, one needs to change the perspective, mindset, frame of
reference, and operate with new set of values. This is called "metanoia." Hence, values are
changeable. Value shifting can possibly be influenced by many factors. Aside from home, the
community, the school, the church, or membership in any organization may influence the

15
formation of new values. Those who play a leadership role in one’s life are the most
powerful in conveying to new values emanated from them. They can be the learner’s
parents, elder siblings, grandparents, some relatives,

teachers, peers, professors, and bosses.

The topography of Values. In other instances, one must have studied the Maslow's
Hierarchy of Needs. Likewise, another interesting ladder shows the Scheler's Topography of
Values or Hierarchy of Values. 7 -

Figure 1. Topography of values by March Scheler

Standford Encyclopedia of Philosophy

According to the hierarchy drawn by Scheler, an objective ranking of values, is described as

a ranking of the "lower" to more superficial type of values practices. The ranking of value
types from lowest to highest is as follows: pleasure, utility, vitality, culture, and holiness.
How the different types of value stand about one another is grasped intuitively in the
experience of value. Evidence of this ranking is felt through experiences like duration or
depth of fulfillment. A religious icon is not only as holy as it is in its virtual form but valued
as vital because of what it symbolizes.

Bauzon (1994) categorized and described the priority order of value modalities set by Max
Scheler as to values to person and values related to life.

1. The values of holiness

Values of the
2. Spiritual values Person
3. Vital Values

Values Related to
Life

4. Sensible values

16
1. The values of Holiness - The value-modality of the holy and unholy appear only with
objects about the Absolute. Corresponding states of feeling are those with blissfulness and
despair. Consecutive values are those of things of value in cults, sacraments and forms of
worships.

2. Spiritual values - This modality refers to the spiritual feeling and spiritual acts of
preferring, love and hatred of the human person. The main kinds of spiritual values are:

2.1 The values of the beautiful and ugly or the whole realm of aesthetic values.

2.2 The values of right and wrong as the basis for all legislation

2.3 The values of pure cognition of truth

3. Values of Life or Vital Values – The value of this modality ranges from the noble to the
vulgar, or also from the good (excellent, able) to the bad (not evil). This modality pertains to
the general wellbeing such Values of the Person Values Related to Life as those of health,
disease, states of aging, feeling of forthcoming death, weakness and strength.

4. Sensible Values – The series of values of this lowest modality ranges from the agreeable
to the disagreeable. This modality corresponds to sensible feeling with its function of
enjoyment and suffering, and to the feeling-states of sensible pleasure and pain.

For an act to be considered as one provoked by the values of a person, Bauzon (1994)
described the seven criteria to constitute a value:

1. It is chosen freely - It is not forced. It is the individual's personal choice. It is what he or

she wants to be the guiding principles in his or her life.

2. It must be chosen from among other alternatives – If there are no alternatives, there is no
freedom of choice.

3. It must be chosen after considering the consequences – there should be a careful study of
the consequences of each alternative. A person must realize the consequences of his or her
choice to see the foreseeable options open to him to make a free and intelligent choice.
Once, the consequences are understood, the person must reevaluate his or her choice.

4. It must be performed - A value must be carried out. If it is not acted upon, it is only a
belief and idea.

5. It becomes a pattern of life – If values are habitually performed, it becomes life patterns.
Thus, influence every aspect of the person's life

6. It is cherished – It is something that a person feels positive about. As the person grows,
she or he derives increasingly greater contentment and satisfaction from her value choice/s.

7. It is publicly affirmed - It must be shared and tell others about it. It must not be denied
when confronted by others.9 -

It enhances person's total growth –If the value has been affirmed, it follows that the
value will contribute and enhance the person's total personality development. It makes the
person whole because he becomes a better person. According to Aglipay (1991), as cited by
Ramirez and Beltran (2004), values is closely related to one’s search for meaning in human
life. Man could find more meaning into his life if there is something he could commit himself
to something worth living for and something worth dying for.

17
Values allows a person to understand one’s principles in life and help one to realize the
need to change it if it is not important. One is motivated to pursue his or her own values if
he/she knows what he/she wants, (Turner, 2001).

Teaching as One’s Vision, Mission, Vocation, and Profession

In its broadest sense, teaching is the procedure that aims to improve and develop
learning of new knowledge, skills and attributes and connecting these to previous cognition
designed to provide unique service to meet the educational needs of the individual and
gives importance to the development of values which guides students in their social
relationships. Teachers utilize practices and strategies that empower positive self concept
in students. The direct, open and active interaction between teacher and student is the one
of the most important element in teaching.

Teaching as One's Vision. A proverb says, "Where there is no vision, the people
perish." In reflection, vision is a long-term preference or motivation of what one wants to be
and what one is willing to do in achieving the said desire. The vision focuses on the
development of the self, the profession, the students, and the society.

Consider the following teacher's teaching visions, which is yours?

1. To see my students enhance and reach their full potentials that will lead them into the
right path.

2. To entice the minds of my students with the concept of fun, inspiring and exciting
learning process.

3. To help each student discover his/her unique individuality.

4. To treat every student with respect and dignity.

Teaching as One's Mission. The term came from the Latin word "misio" which means
"to send." Mission refers to any task or undertaking that is assigned, or self-imposed to
achieve vision. Anyone acting the role of a teacher has his/her own purpose that needs to be
accomplish. As teachers, they play an important role in the betterment of this world. To
ensure the development of youth, the teachers’ love for the teaching profession must
emanate from within, making teaching their soul, their core. The realization that the
teachers are responsible for shaping the youth as the most powerful resource to take care of
the future must be fulfilled. With their full dedication to this great mission, the teachers
transform themselves as great teachers only when they can scaffold an average student to
further improvement. Teachers should inspire the learners to be inquisitive so that they
become creative and enlightened citizens. They must promote justice by treating all the
students equally, should support respect despite differentiation on account of religion,
community or language. Teachers must continuously improve themselves by upgrading
their capacities in teaching so that they can uplift the quality of education for the students.
Teachers must consistently fill their mind with positive thoughts and inspire integrity in
thinking and action among the students. Teachers, as true missionaries should be
physically, mentally, emotionally, and spiritually empowered; through this, they become
more blessed and comfortable in their vocation.

18
manifestation of intellectual and moral goodness. It is more than an art, a science. It is a
noble profession, a vocation, a calling. A teacher who is consumed by the vocation responds
to the calling for service with great passion. Like the historic biblical figures, teachers are
considered servant leaders- serving other people and the humanity as a whole, without
considering or expecting anything in return.

Teaching as One's Profession. According to Dr. Hermogenes P. Pobre, “Profession is

one of the most exalted words in the English language, denoting long and arduous years of
preparation, a striving for excellence, a dedication to the public interest and strong
adherence to moral and standard ethical values.” The end goal of the profession is to be able
to serve more and for teachers to be able to do that, continuing professional education is a
must. In doing so, moral, ethical and religious values serve as bedrock foundation of the
teaching profession. If someone takes teaching as his/her profession, he/she must be
willing to go through a long period of preparation and a continuing professional
development. A teacher strives for excellence, always in all ways.

The Code of Ethics for Professional Teachers

Consider the following teacher's teaching visions, which is yours?

1. To see my students enhance and reach their full potentials that will lead them into the
right path.

2. To entice the minds of my students with the concept of fun, inspiring and exciting
learning process.

3. To help each student discover his/her unique individuality.

4. To treat every student with respect and dignity.

19
further improvement. Teachers should inspire the learners to be inquisitive so that they
become creative and enlightened citizens. They must promote justice by treating all the
students equally, should support respect despite differentiation on account of religion,
community or language. Teachers must continuously improve themselves by upgrading
their capacities in teaching so that they can uplift the quality of education for the students.
Teachers must consistently fill their mind with positive thoughts and inspire integrity in
thinking and action among the students. Teachers, as true missionaries should be
physically, mentally, emotionally, and spiritually empowered; through this, they become
more blessed and comfortable in their vocation.

Teaching as a Vocation. From the Latin word "vocare" vocation means "to call."
Vocation is a strong feeling or discernment for a particular career or occupation like
teaching and priesthood. Teaching is a calling and its excellence depends on the
manifestation of intellectual and moral goodness. It is more than an art, a science. It is a
noble profession, a vocation, a calling. A teacher who is consumed by the vocation responds
to the calling for service with great passion. Like the historic biblical figures, teachers are
considered servant leaders- serving other people and the humanity as a whole, without
considering or expecting anything in return.

Teaching as One's Profession. According to Dr. Hermogenes P. Pobre, “Profession is

The Code of Ethics for Professional Teachers

(In simplified format of presentation)

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with
high values as well as technical and professional competence in the practice of their noble
profession, and they strictly adhere to, observe, and practice this et of ethical and moral
principles, standards, and values.

Article I: Scope and Limitations

Section 1. This code shall apply to ALL TEACHERS in schools in the Philippines.

Section 2. Covered ALL PUBLIC and PRIVATE school TEACHERS in all educational
institutions at the pre-school, primary, elementary, and secondary levels whether academic,
vocational, special, technical, or non-formal. Teacher refers to industrial arts or vocational
teachers and all other persons performing supervisory and/or administrative functions in
all school whether on full time or part time basis.

Article II: The Teacher and The State

20
Section 1. The schools are the nurseries of the future citizens of the State; each teacher is
the trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution and for duly constituted
authorities, and promote obedience to the laws of the State.

Section 2. Every teacher or school official shall actively help carry out the declared policies
of the State, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to
duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or any
partisan interest, and shall not, directly an indirectly, solicit require, collect, or received any
money or service or other valuable materials from any person or entity for such purpose.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibilities.

Section 7. A teacher shall not use his position or official authority or influence to coerce
any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the results
are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.

Article II: The Teacher and the Community

Section 1. A teacher:

- is a facilitator of learning and of the development of the youth;

-render the best service by providing an environment conducive to such learning

and growth.

Section 2. A teacher:

- shall provide leadership and initiative to actively participate in community

movements for moral, social, educational, economic and civic betterment.

Section 3. A teacher:

- shall merit a reasonable social recognition;

- shall behave with honor and dignity at all times;

- refrain from such activities as gambling, smoking, drunkenness, and other excesses,
much less illicit relations.

21
Section 4. The teacher:

- shall live for and with the community;

- shall study and understand local customs and traditions in order to have
sympathetic attitude;

- refrain from disparaging the community.

Section 5. The teacher:

- shall help the school keep the people in the community informed about the school
work and accomplishments as well as its needs and problems.

Section 6. The teacher:

- is intellectual leader in the community;

- shall welcome the opportunity to provide such leadership when needed;

- extends counselling, as appropriate, and to actively be involved in matters affecting

the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials and the people, individually
and collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but
shall not use his position and influence to proselyte others.

Article IV: The Teacher and The Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. … uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching , and shall be at his best at all times and in the
practice of his profession.

Section 3. … participate in the Continuing Professional Education (CPE) program of the

Professional Regulation Commission, and shall pursue such other studies as will improve
his efficiency, enhance the prestige of the profession and strengthen his competence,
virtues, and productivity in order to be nationally and internationally competitive.

Section 4. … help, if duly authorized, to seek support from the school, but shall not make
improper misrepresentations through personal advertisements and other questionable
means.

Section 5. … use the teaching profession in a manner that makes it dignified means for
earning a decent living.

22
Article V: The Teacher and The Teaching Community

Section 1. Professional loyalty, mutual confidence and faith in one another, self-sacrifice
for the common good, and full cooperation with colleagues. Support one another.

Section 2. Refrain from claiming credit or work not of his own, and give due credit for the
work of others which he may use.

Section 3. Organize and leave to his successor such records and other data as are necessary
to carry on the work before leaving.

Section 4. The teacher shall keep confidential information concerning associates and the
school, and shall not divulge to anyone such documents which has not been officially
released, or remove records from files without official permission.

Section 5. Seek corrective for what may appear to be an unprofessional and unethical
conduct of any associate. However, if there is incontrovertible evidence for such conduct.

Section 6. Submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating any right of the individual concerned.

Section 7. Teacher may apply for any vacant position or which he is qualified, provided that
he respects the system of selection on the basis of merit and competence, provided further,
that all qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. A teacher make an honest effort to understand and support the legitimate
policies of the school and the administration regardless of personal feeling or private
opinion an shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.

Section 3. A teacher transacts all official business through channels except when special
conditions warrant a different procedure.

Section 4. Teacher has the right to seek redress against injustice to the administration and
raise grievances within acceptable democratic processes and avoid jeopardizing the
interest and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has the right to invoke the principle that appointments, promotion,
and transfer of teachers are made only on the basis of merit and needed in the interest if the
service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to

his contract, assuming full knowledge of employment terms and conditions.

23
Article VII: School Officials, Teachers and Other Personnel (School Officials and His
Subordinates)

Section 1. School officials, at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel.

Section 2. Exercise cooperative responsibility to formulate policies to introduce

importance changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all
teachers, recommend them for promotion, giving them due recognition for meritorious
performance, and allowing them to participate in conferences and training programs.

Section 4. No school official shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.

Section 5. Public school teachers are employed in accordance with pertinent Civil Service
rules, and public school teachers are issued contracts specifying the terms and conditions
of their work; provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.

Article VIII: The Teachers and the Learners

Section 1. A teacher has a right and duty to determine the academic marks and the
promotion of learners in the subject they handle.

Section 2. …recognized that the interest and welfare of learners are of first and foremost
concern, and shall justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a

learner.

Section 4. …shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if undeserved.

Section 5. …shall not accept, directly or indirectly, any remuneration from tutorials other
than what is authorized for such service.

Section 6. … evaluation of the learner must be based on work only in merit and quality of
academic performance.

Section 7. …where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost
professional discretion to avoid scandal, gossip and preferential treatment of the learner.

24
Section 8. …shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.

Section 9. … shall ensure that conditions contribute to the maximum development of

learners are adequate, and shall extend needed assistance in preventing or solving learner
problems and difficulties.

Article IX: The Teachers and Parents

Section 1. The teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.

Section 2. … shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out the
learner’s deficiencies.

Section 3. … shall hear parent complaints with sympathy and understanding, and shall
discourage unfair criticism.

Article X: The Teachers and The Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provide that it does not relate to or adversely affect his work as a teacher.

Section 2. The teacher maintains a good reputation with respect to the financial matters
such as in the settlement of his debts and loans in arranging satisfactory his private
financial affairs.

Article XI: The Teacher as a Person

Section 1. The teacher has the highest obligation to live with dignity in all places at all
times.

Section 2. …self-respect and self-discipline at the principle of personal behavior in all

relationships with others and in all situations.

Section 3. … maintain at all times a dignified personality which could serve as a model
worthy of emulation by learners, peers and all others.

Section 4. … always recognize the Almighty God as guide of his own destiny
and of the destinies of men and nation.

Article XII: Disciplinary Actions

25
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of
his Certificate of Registration and License as a Professional Teachers, suspension from
the practice of the teaching profession or reprimand or cancellation of his
temporary/special permit under causes specified in sec. 23, Article III of R.A. 7836, and
under Rule 31, Article VIII of the Rules and Regulations Implementing R.A. 7836.

26
Synthesizing Your knowledge

Activity 3

Name: _____ Date:

Course/Section: __ Instructor: _

Directions: Reflect on your standing personal principle and morality standard. Give your
reflection on each of the given quotes and cite example.

“Most men are simply bad”

Explanation:

Example/s:

‘Educating the mind, without educating the heart is no education at all”

Aristotle
Explanation:

Example/s:

27
Activity 4

Name: _____ Date:

Course/Section: __ Instructor: _

Teaching as One’s Vision, Vocation, Mission and Profession

Directions: Reflect on the discussed topics about teaching as one’s vision, mission and

profession. Now, see yourself as a teacher and follow the guide below to formulate your
own vision and mission.

What is Teaching to you?

"Teaching is a mission not a source of income."

"Teaching is gratifying but with meager compensation not commensurate with all hard
works done...""

Teaching is a challenging job but a source of stress and mental exhaustion."

1. _________________________________________________________________________________________________
_______________________________________________________________________________________________
2. _________________________________________________________________________________________________
_______________________________________________________________________________________________
3. _________________________________________________________________________________________________
_______________________________________________________________________________________________

What are the Pros of Teaching?

Teaching is helping children learn and behave thereby building the future of a nation.
Knowing that children learns from you makes you realize that you are a productive
citizen of your country as your duty is to instill knowledge in the minds of the future
citizens.
Teaching makes you feel like a hero molding the young minds for the future of the nation.

2. ____________________________________________________________________________________________________
____________________________________________________________________________________________________

3. ____________________________________________________________________________________________________
____________________________________________________________________________________________________

What are the Cons of Teaching?

Teaching shortens the life span of teacher because of too much stress.

28
Teaching entails hard work that is not properly commensurate.

The population of students in school override the number of teachers which results to
teachers teaching multiple grade levels.

Based from your own definition of teaching and your identified pros and cons:

State your own vision:

State your own mission:

___________________________________

Signature over printed name

29
Activity 5

Name: _____ Date:

Course/Section: __ Instructor: _

Directions: Based from your reflections of the topics, answer the following questions?

1. What convinced you to take a teaching course?

2. Explain in your own words ‘why teaching is a vocation’?

3. What makes teaching a mission?

30
Activity 6

Name: _____ Date:

Course/Section: __ Instructor: _

The Code of Ethics for Professional Teachers

Directions: Review the content of the Code of Ethics for Professional Teachers. Reflect
on the contents of the provisions as applied in the teaching profession.
Afterwards, provide what are called for in each of the items in this activity.

1. State in your own words the importance of the Code.

2. A teacher is selling goods in school consumable by teachers and students? Is there a

provision of the code violated by the teacher? Why?

3. Cite a sample case decided by the Supreme Court involving the relationship of teacher
and her/his students.

4. At single and unwed teacher got pregnant. Due to this unwanted pregnancy, the
teacher was removed by the school administrators from the service on the count of
immorality. Was the decision in consonance with the code or not? Support your answer.

31
Quiz

Name: _____ Date:

Course/Section: __ Instructor: _

Multiple Choice. Read each question/statement carefully. Choose and encircle the
letter of the correct answer. ANY FORM OF ERASURE IS CONSIDERED NULL AND VOID.

1. The following statements are the importance of the code of ethics for teachers except;
a. To improve the standing ethics of the teaching professions.
b. To improve the regulation and control of teacher misconduct.
c. To improve the quality of teaching.
d. To promote negative image of the teaching profession.

2. To set boundaries for the actions of teachers whenever they are cross situations in and
out of school premises is one of the importance of the code of ethics for teachers.
a. True b. False c. Sometimes true d. Never true

3. Every teacher shall possess and actualize a full commitment and devotion to duty.
a. True b. False c. Sometimes true d. Never true

4. According to the Code of Ethics for Professional Teachers Article I Section II (The Teacher
and The State), A teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
a. True b. False c. Sometimes true d. Never true

5. Which of the following is true about the teacher as a person under the Code of Ethics for
Professional Teachers?
a. Live with dignity at all times wherever he/she is.
b. All of these
c. Serve as a model worthy of emulation.
d. Place premium upon self-respect and self-discipline.

6. Which is ethical for a teacher to do in a situation where he/she falls in love with the
students or when as students falls in love with his/her teachers?
a. The teacher advises the student to discontinue with her/his studies
b. The teacher exercise discretion to avoid scandal and gossip preferential
treatment.
c. The teacher resigns from her/his teaching job.
d. The teacher avoids the learner

7. Is it professional for a teacher to receive gifts from the student and parents?
a. Yes, if deserved
b. No, especially if done in exchange for requested concessions
c. Not at all
d. d. Yes, in-season and out-of-season gifts

8. Which of the following Code of Ethics states that every teacher shall actively insure that
teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling?
a. Article IV Section 3 b. Article IV Section 2
c. Article IV Section 1 d. Article IV Section 4

9. Dr. Velasco, a schools' division superintendent acted on the complaint filed by a group of
parents against the alleged misconduct of a particular teacher. She issued a memorandum
requiring her to take a leave of absence for a week while the complaint is being heard yet.
Was the action of the superintendent legal?
a. Yes, because she is the superintendent.
b. No, because the complaint has not been heard yet.
c. No, the superintendent has no disciplinary authority over teachers.
d. Yes, the superintendent has disciplinary authority over teachers.

10. Teacher Nory wants to continue with her study leave for another six months after
completing a school year. Could she be allowed?
a. No, other teachers should have the chance.

32
b. Yes, if her grades are excellent.
c. No, study leave should not exceed one year.
d. Yes, but without compensation.

33
References

Cortez, A., Cortez, B E. and Esguerra, D. (2018). The Teaching Profession: Coaching Future
Teachers, K-2Compliant. St. Andrews Publishing House. Bulacan.

Edlab, T.C. (2013). Why is Education So Important in Our Life?

https://edlab.tc.columbia.edu/blog/9886-Why-is-Education-So-Important-in-Our-
Life

Harrison, Kim. “Cutting Edge: Why employee recognition is so important.”

https://cuttingedgepr.com/free-articles/employee-recognition-important/

Loughran, John (2011). What makes a teacher an expert teacher? Monash University.

Retrieved from https://www.monash.edu/ on March 23, 2011.

Novio, B. E. C. (2015). Teaching as a mission. Philippine Daily Inquirer. May 24, 2015 Issue.
@inquirerdotnet. Retrieved on April 10, 2018 from http:// globalnation .
inquirer.net/123419/teaching-as-a-mission

The
San TeachingMateo, RProfession.andTangco, M.G. (1997). Foundations of Education II (Historical,
Philosophical and Legal Foundations of Education). Katha Publishing Co. ISBN 971-
150-145-7

The Alberta Teachers’ Association (2012). Nature of Teaching and Teaching as a

Profession. Retrieved on April 10, 2018 from https://www.teachers.ab.ca/ About% 20the
%20ATA/What-We-Think/Position%20Papers /Pages/Nature%20of% 20 Teaching
%20and%20Teaching%20as%20a%20Profession.aspx

The 1987 Philippine Constitution. www.officialgazette.gov.h

34
Unit III
THE TEACHER AS A PERSON AND HER ROLES
IN THE SOCIETY

Overview

The teacher is an essential component of the teaching and learning process. The
quantity of learning achieved by you as learners has been established as highly correlated to
the quality of teaching done by the teacher. The teacher is responsible for the provision of
knowledge and skills to the future citizen of the society. However, being a teacher is more
than just delivering the instruction of learning. The teacher should also manifest other
personal and professional qualities and assumes various roles during the performance of
their teaching duties.

As cited by Cortez et.al. (2019), teachers are also unique individuals, practicing
professionals, community leaders, parents, experts and models who are looked upon by
students, parents, the community and other sectors of society. Hence, they should be
recognized by their own identity.

Unit Objectives

At the end of the unit, I am able to:

1. recognize the role of teachers by establishing their importance in the society;

2. identify the various roles performed by teachers in the society; and
3. reflect on the needs of teachers as they perform their role in the society.

Activating Your Prior Knowledge

Direction: Each question is a multiple-choice question with four answer choices. Read
each question and answer choices carefully and choose the ONE best
answer.

Write the letter of your choice on the space provided before each number.

___ 1. Moral values can be effectively inculcated among the students when the teacher
A.Frequently talks about values C.Tells stories of great persons
B.Himself practices them D.Talks of Gods and Goddesses

___ 2. A successful teacher is one who is.

A.Compassionate and disciplinarian C. Tolerant and dominating
B.Quite and reactive D.Passive and active

___ 3. Which one of the following is the most important quality of a good teacher?
A.Punctuality and sincerity C. Content mastery and reactive
B.Content mastery D.Content mastery and sociable
___ 4. The most important quality of a good teacher is
A.Sound knowledge of subject matter C.Good communication skills
C.Concern for student's welfare D.Effective leadership qualities

___ 5. The primary responsibility for the teacher's adjustment lies with
A.The children C.The teacher himself
B.The principal D.The community

___ 6. When some students are deliberately attempting to disturb the discipline of the
class by making mischief, what will be your role as a teacher?

35
A.Expelling those students
B.Isolate those students
C.Reform the group with your authority
D.Giving them an opportunity for introspection and improve their behavior

___ 7. For maintaining an effective discipline in the class, the teacher should
A.Allow students to do what they like
B.Deal with the students strictly
C.Give the students some problems to solve
D.Deal with them politely and firmly

___ 8. Suppose a student wants to share his problems with his teacher and he visits
the teacher's house for the purpose, the teacher should
A.Contact the student's parents and solve his problem
B.Suggest him that he should never visit his house
C.Suggest him to meet the principal and solve the problem
D.Extend reasonable help and boost his morale

___ 9. The primary duty of the teacher is to

A.Raise the intellectual standard of the students
B.Improve the physical standard of the students
C.Help all round development of the students
D.Imbibe value system in the students

___ 10. The teacher has been glorified by the phrase "Friend, Philosopher and Guide"
because:
A.He has to play all vital roles in the context of society
B.He transmits the high value of Humanity to the students
C.He is the great reformer of the society
D.He is a great patriot

Expanding Your Knowledge

The Teacher as an Individual Person

Humans are born with different characteristics. Their attitudes and behaviors are
shaped by life experiences and the kind of people and environment they were in yesterday
and today. The teacher, who has always been perceived as role models and ideal, is but a
common person. As a person, he or she grows up as an individual with his or her own set of
values, beliefs and perceptions about the smallest or the biggest things and issues around.
He/she developed certain feelings or emotions and just like any other persons, acts with a
keen awareness of different situations either rationally or impulsively.

Teacher’s identities are shaped by personal, environmental and cultural factors,

teacher’s life experiences, the level of education, skills, vocation or occupation which are all
contributory to the teacher’s identity and personality. Teachers are likewise into problems,
confusions, conflicts and stressful conditions. Just like any human being, teachers have
limitations and are often subjected to temptations.

Teachers like the learners are also diverse

The talents, skills, strategies, performance levels, intelligence level, social

behavior and abilities in dealing with tasks vary from person to person or from
teacher to teacher. There are teachers who are great in music and art, others are
good at math and some are creative at making their classrooms aesthetically
pleasing and good to look at.

Teachers have needs

36
Teaching is a difficult but challenging source of livelihood. It entails patience
and strong heart to face the challenges confronting the day to day duties of a
teacher. The teacher usually ignores the overwhelming nature of the job and
chooses to serve instead. The call of duty often becomes a priority over the
teacher’s own needs. This situation, that the teacher encounters tends to disregard
the aspect that teachers are human too. Teachers have children and family who
have needs which entails attention and provision. To proceed and continuously
perform teacher’s responsibilities, at least the first two ladders on Maslow’s
Hierarchy of Needs must be met.

Teaching involves skills, values and expertise. It draws on the whole person
of teachers who must be valued as people if they are to give their best. Teachers
must be recognized and their human needs must be considered too. As a human
being a teacher whose needs are fulfilled, feels worthy and successful and becomes a
happy individual. When a person is contented, feels happy and satisfied, he feels
the need to strive more and achieve his/her goals in life. Being human, a teacher
has certain wants and needs.

Teacher’s Needs

1. Security and Justice

2. Emotional Needs
3. Economic Needs
4. Spiritual Needs
5. Social Needs
6. Role Clarity
7. Coping Skills

Teachers’ Needs

The following are the teachers’ needs which have to be met in order to have
productive and globally characterized teachers:

37
a. Security and Justice

Feeling secured with your environment and with your life is basic
among human needs. Dangers exist in places where some teachers chose to
teach. It puts their lives in jeopardy and likewise, makes the teacher prone
to injustice. Similarly, in the school environment, the chance of a teacher for
promotion and professional growth is put on hold because of many
circumstances. Teachers need to be secured in their environment and
should be free from all the stress caused by their work to be more
productive.

b. Emotional Needs

The need to feel safe regarding how you feel about yourself and your
emotional need must also be fulfilled. There is a need to boost the morale of
the teacher, so he/she will feel enthusiastic and energize to carry his/her
work. The outstanding works and accomplishments of the teacher should be
recognized and appreciated.
Appreciation and tap on shoulder are simple ways that can boost positive
emotion while scolding and indifference may instigate negativity of mood
and performance. A worker responds to appreciation expressed through
recognition of their work because it is a confirmation that the work is valued
by others. Who doesn’t want to be respected and valued for their
contribution? The same applies to the works of a teacher.

c. Economic Needs

Money may not be the most important in one’s life though it makes
life comfortable and easier to survive and sustain man’s everyday needs.
Time and again, teachers fought hard for a salary increase to cope with the
rising cost of living. Most time than not, teachers spend a part of their salary
to provide classroom needs for instructional materials to support the
effective delivery of instruction. Several laws have been passed to meet
teachers’ demand for higher pay and other support needs. Some of these
laws succeeded while few did not. But the undeniable truth says that
teachers are one of the most valuable members of the society with huge
responsibility and they deserve to receive better pay.

d. Spiritual Needs

The enormous tasks of a teacher are sometimes heavy to bear. They

put many stresses on teachers’ shoulder which sometimes affect their
moods and attitudes. Teaching instruction will also be likely affected if this
situation is not immediately addressed to. According to Maslow, everyone is
working towards self-actualization. When some of the human needs are not
fulfilled, this is where spirituality and religion fits. Because no matter what
religious affiliation a teacher belongs, one always look up for that great
power as guide. Everyday teachers perform many tasks which at times, may
take its toll on their personal and professional life. It is essential that the
teachers examine their spirituality and for the school to find ways to meet
their spiritual needs.

e. Social Needs

Teachers link together students, other teachers, school

administrators, families and community members to foster the learning
success and healthy development of their students. By nurturing positive
relationships with different stakeholders, particularly the students, the
teacher brings downright strong impact on the learning process of the
students. The social relationships that teachers have with the people in
school and community environment contribute to the success of the learning
everyone desires for the students.

f. Role Clarity

38
The clearness of the description and responsibilities of a job
eliminates possible conflict in the workplace. Lack of role clarity can lead to
tension and conflict between and among workers and leaders as well. Every
worker needs to know the exact duties and roles, so the desired goals and
objectives can be achieved in the job. Poorly defined or conflicted roles in a
worker can be a stressor which may result in job inefficiency. The various
roles that the teachers perform often lead to role conflicts, thus, bringing
tensions on his/her part. Teachers need to know and be clarified with their
specific jobs so they can perform efficiently and effectively.

g. Coping Skills

Teachers, just like any human beings, experience stresses brought

about by the various tasks they need to perform every working day.
Stressors can come from the people they mingle with in and outside of the
school. Workloads bring much stress too. Thus, the teachers need to be
trained to possess coping ability skills to find a healthy work-life balance.

The Teacher as a Professional

Semantically, a profession is a type of job that requires special training and give
status and prestige to the individual. A professional is one who has competent skills,
observes high standards of the job and abides by the Code of Ethics (Bilbao, et.al). The Code
of Ethics for Professional Teachers serves as guide for teachers specifically to new teachers
for them to exhibit proper behavior to the learning community at all times. It is imperative
that you observe and practice this set of ethical and moral principles, standards, and values.

The Code of Ethics of Professional Teachers, 1997

clearly states that:

“ 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, and they strictly
Code of Ethics is a guide of
adhere to, observe, and practice this set of ethical and
moral principles, standards, and values” principles designed to help
professionals act with
The definition of what a professional and what is honesty and integrity. A
stated in the Code of Ethics both agrees that a written set of rules and
professional teacher should possess sets of management to help them
professional and personal qualities. conduct their actions in
accordance with its primary
values and standards.
Professional Qualities of a Teacher (Oxford English Dictionary)
1. Have passed the Licensure Examination for
Professional Teachers (LEPT)
2. Have technical and professional competence
3. Have dignity and reputation with high moral
values Professional qualities of a
4. Observes excellence in the performance of the teacher are credentials and
job. mandatory requirements
before entering the
profession.
Personal Qualities of a Teacher

1. Reliable and dependable

2. Punctual
3. Knows how to plan thoroughly his/her lesson Personal qualities refer to
4. Dress like a professional practices, actions, behaviors,
5. Submits work on time and never miss a deadline physical appearance and
6. Respect colleagues and superior other traits that a teacher
7. Embrace change and enthusiastic about her must have which are
necessary in dealing with
the various stakeholders of
education.
39
work.

Obtaining bachelor’s degree and a master’s degree alone does not classify a
person as a professional in the truest sense of the word. Professionalism, the act of
being a professional encompasses not only the degrees acquired. It also includes the
many tasks that the job requires which should be done responsible and effectively.

The Teacher as a Community Leader and Social Advocate

“No man is an island” is a concept shared by John Donne. It means no one is self-
sufficient and everyone relies on others. Teachers too need to connect with other
stakeholders outside the school. The school cannot survive in isolation and teachers need
to step out of the four corners of their classrooms for their students’ education. Teacher
should be active leaders in the community. They should develop stronger links in the
community to carry out some of the school programs that need the assistance of the people
in their locality. To better serve the students, teachers should take on the leadership role in
the community.

A California teacher, Alex Kajitanipointed out that teacher leadership means that a
teacher serves as a bridge between the front lines of schools and the shaping of public
policies in the community. It means having a stake in education beyond the day-to-day
classroom experience, knowing this also serves the students. Also, it means considering
teachers as public professionals, representing the profession in the public eye and
advocating publicly for high-quality education for all students.

The need for advocacy and collaboration in the community is vital to support
student learning. Teachers reaching out to the community and voicing out the academic
needs and the financial constraints experience by schools is one way to be understood by
the public at large and lawmakers. Likewise, advocacy on matters like back to school
campaign, drug awareness, sex education, human rights and many others are some of the
matters that teachers may engage in. The need to forge a partnership with the
stakeholders, community members and similarly to other schools and colleges can give the
voice to the needs of the students. Hence teacher’s leadership and advocacy activities may
enhance the capacity of the school to initiate change and reform in education.

The Teacher as a Model of Good Character Teachers Are Role Models. A

role model is a person who
inspires and encourages us to
Teaching is a profession that occupies a public trust. It requires strive for greatness, live to our
the services of morally upright individuals whom the community fullest potential and see the
regards highly and holds accountable for the students’ learning. best in ourselves. ... A role
Since way back then, teachers were expected to display good model can be anybody: a
character. They were expected to discipline their students to be parent, a sibling, a friend but
some of our most influential
respectful of authority and responsible for completing their
and life-changing role models
lessons. Today, these expectations remain essentially
are teachers.
unchanged. Because of teacher’s influential role in the lives of
students, they are expected to lead by example and serve as role Teach.com
models for their students.
Teachers who are morally principled can help their students
learn and apply the good values they practice and
follow in life. There are many teachers who are continuously doing their job admirably and
in the noblest way despite the absence of rewards and recognition. Their primary goals are
to share their knowledge and skills for the students to achieve learning. Likewise, teachers
help assist in developing the character and attitudes of the students.

Nonetheless, there are some organizations that recognize the outstanding

achievements of teachers, like Metrobank Awardee, Regional and Division Outstanding
Teachers. Nationally, there are teachers who are recipients of Ten Outstanding Young Men
(TOYN) and Ten Outstanding Women in Nation’s Service (TOWNS). Likewise, there are
those who are recipients of international awards such as Nobel Laureates and Pulitzer
Award Winner.

40
The Teacher as an Expert
“Expert is someone
who has a prolonged
What makes a teacher an expert? According to Professor John or intense experience
Loughran (2011), teaching is such a complex activity because it through practice and
revolves around decision making involving various concerns and education in a
issues. Teachers are constantly making decisions about a range of particular field. A
ideas, issues and events: content, student behavior, homework,
person with extensive
catering for different learning styles, assessment and so on, not to
knowledge or ability
mention the paper works, reports and data needed to be complied
and submitted to authorities. based on research
experience, or
Thus, expert teachers should know what they are doing and occupation and in a
why. They should carefully consider how to structure their particular area of
teaching in ways that will have a positive influence on study.”
theirstudents’ learning. Expert teachers are aware of what they are
doing, they monitor and adjust their teaching behaviors to bring Oxford Dictionary
out the best in their students. Expertise in teaching involves much
more than the simple accumulation of technical skills and tips and
tricks about how teaching about how teaching involves much more
than the simple accumulation of technical skills and tips and tricks about how teaching is
done. Although technical competence is an important basis from which expertise in
teaching grows, it is important to recognize that teaching is an educative process and it
cannot simply be measured against a list of competencies. Recognizing expert teachers
matters, highlighting that expertise is crucial and rewarding it is central to better
understanding and valuing the profession.

Carol R. Findell (2011), in her study titled “What Differences Expert Teachers from
Others” listed some of the attributes of an expert teacher which are not common to others.
She said that an expert teacher:

1. identifies key ideas, presents them in several ways and highlights connections
among key ideas;
2. makes careful plans, but remains flexible;
3. listens to students and ask questions to help them make sense of their own
understanding of key ideas;
4. provides “ low threshold, high ceiling” problems;
5. helps students think for themselves; and
6. never stops learning.

In conclusion, what differentiates expert teacher from others is that the

former understands their subject matter and they also understand their students.
This understanding allows teachers to provide rich problems, to adapt these
problems so that they can be used at many levels of difficulty, to listen to students’
reasoning, to help students’ understanding, to use good questioning techniques that
help students reflect on their own reasoning processes and to adapt lessons to
maximize the learning for all students (Findell, 2011)

41
Synthesizing Your knowledge

Activity 7

Name: _____ Date:

Course/Section: __ Instructor: _

Various Roles of a Teacher in the Society

Directions: Reflect on the given module about the roles of teacher in the society.
Recall the many teachers you have met before entering the teaching course.
Then answer the following questions.

1. Write down your own developed concept of what a teacher is.

2. What personal qualities do you think a future teacher like you must cultivate to
become the best teacher he/she wants to be?

3. What activities or advocacy do you intend to carry out in the community when you
become a teacher? Why?

Activity 8
Name: _____________________________________ Date:________________________________

Course/Section: __ Instructor: _

42
Needs of a Teacher

Directions: Read the following situations about the different needs of the teachers.
Identify what types of teacher’s needs does each illustrate and write your
suggestions on what actions should the school or the government do to
address the needs.

Situation # 1. Most teachers hardly cope with the rising cost of living. They are
clamoring
for higher salary but the budget secretary responded that it is not yet a
priority.

Is there any problem? ________What is it?

Type of need/s : _________________________________________________________

Suggested Action:
____________________________________________________________________

____________________________________________________________________

Situation # 2. Teachers are assigned to serve as members of the Board of Election

Inspectors during election. Although this is part of the teacher’s
study, there
are some who refuse to serve for fear of political violence which put
their lifein danger.

Type of need/s :
_________________________________________________________

What do you think the government should work out to protect the teachers?

____________________________________________________________________

Situation # 3. To qualify for promotion, teachers need to acquire masters and doctoral
degrees in higher education. They also attend seminars and join several
teachers’ organization as the certificates of memberships that will give them
additional points to meet the requirements for promotion. However, there
are
instances when promotions are hindered because a favor was given to other
candidate. Can the teacher file a complaint or is it better to keep mum about
this?

Type of Need/s:_

___________________________________________________________
Suggested Action:

____________________________________________________________
43
____________________________________________________________
Additional Readings

https://www.ednc.org/perspective-during-covid-19-teachers-can-support-students-
using-maslows-hierarchy-of-needs/

2019 Code of Ethics for Professional Teachers Explained https://depedtambayan.net/the-

code-of-ethics-for-professional-teachers/
https://www.researchgate.net/publication/274556592TeachersasRoleModelsTeaching
CharacterandMoralVirtues February 2008

44
References

Bilbao, P.P. et al. (2015). The Teaching Profession. Lorimar Piblishing Inc., Manila. ISBN
971-
685-745-0

Carol R. Findell (2011). What Differentiates Expert Teachers from Others? Retrieved
from http:/www.bu.edu/journalofeducation/files/2011/06/BUJOE-188.2Findell.pdf on
March 10, 2018

Cortez, A.O. et.al. (2019) Teaching Profession: Coaching Future Teachers (OBE and K-
12
Compliant) Revised Edition. St. Andrew Publishing House/Bulacan Philippines.

Loughran, John (2011). What Makes a Teacher an Expert Teacher? Monash University.
Retrieved from https://www.monash.edu/on June 10, 2020.

Lumpkin, Angela and Stoll, Sharon K. (2013) "Responsible Conduct: The Ethics of It All in
Life and Research," The Journal of Values-Based Leadership2013

https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/2019
https://www.teacherstoolbox.co.uk/maslows-hierarchy-of-needs/ Seen June 2020
http://alexkajitani.com/speaking-teacher-education/educational-and-school-
audiences/)/2020
https://teach.com/what/teachers-are-role-models/#:~:text=Sponsored
%20Program-,Teachers%20Are%20Role%20Models,see%20the%20best%20in
%20ourselves.&text=A%20role%20model%20can%20be,changing%20role%20models
%20are%20teachers.

45
UNIT IV
ACQUIRING KNOWLEDGE AND SKILLS TO BE A
GLOBALTEACHER

Overview

In this unit you will learn how to become and compete into the international arena
as global teachers. Being aware of what international proposition from different parts of the
world through a common medium or avenue. Knowing and understanding the emerging
discipline whose aim is to create equal educational opportunities from diverse racial, ethnic,
social class, and cultural groups (Vega, Prieto & Carreon, 2015). The role of technology
towards globalization and why do we need to join the Teacher Exchange Programs.

Unit Objectives

At the end of the lesson, I am be able to:

1. Gain clear understanding about global teacher is in the context of global education.
2. Enrich insights on global education by analysing and comparing the education of
selected countries of the world.
3. Describe multicultural diversity as an element of global education and the role of the
teacher in addressing diversity among learners
4. Identify opportunities in teacher exchange programs for the development of world-
class teachers.
5. Describe global application of technology in the classroom.

Activating Your Prior Knowledge

A. Multiple Choice. Read each item carefully. Choose the letter of the best answer. Write
your answers on a separate sheet.
1. Which of the following statements about Gender is correct?
a. Gender is biologically determined.
b. Gender is an ascribed status in society.
c. Gender roles are the same in all societies.
d. Gender is socially and culturally-constructed.

2. Which of the following initiatives does NOT help the school in addressing
diversity?
a. Using ability grouping
b. Using cooperative learning
c. Working with neighbourhood groups
d. Using culturally-relevant teaching methods

3. There are several reasons why teachers are reluctant in using electronic media in
the teaching-learning process. Which is the most common reason?
a. The limited exposure of teachers to new equipment.
b. Their incompatibility to diverse needs of the learners.
c. The difficulty in integrating technology in the community.
d. None of the above

4. Which of the following is NOT one of the benefits of social media?

a. Mass media enriches the educational programs.
b. Mass media decreases prejudice and discrimination.
c. Mass media increases student's exposure to diversity.
d. Mass media helps provoke discussion of current issues.

46
5. The teacher is still the best visual aid. What does this statement mean?
a. The teacher is always the source of learning.
b. The teacher must always prepare visual aids.
c. The teacher must always use effective visual aids.
d. The teacher is always the best medium in the teaching-learning process.

B. Your opinion matters

1. What are the best practices of the education system in the Philippines? Why?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________.

2. How will you become a global teacher?

Expanding Your Knowledge

Acknowledging the Role of Globalization to Education

What is Globalization?

Globalization, as viewed at Suny Levin Institute, is a process of interaction and integration

among the people, companies and governments of different nations. It is a process
mechanically driven by international trade and investment and practically run by
information technology. This process affects the environment, the culture, the political
systems, economic development and prosperity, as well as human's physical well-being in
societies around the world. This current wave of globalization has been driven by policies
that have opened economies domestically and internationally. Many governments have
adopted freemarket economic systems, vastly increasing their productive potential and
creating myriad new opportunities for international trade and investment.

Globalization and Education. The issue of globalization has become a widespread topic
and phenomenon in all fora on education all over the world. It has influenced almost all
human activities involving politics, economy, culture, technology and even education.

As teachers you are facing great challenges in preparing the youth for the demands of the
society. You need to prepare the youth to become multi skilled individual, adaptable,
diverse, innovative and creative to meet 21st-century skills demands to compete in a global
arena. A globalized world and its driving forces are posing new challenges to education for
families, schools, universities and lifelong training.

Education and globalization are closely interrelated as education played a significant role in
building a nation. The exchange of trade and industry in human activities is not going to
prosper without citizens who are equipped with expertise of knowledge and skills to fully
operate and transform the society into a rapid global economy.

Core values and competencies. Global education promotes core values which include
peace and nonviolence, social justice and human rights, economic wellbeing and equity,
cultural integrity, ecological balance and democratic participation. Among the core skills
and competencies include self-worth and self-affirmation, affirmation of cultural and racial
differences of others, critical thinking, effective and world acknowledged communication
skills, non-violent conflict resolution and mediation abilities and ability to envision
alternatives and effective organizing (Mische, 2001).

47
Global Education. The concept of global education begins with the realization of the many
issues affecting our society, like poverty and inequalities brought upon by the uneven
distribution of resources, violation of human rights, deterioration of environment and many
others. Cognition of these problems leads to a better understanding of their underlying
factors; thus, transform people's attitudes and recognize their own roles on addressing the
issues affecting the society. Global education encourages people to become responsible and
active global citizens.

Challenge to Global Teachers. Global education, in a wider perspective, includes and

encompasses various areas of education that involves Human Rights, Education for Peace
and Conflict Prevention, Development Education, Education for Sustainability, and
Intercultural Education; thus describing a global dimension of Education for global
citizenship. As educators in the 21st century, teachers are living in a challenging time and in
a controversial world.

The teachers are the facilitators and implementors of knowledge and they play a vital role
in promoting global education. Since learning will not take place without the teacher, it
follows that without teachers, globalization in education is far from reality. In globalization
context, what a global teacher in the 21st century must be characterized? Educators have
identified characteristics or attributes critical to 21 st century education as shown on Figure
4. A modern-day teacher needs to be aware and understand the herein attributes of the 21st
century teacher.

1. Global Classrooms – Education in the 21st century aims to produce global citizens
by providing students’ knowledge on global issues and make them aware and
recognize their roles in responding to the global concerns. This critical attribute of
the teachers requires the need to include current global issues/concerns in
classroom discussions.

2. 21st Century Skills - Education in the 21st century promotes the skills needed to
be functional and useful citizen of the society. Education should not be confined to
learning the basic skills but should move toward the acquisition of 21st century
skills that would help the students gain global perspective. You should learn to
utilize your skills in; creating thinking, problem solving and decision making and
ICT literacy.

3. Relevant, Rigorous and Real-world – It is based on actual and authentic

experiences of the learners. Learning acquired is relevant to the present and
contingent situations that would help them become a valuable member of the
society. This critical attribute implies that topics are taught using current and
relevant information and linked to real-life situations and context.

48
4. Adapting to Constant Personal and Social Change, and Lifelong Learning
Education in the 21st century subscribes to the belief that learning does not always
take place inside the school, but also anywhere. Teachers should equip students’
knowledge, skills, attitudes and values which are suitable to all circumstances and
real-life situations. The teacher should design curriculum which will easily fit even
outside the four corners of the classroom or beyond the school setting.

5. Student-Centered Education that is the focused in the 21st century learning.

Learning and instruction considers the uniqueness of each individual learner. The
interests, abilities and needs of the students must be taken into considerations in
planning their learning experiences in the school. Likewise, it also includes planning
and designing curriculum that is suitable and relevant to a multicultural class. This
critical attribute implies that teachers should act as facilitators of learning and
should guide the students in directing their own learning and encourage them to
collaboratively work together.

6. Technologies and Multimedia - The use of ICT in Education is the new trend in
teaching-learning as it helps enhance the transfer and communication of knowledge.
Teachers nowadays are required to possess digital literacy skills to keep abreast
with the changes of times particularly of the new approaches and methodologies in
education. Likewise, teachers should teach the students the proper use of
technology due the proliferation of inappropriate views from various websites.
Students also need to observe ethical use of ICT.

7. Integrated and Interdisciplinary – Linking subject from various disciplines. This

means that the teacher needs to learn how to integrate themes from other subject
into his/her current lessons to make learning experiences of students more
meaningful. For example, music and algebra can be linked together in the discussion
of fractions. This critical attribute suggests that the acquisition of ICT skills should
be made useful and fruitful on both parties; the teacher and the student.

8. Project-Based and Research-Driven – Among the critical attributes of 21st

century education is the innovative approach to learning where students acquire
information by gathering data, interview and come up with evidenced based
decision through inquiry and research with the collective effort of a group.
A global teacher is equipped with 21st century skills so he/she can face the challenges of
modern day education and to help students to cope with the dramatic change in education
that is of global dimension.

Other aims of global education:

1. Educate citizens in social justice and sustainable development.

2. Open a global dimension and a holistic perspective in education to help people
understand the complexities today's world and develop values, attitudes, knowledge
and skills that will enable the people to face the challenges of an interconnected world.
3. Help learners to understand some of the complex processes leading to violence and
conflict at individual, collective, national and global levels and how it can be prevented
or resolved.
4. Develop learning communities, in which learners and educators are encouraged to work
cooperatively on global issues.
5. Stimulate and motivate learners and educators to approach global issues through
innovative teaching and pedagogy.
6. Challenge formal and non-formal education programs and practices by introducing their
own content and methodology.
7. Accept otherness and interdependency and creating the conditions for others to express
themselves and build behavior of solidarity.
8. Develop alternatives when taking personal or public life decisions and reflect on the
consequences of their choices, thereby, cultivating a spirit of "global responsibility of
the citizens of the world."

49
9. Promote participation in action. In other words, it invites educators and learners to act
dynamically for a more just and equal world for all.

Educational Systems of Selected Countries with K-12 Curriculum

Philippines

Education in the Philippines has undergone several reforms to ensure the provision of
quality education for Filipino children and the youth. The government enacted
Kindergarten Education Act in 2012 and the Republic Act 10533 known as Enhanced Basic
Education Act of 2013 in pursuance to the mandate that no learner shall be left behind and
that every Filipino child has access to quality education.

The K to 12 Program passed through an intensive consultations, studies and numerous

proposals before it was finally implemented in the Philippine educational system.

The K to 12 Program in the Philippines begins from Kindergarten plus 12 years of basic
education which is composed of six years of primary education, four years of Junior High
School, and two years of Senior High School [SHS]. The prime aim is to provide sufficient
time for mastery of concepts and skills, develop lifelong learners and prepare graduates for
tertiary education. K-12 is a short form for kindergarten (K) and the 1st through the 12th
grade (1-12).

The enhanced K-12 curriculum was implemented in SY 2012-2013. It was enacted in 2013
through a law known as RA10533. Senior High School curriculum was finished in 2014 and
finally implemented in 2015.

Reasons for Implementation of K-12 Program

1. The poor performance of the students, as reflected by low achievement scores in the
National Achievement Test and international test like TIMSS (Trends In Math and
Science Subject), prompted the government to rethink about the 10 year Basic
Education Curriculum; thus, intensive study and proposals was made to introduce K-12
in the Philippine education system.
2. Lack of readiness of our high school graduates to pursue higher education or if they are,
they tend to shift courses. Likewise, they are not adequately prepared for employment
due to lack of basic competencies necessary for the job. The additional 2 years in senior
high school will help them prepare to pursue higher education and to secure better
employment opportunities.
3. Before the K-12 program, the Philippines is the only country in Asia and one of the three
countries in the world that has a 10-year basic education cycle. This hampers the
education and employment opportunities of Filipinos who wish to study and work
abroad.
Salient Features of Philippine K-12 Curriculum:

1. Access to early childhood education through the offering of Universal Kindergarten.

2. Inclusion of Mother Tongue-Based Multi-Lingual Education to build language
proficiency. Students learn best if they are using their first language, according to
several researches.
3. Mastery of Knowledge and Skills in Spiral Progression. Subjects are taught from the
simplest concepts to more complicated concepts through grade levels in spiral
progression.
4. Specialized upper secondary education by the addition of Senior High School. Students
may choose specialization based on aptitude, interest and school capacity. Senior high
school has three tracks which the students can choose from. These are Academic,
Technical-Vocational-Livelihood and Sports and Arts. Academic track has three stands:
BAM (Business, Accountancy and Management); HUMMS and STEM (Science,
Technology, Engineering, Architecture, Mathematics).

50
Students obtain Certificates of Competences or a National Certificate Level (NCI) after
Grade 10. A National Certificate Level II (NCII) is given after finishing a Tech-Voc in
Grade 12 provided that the student passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).

5. Development of Holistic Filipino. After the completion of Senior High Schools, students
are equipped with 21st century skills and are ready to proceed to college or start their
livelihood entrepreneurship. Every graduate will be equipped with: Information, media
and technology skills, Learning and innovation skills, Effective communication skills,
and Life and career skills, Life and career skills.

Other Countries with K to 12 Programs

1. Canada
 Implements the K to 12 educational curriculum
 Secondary schools varies within a province in terms of the inclusion of junior
high school
 Children start at the age of 5 or 6 and stay in school between 16 and 18 which
varies in the different provinces or territory
 Elementary schools include Grades 1-6 (those with the junior high school)
 Elementary school is until Grade 8 (those without junior high school)
 Secondary high school begins in Grade 7 to Grade 12 (with middle or Junior high
school) Secondary high school begins in Grade 9 (without middle school)

2. Australia
 Education curriculum is similar to Canada and England
 Primary School and High School consist of six year
 College or University consists of three to six years.
 Secondary school is divided into:
Junior High School (Year 7 to Year 10)
Senior High School (Year 11 to Year 12)
 Students prepare for college after senior high school
 Other students take a job after junior high school
 or go to a Technical and Further Education (TAFE)
 Entry Age for compulsory education is 6 years and exit at age 15
 Government and non-government primary schools provided for primary
education
 Length of Education Program
Primary - 6 years
Junior secondary school – 4 years (12-16 years old)
(Student gets Junior Secondary Certificate of Education)
Senior secondary high school – 2 years (16-18 years old)
(Student is awarded Senior Secondary Certificate of Education)
 Government School operates under the State or Territory Education Minister
 Federal government provides supplementary financial support

Higher Education

 Academic Year – starts in March and ends in November

 Long vacation – December 1 to February 28 of every year
 Language of Instruction – English
 Undergraduate studies last between 3 to 5 years
 Graduate of bachelor’s degree can proceed to a one-year
To two-year post graduate course

3. USA (Vary from State to State)

 Education is the state and local government obligation
 The US Federal government contributes 10% to the national Education budget

51
 Every state has its own department of education and laws regulating finance,
hiring of school personnel, student attendance and curriculum
 Thus, every state has great control over what is taught in its schools and over
the requirements that a student must meet and it is also responsible for the
funding of schooling.
 Local property taxes are allotted to meet majority of school expenses.
 Many states and communities provide schools or special classes for children
with special educational needs.
 Early Childhood Education – (Age newborn to 5 years old) –Day care is form of
early childhood education. Day care provides substitute care for children while
their parents are away (e.g. working, etc.). Day care is not mandated and is not
free. It usually offers daily programs for up to 12 hours.
 Pre-School (also called Pre-K or Pre-Kindergarten). First formal academic
classroom-based learning that children in the US attends. It begins around the
age of three.
 Pre-school focuses on child’s:
a. Social development
b. Physical development
c. Emotional development; and
d. Cognitive development
 Entry age to compulsory education varies according to the state, between 5 – 7
years old with 6 years old as the common entry age in Kindergarten.
 The 12 years following the Kindergarten year are usually organized under what
is known as the ‘6-3-3 plan’ where grades 1 to 6 are in elementary (primary)
school, grades 7 to 9 in junior high or middle school and grades 10 to 12 in a
(senior) high school.
 Variations on the 6-3-3 plan include 5-3-4 and 6-2-4 schemes as well as the
older 8-4 and 6-6 plans. Under the 8-4 plan students spend eight years (grades 1
to 8) in elementary school and four years (grades 9 to 12) in high school. Under
the 6-6 plan students spend six years (grades 1 to 6) in elementary school and
six years (grades 7 to 12) in a combined junior and senior high school.
 High school students in the senior year take standardized test (e.g. Scholastic
Assessment Test –SAT and/or American College Testing – ACT) as a
requirement for college admission.
 The SAT is developed by the College Board which determines whether the
person is ready for college or not.
 The ACT test assesses high school students' general educational development
and their ability to complete college-level work.

4. Malaysia
 Pre-school is not compulsory. The entry age is between 4-6.
 Primary education (lasts for 6 years). It is intended for pupils aged 7-12.
Three Kinds of Primary Schools:
a. National Schools
b. National Type Chinese Schools; and
c. National Type Tamil Schools
 Pupils take the Primary School Achievement Test (Ujian Prestasi Sekolah
Rendah (PSAT/UPSR) after finishing primary education.
 General secondary education (lasts for 7 years)

Two stages of secondary level:

a. Junior secondary education (lasts for 3 years) Pupils take the Penilaian
Menenga Rendah (Junior secondary School) test after completing
junior high school. Pupils of National Type Chinese/Tamil School pupils
Attend an additional year at a “remove class” before Entering Malaysian
medium junior secondary school.

b. Senior secondary and pre-university At the end of senior secondary

school students take the Sijil Pelajaran Malaysia (SPM) Open
Certification Examination (Malaysian Certificate of Education).

52
c. Passers of SPM can take another 2 years of pre-university) secondary
education. (1.5 years) at a Six Form College or a Matriculation College (1
Year).

d. Students receive the Sijil Tinggi Persekolahan Malaysia (STPM) –

Malaysian Higher School Certificate or the Matriculation Certificate after
completion of the programs In pre-university.

 Secondary Technical and Vocational Education

Students can choose for technical/vocational stream after 3 years of general
secondary education After completing 2year program, students take Sijil
Pelajaran Malaysia Vokasional-SPMV (Malasian Certificate of Vocational
Education).

 Higher Education
Passers of Sijil Tinggi Persekolahan Malaysia and Matriculation Certificate
qualify students for admission at public higher education institutions.

5. South Korea
 Pre-school is not compulsory (aged 3-5) Parents pay for their children’s tuition
which is quite expensive. There are some schools subsidized by the government.

 Primary education lasts for 6 years (Grades 1 – 6) and is intended for children
aged 6-12. Entry age in primary school is between 5-7. It is free of charge.

 The school year is 34 weeks long. English is offered as a subject from Grade 3
onwards.
 From Grade 3 onwards the standard primary curriculum consists of the
following subjects: Korean language arts, ethics, social studies, mathematics,
science, practical course, physical education, music, art, foreign language
(English), independent activity and special activity
 Secondary school consists of two stages: 3 years Middle school and 3 years
high school
 Middle school follows after primary education which last for three years. (aged
around 12 – 14). It is compulsory and free of charge.
 Subjects covered: Math, Korean, English languages, Social Studies, Science, Art
and PE. Korean school also teach ‘Moral education” classes.
 Secondary School consists of three years. High school is not compulsory. And
students are required to pay admission fees and tuition. Entry age is from 15-18.
 Students from middle school must take a qualification exam and/or an
assessment that offers equivalent credits to be admitted.

There are four types of high schools

 General High School – provide general education for the major part of
all types of high schools. Admission is based on the students academic
records and examination scores of the region.
 Special-Purposed High Schools – provide professional education
and/or training in specialized areas. It is divided into multiple specialty
tracks.
a. Science High School
b. Foreign language High School
c. International high school
d. Art High School
e. Sports High School
f. Industrial High School

53
 Vocational High Schools – provide education through field-based
experiments and experienced-centered education based on students’
skills, talents and aptitude.
Diverse vocation education – offers courses on agriculture/life
industry, industry, commercial information, fishery/marine,
housework/business, etc.

 Autonomous High Schools – Schools with autonomy in implementing a

curriculum. There are two types:
a.Autonomous Public High Schools – select students based on academic
records and examination scores of the region.

b. Autonomous Private High Schools – select students based on

transcripts, teacher recommendations, interviews, evaluation of
students’ self-directed academic skills.

c. Higher Education: includes several kinds of institutes:

Junior College – provide 2 -3 years vocational and technical teaching

programs.
Colleges - provide 4 years undergraduate programs
University - provide undergraduate programs, as well as, master and
doctorate degree programs.
Open University - offers academic courses via internet Cyber
Preschool is not compulsory (aged 3-5) Parents pay for their
children’s tuition which is quite expensive. There are some schools
subsidized by the government.

6. Singapore
 Kinder curriculum includes mother tongue (Chinese, Malay, Tamil and Indian
 Education is compulsory at the primary education level. (1-6 years)
 Primary School Leaving Examination (PLSE is administered to all students at the
end of primary 6 to determine the secondary courses which fit to the students’
learning pace and abilities.
 Secondary school curriculum offers the following streams which the students
may decide but depending on the results of PLSE)
 Special (Secondary 1-4 years)
 Express (Secondary 1-4 years)
 Normal (Academic-Secondary 1-5 years)

 Students in the Normal (Academic course) take academically based subjects, while
those,
 Students in the Normal (Technical course) has a practice-oriented curriculum
 Students for Special and Express courses take the Cambridge General Certificate of
Education (Ordinary Level) – (GCE ‘O’) examination.
 Passers of GCE ‘O’ examination can qualify for
 Junior College (2 years)
 a Polytechnic (3 or 5 years) or
 a Pre-university center (3 Years)

 Students of the above courses take a GCE ‘A’ exam. Passers can proceed to enroll in
local university or to the NATIONAL University College
 Normal course students take the General Certificate of Education
 ‘Normal’ level (GCE ‘N’ level) exam.

Adopting Multicultural Education for Culturally Diverse Learners

Diversity is defined as the condition or fact of being different. It is described as a

mixture of races and religions that make up a group of people (Cambridge Dictionary). The

54
world is inhabited by different people with different cultures, religion, languages, ideas,
beliefs and many other things that make each one unique from the others.

In the field of teaching, diversity in a classroom is of greater concern for teachers. The
diversity of learners may come from students who originate from different regions, ethnic
or religious groups with different spoken languages.

Challenges of Teaching a Culturally Diverse Learners

In dealing with global diversity, the students are supposed to be given equal opportunities
to education. Thus, there is a need for curricular and instructional modifications, teaching
styles, re-examination of teachers' attitudes, beliefs and perception. This movement called
multicultural education enables teachers and educators give value to the differences in
prior knowledge, experiences of learners from diverse background and familiarity of with
students' histories of diverse cultures (Bilbao, et. al., in Haertel, 1998).

Multicultural Education

Wilson (2012) defines multicultural education in relation to schooling and instruction

designed for the cultures of several different races in an educational system. According to
Wilson, the aim of this type of education is to guarantee equal opportunity in solving
problems arising from cultural conflicts and to support students in developing empathy and
making it recognize its mutual and common cultures and in so doing, increase its academic
success. Multicultural education also assumes that the ways in which students learn and
think are largely influenced by their cultural identity and heritage.

To teach culturally diverse students effectively requires educational approaches that value
and recognize their diversified cultural origins. In this way, multicultural education aims to
improve the success in learning of all students, particularly students from ethnic groups
that have been historically underrepresented or that suffer from lower educational
achievement and attainment (The Glossary of Education Reform).

Hence, in order to allow you to deliver effective education in highly diversified multicultural
classes, you must be encouraged to be vigilant and creative in employing cultural sensitivity
strategies and ensure equality of opportunity so as to ensure the academic success and
personal development of all students (Sharma, 2005). Making use of varying multicultural
teaching techniques is helpful for students of all learning styles (Dr. Khatoon, Sufiana, et.
al.).

Instructional Strategies in Promoting Multicultural Education

To promote multicultural education and to address cultural diversity in the classroom, the
following instructional strategies are suggested by Greg T. Pawilen:

1. Content Integration- This refers to the assimilation of the values and practices of the
different cultures, personal experiences and cultural perspectives in the subject's
content lessons.

Cultural Immersion - Students can observe the way of life of other people by
spending time with them and have personal experience of their culture and values.

55
2. Celebrating Cultural Diversity- Holding activities relevant to the different cultures,
like folk dances, music, food and festivities distinct to the different places/regions.

Culture Responsive Pedagogy – use pedagogical methods, approaches and

techniques that respect the cultural values, cultural mindset and cultural practices
of the learners.

3. Teaching Local Culture- Conducting lectures, fora and symposia about local culture.

Using local language as medium of instruction – Using mother tongue in teaching

knowledge on diversity among learners.

Nadda, Pracci (2015) suggested other teaching strategies along with other
methods to supplement in teaching a multicultural classroom:

1. . Role Playing. To bring in issues of the subjects related to caste, religion,

current topics or something related to history which are otherwise difficult
to explain to the students in the class, a role play activity in the class maybe
organized by the teacher.

2. Exposure to different language and culture. By encouraging group

activities, students are given the opportunity to explore varying cultures,
different customs, languages and traditions as they also share some common
traits.

3. Knowledge of student's background. Taking time to learn the background

of the students. Knowledge of the traditions, beliefs, values, customs, food
habits, economic status, etc. helps in understanding the students in a better
way. This knowledge should then be shared with students by incorporating
them in the learning experiences. Likewise, students should be encouraged
to ask questions that help them understand more about others who have a
background different from the observe norm.

4. Cooperative learning. For a better learning of various knowledge and

skills, the classroom environment, the teachers and the students
cooperatively work all-together to assist learners from minority cultures to
participant in developing cooperation and social skills. According to experts,
cooperative learning groups have been found to have strong and consistent
positive effects on social relationships between culturally different students.
Group members become more accepting of classmates who are different.

5. Group discussion. It is an activity where members of group shared their

own thinking, ask questions to each member of the group; thus, stimulates
shared learning. It is an excellent strategy for enhancing and cultivating
student's motivation to learn within the group, fostering intellectual ability
and encouraging democratic habits.

4. Teacher in multi-cultural context- Teaching a multi-cultural class can give

tremendous tasks on the part of teachers. Dealing with students of diverse cultures
demands all teachers to be equipped with knowledge and skills that would be
appropriate and fair to each student. Teachers are required to have the best methods
so that all students in the class fair opportunities in achieving learning. The teacher
must have the information and training for dealing with diverse students in classroom
environment with multicultural learners. With minor revisions, this book adapted
Banks’ (1981), as cited by Tomlison (1984), figure describing the information needs of
a teacher in a multicultural class.

56
Experiencing the World Through Educational Technology: An Introduction

Technology has become part of human life. Your homes are equipped with machines
and gadgets making our life easy. It is a reality that the modern-day world is tremendously
surrounded with different technologies which make human life comfortable and less
difficult. Technology allows people to know and become aware of what is happening around
and outside the world. Keeping in touch with friends and meeting new ones on the other
side of the earth is likewise possible. Access to knowledge and new information becomes
simple and effortless by means of information communication technology which is made
possible through opening the various websites in the internet.

In education, being a teacher the topmost concern is how learning can be effectively
achieved. Various methods and approaches in instruction are being tried by teachers to be
able to create learning experiences meaningful to students. One of the tools that teachers
resort to is the use of computer technology to motivate students to learn. Motivation helps
students increase their ability to learn and raise their academic achievement.

Computer-based instruction is now being used in modern type of teaching. According to

Kulik (1994), computer based instruction individualizes and simplifies the delivery of the
educational process to accommodate the needs, interests, and learning styles of each
student. Teachers need to be more creative in style and selective in time and means to fit
the type of technology approach with the nature of learners. Integration of technology into
curriculum is now the trends instead of viewing technology as an add-on or substitute, an
afterthought, or an event. Teaching of technology, teaching in technology and teaching for
technology must be clearly differentiated by the teacher.

Teaching of Technology, Teaching in Technology and Teaching for Technology

The teaching of technology is a trend nowadays. According to one of UNESCO’s study in

2013, information and communications technology is now viewed as a “major tool for
building knowledge societies” and as a mechanism at the school education level that could
provide a way that to revisit, rethink and redesign the system of education that would fit to
global standard. Thus, the teaching of technology for future students become part of the
curriculum through the inclusion of computer subjects and educational technology.

57
Teaching in technology-based instruction requires that teachers be more than one step
or one night ahead of students. The teachers who were born before the advent of ICT must
retool themselves and be e-tech (techi) compliant. The integration of ICT also stimulates the
creation of responding mechanisms needed to face learning experiences and the resulting
demands for its use.

Teaching for technology, like the use of information and communication technology, has
become inevitably important. ICT gadgets and materials, which include television, latest
models of cellular phone, i-pod, lap top and desk top computers, internet, etc., must be
taught to students as part of their ways of life. (Budhwar and Kanika, 2017).

Advantages of Technology in Education

1. Easily access to learning material- E-books, revision guides and past or incoming
examination papers are available on World Wide Web for easy access of students who
can take advantages of these to improve knowledge based or to comply with certain
requirements.

2. Continuous learning- With information technology in education, it is possible for

students to keep on learning at any time of the day, wherever you are. This way
efficieny in the education sector is thus facilitated and enhanced.

3. Sharing of knowledge- Students from all directions of the world can come and meet,
converge their ideas, share the experiences, discuss issues, or even solve problem as
geographical distances are no longer a barrier. Technology serves as learner's flat
form.

4. Learning aids- By using audio- visual materials, it became possible and accessible to
put some practical aspect to the theory taught in class as students can develop a better
understanding of topics as teaching can be enhanced by simulation technique.

5. Distance learning- It is now possible to attend a college and obtain a diploma where
ever the learner is, be it in the province or overseas and at the learner's own
convenience. This became possible through the help of online courses. Likewise,
teachers can possibly do online teaching or tutoring through technology.

6. Proper record keeping- Because records can now be uploaded to the web, the
prowess of information technology takes care of the files which made record easy to
access, protected, systematic, orderly and free of manual or physical annihilation.

Limitations of Technology in Education

1. Access to inappropriate content- Technology has its downside and one of them is
how the students can effortlessly have access to inappropriate materials like
violence and pornography. This can be alarming since parents, teachers and others
concerned person cannot keep an eye on them all the time.

2. A disconnected Youth- It is a fact that when people, especially the youth, use
technology, they are glued to their screens 24/7. Gaming and movies which are
available on line take learner's time away from their family and friends.

3. Cyber bullying Trap- Harassment is now becoming a problem in social media. It is

being used by other people to harass, malign, and extort money to some gullible and
credulous victims. Cyber bullying had caused great damage to people victimized by
hackers and strangers who were able to conveniently enter one's account. Sad thing
is there is no means to monitor or discipline students if they happened to be
involved in it.

58
4. Inevitable Cheating- Unfortunately, technology can also be a means to cheat,
particularly during examination. Cellphones have made it easier for students to
cheat.

5. A major Distraction- Student's concentration in the classroom is severely affected

when they use their cellphones or laptops without the knowledge of the teacher.
Their focus on the lesson is completely lost that the achievement of learning is
unattainable.

The need of technology in the classroom is summarized as follows:

1. It provides the students the opportunities to fully prepare themselves for future
careers since technology influences in the world of work.
2. It addresses problems in diversity of learning styles because of various resources
and tools that technology.
3. It encourages collaboration among students and the chance to participate and
exchange opinion with each other.
4. It gives the students more excitement and fun filled learning since the integration of
technology in education stimulates their interest.
5. It provides facility of access to up-to-date information with the availability of mobile
technology.
6. It eliminates the traditional approach in the teaching-learning because technology
encourages learning that is student-centered.
7. It helps students to acquire free information because of the accessibility to digital
textbooks that are constantly updated and often more vivid, helpful, creative and a
lot cheaper than those old heavy books.

Joining Teacher Exchange Programs

Teachers need to be globally fluent to be ready for an education comparable to

international standards. The quality of the teaching professions is enhanced if teachers are
exposed and trained to new methodologies in curriculum. Teacher Exchange Program is an
avenue where teachers can enrich their pedagogical skills and expand their perspectives
regarding cultural differences among people in other countries. It allows people
interconnectedness by means of modern technology; thus, forming a channel for exchanging
of ideas and improving the quality of education. Teacher Exchange Program deepens
teacher's knowledge of foreign cultures and strengthens international relationships.

Teachers Exchange Program has the following benefits:

1. Gain significant experiences in personal and professional aspects of teachers.
2. Discover modern teaching methodologies and curricula that may improve teaching
–learning skills.
3. Learn other languages and broaden an understanding of different cultural and
community perspectives.
4. Opportunity to work in other countries for future and career advancement.
5. Develop friendly international relationships to fellow professional colleagues.
6. Awareness of global issues and deepens an understanding of problems affecting the
world.

Japan Exchange Teaching Program (JET)

The Japan Exchange and Teaching (JET) Program was established by Japan in 1987 to open
its door to interested professionals from other countries for employment opportunities in
local Japanese municipalities. It aims to boost the internalization of Japanese communities
and enhance its harmonious relationship with other nations. Since its inception, the number
of program participants continuously increased.

59
The individuals who successfully qualified for the JET Program are welcomed to come to
Japan and be the representatives of their countries. They will be assigned in public and
private primary, junior high and senior high schools.

The participants are required to give a year-long commitment and they are desired to be
adaptable, mentally and physically capable of performing various job duties in Japan.
Likewise, it is expected that during the duration of the program, the participants could be
able to build strong relationships among the people in their assigned communities in Japan
through various language and cultural exchange activities.

The JET Program is considered as one of the largest exchange programs in the world.
Japan's Ministry of Foreign Affairs, through its Japanese Embassies and Consulates in
participating countries, facilitates the recruitment, application and selection process for the
JET Program. Participants in the program are expected to perform the following duties and
responsibilities:

1. Assisting in the preparation of teaching materials;

2. Planning and supervision of extracurricular activities for students, such as English
club or sport activities; and
3. Organizing cultural or international exchange programs.

It is important to note that an applicant's ability to use the English language accurately
and appropriately will be assessed based on the information he or she will provide in the
application documents, as well as the results of an inhouse English exam. The screening
process also involves a teaching demonstration in English and a Nihonggo conversation test.

Canadian Education Exchange Foundation (CEEF) and Alberta’s International

Education Exchange Program

The Canadian Education Exchange program is offered for both teachers and students. The
CEEF organizes the program as a non-profit one which provides a reciprocal educational
exchange programs for elementary and secondary students as well as for college leaners.
For students, it offers two phases: a hosting period and a visiting period. For the teachers,
the basic exchange program assumes that a Canadian teacher will exchange his or her
teaching position with an educator in another country or province for a period of one year.
Exchange is required to trade residences or provide appropriate living accommodation for
the incoming exchange partner throughout the year.

Benefits of an exchange include:

1. A better understanding of other cultures
2. Enhanced language skills
3. Exposure to different education systems and assessment methods
4. Building an international network
5. Developing new pedagogical ideas
6. Bringing international perspectives to classrooms and schools

The program offers two types of educator exchanges: The short-term lasts for one to two
weeks and is available for teachers and administrators for countries in Germany, Spain,
Denmark and the United Kingdom. The long-term is a full year exchange that occurs in a
calendar year (January to January) or a school year (July to July). It is only available for
teachers for countries in Australia, Canada (British Columbia, Ontario, Prince Edward
Island, Nova Scotia and New Brunswick), Denmark, Germany and the United Kingdom.

U.S.-China Teachers Exchange Program

The U.S.-China Teachers Exchange Program (TEP) was launched in 1995 with
funding sourced from the Freeman Foundation. The participants of this program are U.S.
and Chinese teachers with the aims of enhancing the knowledge of the teachers and

60
students about the cultures of other countries. Likewise, it also aims to introduce or
strengthen Chinese studies in participating American The U.S.- China teacher exchange
program started between 1996 and 2014. The Chinese teachers typically spent a school
year teaching Chinese language and culture in American schools. The American teachers
taught oral English in schools in Chinese cities. - 128 - schools; thus, improving the English
language instruction in selected Chinese middle schools. For the last two years, the program
was funded by the Yihai Education Foundation.

Participating teachers of this program give emphasis on the necessity of preparing students
to have a global perspective and the importance of personal contact between students and
teachers from both countries. Moreover, they also need to be aware of each other's
language and culture and other things about their respective countries. "Chinese teachers
are also given orientation and preparation for the new teaching experience before they go
to the United States" (Lim, Lourdes, S. et. al.).

Korea-Philippines Teacher Exchange Program (KPTEP)

The KPTEP was initiated by the Ministry of Education (MOE) of the Republic of
Korea and implemented in the Philippines in partnership with the Asia-Pacific Centre of
Education for International Understanding (APCEIU). The MOE of Korea and DepEd began
the program in 2012 under the framework of the Asia-Pacific Exchange for Global Education
(APTE). This is on the basis of the Cultural Agreement between the Republic of the
Philippines and Republic of Korea on April 27, 1973.

The program aims to provide Korean and Filipino teachers opportunities to learn from each
other's education system, deepen cultural understanding, build inter-cultural
communicative competency in teaching while collaborating with local teachers and
strengthen networks in education between the two countries. (Press Release: Department
of Education)

Inter- African Teacher Exchanges

This exchange program provides the participants the opportunity to explore the
learning environment of other African countries with the aim to widen the perspective and
experiences of African teachers. Likewise, the program hopes to inspire African teachers for
exchange visit to countries outside Africa. It is expected to achieve cultural awareness and
acceptance of the learning developments in different African education environment.

During the commencing year of the program, 20 African teachers were selected to make an
exchange visit within the school and/or schools in another African country for over a period
of two weeks. Ten teachers from selected Southern African and ten teachers from West and
East African countries traveled to respective neighboring countries to work with a school
over a period of two weeks. The teachers traveled in pairs and engaged in the following
activities:

1. Stationed at one school for one week and another school for the coming week.
2. Observed teaching in the said teacher's subject area.
3. Taught using ICTs at the schools that the teacher is visiting.
4. Engaged in discussions with teachers at the schools on ways.
5. Wrote a journal of their exchange visit for submission to the African Teachers
Network (ATN) and School Net Africa (SNA).

The output of the program expected to provide the African teachers experiences and to
have exchanged ideas for support and collaboration with another African school in another
African country. Likewise, the African teachers should have contributed to the teaching
process using ICTs of the school they are visiting. Similarly, an evaluation report will be
widely disseminated and will provide recommendations for scaling up an exchange
program of this nature (African Education Knowledge Warehouse).

61
The Fulbright Classroom Teacher Exchange Program
The Fulbright Classroom Teacher Exchange Program is the first recognized program
of competitive and merit-based grants for international educational exchange for students
in higher education, graduate and post graduate levels, scholars, teachers and other
professionals in practice, scientist and artists. The program provides the educators the
opportunity to live and work abroad by exchanging teaching position with another teacher
from another country for one semester or academic year. It aims to improve their
understanding and appreciation of the culture and education system of another country.

With an enhanced awareness of these opportunities, teacher- participants expanded their

global perspectives which they share with students, colleagues and host communities which
positively impacted the quality of classroom instruction. The program was open to teachers
from the United States and selected countries in many regions of the world.

62
Synthesizing Your knowledge

Activity 9

Name: _____ Date:

Course/Section: __ Instructor: _

Role of Globalization in Education

Directions: Write a three-paragraph essay about the positive and negative effects of
globalization in education by answering the following questions.

1. Introduction: What is your own concept of globalization and global education?

2. Body: What are the positive and negative effects of globalization to education?

3. Conclusion: What is your opinion about globalization and global education. Do you agree
or disagree? Why?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________

63
Activity 10

Name: _____ Date:

Course/Section: __ Instructor: _

Role of Globalization in Education

Direction: As future teacher, how are you going to apply the following critical attributes in
your own classroom by giving example for each. Write your answer opposite each attribute.
Copy the format on manila paper then present to class by group.

1. Integrated and Interdisciplinary

2. Technologies and multi-media

3. Global classroom

4. Creating/Adapting to constant Personal and

Social Change

5. Student-centered

6. 21st century skills

7. Project-based and Research Driven

8. Relevant, Rigorous and RealWorld

64
Activity 11

Name: _____ Date:

Course/Section: __ Instructor: _

Educational Systems of Selected Countries with K-12 Curriculum

Directions: Choose from the box below which country the following curriculum exist. Write
your answer on the blank before the number.

Philippines Malaysia Canada

USA South Korea

Singapore

_______1. The government and non-government primary schools provide for primary
Education.

_______2. Have schools with autonomous public and private high school.

_______3. Issues Matriculation Certificate after completion of 2 years in preuniversity.

_______4. Offers three kinds of primary school.

_______5. Contributes 10% of its budget to national education budget.

_______6. Its curriculum is similar to CANADA and England.

_______7. Offers English as a subject from Grade 3 onward.

_______8. Every state in this country has its own laws and Department of education.

_______9. It has four types of high schools.

_______10. Offers Special, Express and Normal high School in the secondary schools.

_______11. Includes Junior High School in its Curriculum but it varies within a province.

_______12. Pupils take Penilaian Menenga Rendah Or the Junior Secondary School Test.

_______13. Passers of GCE “A” exam can proceed to college.

_______14. Includes Chinese, Malay, Tamil and Indian in its Kinder Curriculum.

_______15. Provides schools or special classes for children with Special Educational needs.

65
Activity 12

Name: _____ Date:

Course/Section: __ Instructor: _

Educational Systems of Selected Countries with K-12 Curriculum

Directions: Using the matrix below, select four countries of your choice which were
included in the discussion of the lesson. Compare the K-12 curriculum of the selected
countries by filling up the boxes which describe similarities and differences of the program.

Country 1: _ Country 3: _

Country 2: _ Country 4: _

Similarities Similarities

Differences Differences

66
Activity 13

Name: _____ Date:

Course/Section: __ Instructor: _

Circles of My Multicultural Self

Directions: This activity highlights the multiple dimensions of our identities. It addresses
the importance of individuals self-defining their identities and challenging stereotypes.
Place your name at the center circle of the structure below. Write an important aspect of
your identity in each of the satellite circles -- an identifier or descriptor that you feel is
important in defining you.

The identifier can include anything: Asian, Filipino female, mother, student, athlete,
educator, Christian, scientist, or any descriptor with which you identify.

67
Activity 14

Name: _____ Date:

Course/Section: __ Instructor: _

Experiencing the World Through Educational Technology

Directions: Make at least 10 slides of Powerpoint presentation regarding the benefits of

using technology in the classroom. Afterwards, explain the content of your slides through a
written report about your presentation.

Directions: Create Facebook Post that can be seen by the public audience. Pose a question
about how technology helps students in their learning. Invite friends and acquaintances to
answer the question. Collate and type their answers on letter sized bond paper and submit
to your teacher.

68
Activity 15

Name: _____ Date:

Course/Section: __ Instructor: _

A Survey on Students’ Classroom Proficiency Level on Educational Technology

Directions: Rate your classroom proficiency level on the use of ICT using the checklist
below. For every item which describes your ICT proficiency level, check the box which
appropriately defines your personal assessment.

I already have this I have this but I I do not

ICT Literacy and practice it need to further have this
regularly (3) improve on it (2) yet (1)
I can search, find and retrieve
information from various digital
sources.
I am able to organize access
information for easy retrieval and
use.
I can use ICT tools to synthesize,
summarize, compare and contrast
information from multiple sources.
I am able to evaluate digital
information gathered from varied
sources in terms of their
appropriateness, adequacy,
authority, freedom from bias and
timeliness.
I can adapt, apply, design, or invent
information from multiple sources
to describe an event, express an
opinion, or support a basic
argument, viewpoint or position.
I can communicate, adapt and
present information properly for
various audiences and media.
I am able to identify potential
risks/issues in using the internet
and protect myself and others from
potential harm.
Total score

69
References

Cortez, A., Cortez, B E. and Esguerra, D. (2018). The Teaching Profession: Coaching Future
Teachers, K-2Compliant. St. Andrews Publishing House. Bulacan.

How Does Student Diversity Affect Teachers’ Priorities in Differentiating Instruction? Vol. 2
No. 12 [Special Issue - June 2012]http:// www.ijhssnet.com/ journals/ Vol_ 2 _ No
_12_Special_Issue_June_2012/28.pdf

Sanmamed, M. G. (2010). The role of information and communication technologies in

improving teaching and learning processes in primary and secondary schools. Research in
learning Technology Journal. Volume 18, issue 3. Retrieved on May 12, 2018 from
https://www.tandfonline.com

Online Reference

Retrieved from: https://www.prcboard.com/2016/08/LET-Reviewer-Prof-Ed-Social-Dimensions-

in-Education-Part-1.html
Teacher Exchange Overview

https://education.alberta.ca/exchange-programs/teacher-
exchanges/everyone/teacherexchange-overview/

http://ohsrep.org.au/__data/assets/pdf_file/0011/156179/NSW-tip-sheet-8-work-
related-stress.pdf

(http://glen-europe.org/global-education/what-is-global-education) http://www.ph.emb-
japan.go.jp/itpr_en/00_000147.ht https://www.justlanded.com/english/South-
Korea/South-Korea-Guide/Education/An- overview

https://transferwise.com/gb/blog/south-korean-education-overview
http://www.livingindialogue.com/wp-content/uploads/2014/09/wordle.jpg

https://www.facultyfocus.com/articles/philosophy-of-teaching/remembering-our-
mission-to-teach/ https://www.justlanded.com/english/United-States/USA-
Guide/Education/The- American-School-system

https://files.eric.ed.gov/fulltext/ED199144.pdf http://glen-europe.org/global-
education/what-is-global-education/ https://glen-europe.org/global-education/what-is-
global-education/ http://www.globalization101.org/what-is-globalization/
https://www.nuffic.nl/en/publications/find-a-publication/education-system-south-
korea.pdf

https://www.onlinejournal.in/IJIRV3I2/121.pdf http://www.ijeast.com/papers/55-
57,TESMA208,IJEAST.pdf

70
UNIT V
PROFESSIONALIZATION OF TEACHING

Overview

This unit contains the basic laws on the professionalization of teaching namely:
Presidential Decree No. 1006, Republic Act No. 7836 and Republic Act No. 9293.

Unit Objectives

At the end of the unit, I am able to:

1. Compare PD 1006 and RA 7836 laws that professionalized teaching;
2. Explain how the amendments in RA 9293 support the teaching profession; and
3. Discuss the importance of the 3 basic laws in the Philippine Educational System.

Activating Your Prior Knowledge

Direction: Answer the following questions:

1. What do you think are the reasons for the creation of the three basic laws?
2. Who is the author of RA 7836?
3. Explain why RA 9293 was created?

Expanding Your Knowledge

Basic Laws on the Professionalization of Teaching

Presidential Decree No. 1006, s. 1976

Providing for the Professionalization of Teachers, Regulating their Practice in the

Philippines and for other Purposes.

WHEREAS, the Constitution provides that “All educational institutions shall be under the
supervision of; and subject to regulation by, the State”, and requires that “the State shall
establish and maintain a complete, adequate and integrated system of education relevant to
the goals of national development”;

WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has
adopted ways and means of overseeing all the educational institutions in the country;

WHEREAS, this supervisory function of the DEC has been primarily beamed towards
insuring that the educational institutions inculcate in the studentry love of the country,
teach the duties of citizenship, and develop moral character, personal discipline, and
scientific, technological and vocational efficiency;

WHEREAS, to implement these objectives, the institutions have relied upon their teachers
whose direct and continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;

71
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising
in the civil service sector alone more than 300,000 teachers deployed all over the country;

WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching
profession;

WHEREAS, although teaching requires a number of years of collegiate study, it is the only
course that it is not yet considered a profession;

WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive

to raise the morale of teachers, it is imperative that they be considered as professionals and
teaching be recognized as a profession.

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the

powers vested in me by the Constitution, do hereby decree and order:

Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall
be given primary concern and attention by the government and shall be of the highest
quality, and strongly oriented to Philippine conditions and to the needs and aspirations of
the Filipino people even as it seeks enrichment from adoptable ideas and practices of other
people.

Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:

(a) Teaching refers to the profession primarily concerned with the classroom instruction, at
the elementary and secondary levels, in accordance with the curriculum prescribed by
National Board of Education, whether on part-time or full-time basis in the public or private
schools.

(b) Teachers refers to all persons engaged in teaching at the elementary and secondary
levels, whether on a full-time or part-time basis, including guidance counselors, school
librarians, industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels and legally
qualified to practice teaching under this Decree.

Section 4. Creation of the National Board for Teachers. There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:

1
Secretary of Education and Culture
)
Co-Chairman
2
Chairman, Civil Service Commission
)

3 Commissioner, Professional Regulations Member

72
) Commission

4 Two members representing the private

) sector to be appointed by the President

Section 5. Powers and Duties. The Board shall have the following powers and duties:

(a) Appoint a set of examiners for every examination who will determine and prepare the
contents of the Board examination for teachers, hereinafter referred to as examination, in
the elementary and secondary levels of instruction, to be held at least once a year;

(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use the
buildings and facilities of public and private schools for examination purposes, approve
applications to take examination, and approve the release of examination results;

(c) Look from time to time into the conditions affecting the practice of the teaching
profession, adopt such measures as may be deemed proper for the enhancement of said
profession, and/or maintenance of the professional standards and ethics;

(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and
administer oaths;

(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their
duties and fix their compensation;

(f) Prescribe and collect examination and other fees as it may deem proper; and

(g) Promulgate rules and regulations, and exercise such other powers, functions and duties
as may be necessary to carry into effect the purposes of this Decree.

Section 6. Qualification requirements for examination applicants. No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall
have complied with the following requirements:

(a) Except those who have been engaged in teaching as herein defined for at least five years
in schools in the Philippines not organized exclusively for nationals of a foreign country at
the time of the effectivity of this Decree, the applicant must be a citizen of the Philippines;

(b) That he is of good moral character;

(d) That he possesses the following minimum educational qualifications:

1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary
Education (B.S.E.Ed.) or its equivalent;

2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent
with a major and minor, or a Bachelor’s degree in Arts or Sciences with at least eighteen
units in professional education; and

3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree
in the field of specialization with at least eighteen units in professional education.

73
All applications shall be filed with an office or offices designated by the Board, preferably
the offices of the Civil Service Commission and the Department of Education and Culture.

These offices shall screen and approve such applications and issue the corresponding
permits to take the examination to qualify applicants.

Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not
be disclosed until after the release of the results of the examination. They shall each receive
as compensation the sum of not less than P5.00 for each examinee as may be determined by
the Board but in no case shall each examiner receive more than P18,000 per examination.
Any examiner who is in the service of the Government shall receive the compensation
herein provided in addition to his salary.

Section 8. Scope of the examination. The examination shall consist of written tests, the
scope of which shall be determined by the Board, taking into consideration the teaching
plan of the schools legally constituted in the Philippines.

Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least
70 per cent in all subjects, with no rating below 50 per cent in any subject.

Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the
examination, unless extended by the latter.

Section 11. Issuance of Certificates. Teachers who have passed examinations given by the

Civil Service Commission or jointly by the Civil Service Commission and the Department of
Education and Culture shall be considered as having passed the board examinations for
teachers. The Board may consider their certificates of rating as certificates of eligibility or
issue an entirely new certificate upon registration of the teacher and payment of the
corresponding fees.

This provision shall likewise apply to those teachers who have permanent appointment
under the Magna CartaFor Public School Teachers and all others who may be qualified for
registration as professional teachers under this Decree.

Section 12. Registration. The Civil Service Commission shall, as an arm of the Board,

register holders of Professional Teacher Certificate which registration shall evidence that
the registrant is entitled to all the rights and privileges of a Professional Teacher until and
unless the certificate is suspended or canceled by the Board for just cause.

Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board

may, for reason of equity and justice, and upon proper application therefor, issue another
copy, original or duplicate, upon payment of the required fee, of a certificate which has been
revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be issued
subject to the rules of the Board.

Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval

of the Board, effect the registration, without examination, of a teacher validly registered
under the laws of any foreign state or country; Provided, That the requirements for
registration in said foreign state or country are substantially the same as those required and
contemplated by this Decree, and the laws of such foreign state or country allow citizens of
the Philippines to practice the profession on the same basis and grant the same privileges as
the citizens or subjects of such foreign state or country; Provided finally, That the applicant
shall submit competent and conclusive documentary evidence, confirmed by the
Department of Foreign Affairs, showing that his country’s existing laws permit citizens of
the Philippines to practice teaching profession under the rules and regulations governing
citizens thereof.

74
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the public
or private elementary or secondary school, unless he is holder of a Professional Teacher
Certificate or is considered a Professional Teacher under this Decree.

Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate
of another, or any person giving any false or forged evidence in order to obtain a
Professional Teacher Certificate or admission to an examination, or any person assuming
himself as a registered professional teacher or any person violating any provision of this
Decree shall be penalized by a fine of not less than One Thousand Pesos nor more than Five
Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less
than six months nor more than two years, or both such fine and imprisonment at the
discretion of the Court.

Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders,

rules and regulations or parts thereof inconsistent with the provisions of this Decree are
hereby repealed or modified accordingly.

Section 18. Separability Clause. In case any provision of this Decree or any portion thereof
is declared unconstitutional by a competent court, other provisions shall not be affected
thereby.

Section 19. Effectivity. This Decree shall take effect January 1, 1977.

DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen
hundred and seventy-six.

(Sgd.) FERDINAND E. MARCOS
President of the Philippines

By the President:

(Sgd.) JACOBO C. CLAVE

Presidential Executive Assistant

Source: https://www.officialgazette.gov.ph/1976/09/22/presidential-decree-no-1006-s-
1976/

Republic Act 7836

Senator Edgardo J. Angara is the author of RA 7836, a proof of his continuing

commitment to the teacher’s welfare in terms of increasing teacher salaries and benefits as
well as enhancing teacher training and education.

Republic Act 7836

Philippine Teachers Professionalization Act of 1994
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF
TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR
TEACHERS AND FOR OTHER PURPOSES.

SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers

Professionalization Act of 1994."

Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-
building and development through a responsible and literate citizenry.Towards this end,
the State shall ensure and promote quality education by proper supervision and regulation

75
of the licensure examination and professionalization of the practice of the teaching
profession.cralaw

Sec. 3. Objectives. — This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the teaching
profession;and
(b) The supervision and regulation of the licensure examination.

Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:

(a) "Teaching" — refers to the profession concerned primarily with classroom

instruction, at the elementary and secondary levels in accordance with the curriculum
prescribed by the Department of Education, Culture and Sports, whether on part-time or
full-time basis in the private or public schools.

(b) "Teachers" — refers to all persons engaged in teaching at the elementary and
secondary levels, whether on full-time or part-time basis, including industrial arts or
vocational teachers and all other persons performing supervisory and/or administrative
functions in all schools in the aforesaid levels and qualified to practice teaching under this
Act.

(d) "Commission" — refers to the Professional Regulation Commission.

ARTICLE II BOARD FOR PROFESSIONAL TEACHERS

Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act
a Board for Professional Teachers, hereinafter called the Board, a collegial body under the
general supervision and administrative control of the Professional Regulation Commission,
hereinafter referred to as the Commission, composed of five (5) members who shall be
appointed by the President of the Philippines from among the recommendees chosen by the
Commission.The recommendees shall be chosen from the list of nominees selected by the
accredited association of teachers, who duly possess all the qualifications prescribed in
Section 8 of this Act.

The chairman and the voice-chairman of the Board shall be appointed from these five (5)
members by the President: Provided, That the members of the first Board appointed under
this Act shall be automatically registered as professional teachers and issued with the
certificate of registration and professional license upon payment of the fees for
examination, registration, and other fees prescribed by the Commission.

Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and
functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out
the provisions of this Act in accordance with the charter of the Professional Regulation
Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use
buildings and facilities of public or private schools for examination purposes;

(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of

76
the teaching profession.Such ethical standards, rules and regulations to take effect sixty
(60) days after its publication in the Official Gazette or in any newspaper of general
circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers
in the Philippines;
(h) Adopt an official seal of the Board;
(i) Look into the conditions affecting the practice of the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement and
maintenance of high professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education
comply with the essential requirements for curricula, faculty and facilities for the
elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the knowledge of the
Board, and for this purpose, to issue subpoena and subpoena ducestecum to secure the
appearance of witnesses and the production of documents in connection therewith; and

(l) Discharge such other powers, duties and functions as the Board may deem necessary
for the practice of the teaching profession and the upgrading, enhancement, development
and growth of education in the Philippines.

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3)
years from the date they assume office: Provided, That the first appointees to the Board
under this Act shall hold office according to the following terms: one (1) member shall serve
for one (1) year; one (1) member for two (2) years; the chairman, vice-chairman, and one
(1) member for three (3) years. Vacancies shall be served for the unexpired term only. No
person who has served for two (2) consecutive terms shall be eligible for
reappointment.Appointment to fill an unexpired term shall be considered an appointment
to a complete term.The chairman or any member shall take his oath of office prior to the
performance of his duties.

Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:
    (a) Be a citizen and resident of the Philippines;
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral
values in his personal as well as professional conduct and has not been convicted of any
offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and
preferably a holder of a master's or doctorate degree in education, or their equivalents,
from a university, school, college, academy or institute duly constituted, recognized and/or
accredited by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional
license, save those members who shall compose the first Board for Professional Teachers;
    (e) Has been a professional teacher in the active practice of the teaching profession for at
least ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any
university, college, school, or institution conferring a bachelor's degree in education or its
equivalents for at least three (3) years prior to his appointment, and neither connected with
a review center or with any group or association where review classes or lectures in
preparation for the licensure examination are offered or conducted.
Provided, however,That, the membership to the Board shall be evenly distributed to cover
all levels of education, including equitable representation of the different fields of
specialization.

Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the
Board shall receive compensation comparable to the compensation received by existing

77
regulatory boards under the Professional Regulation Commission, computed on the basis of
the number of examinees/candidates.

Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be
under the supervision and control of the Commission. All records, including applications for
examination, examination papers and results, minutes of deliberation, administrative cases
and investigative cases and investigations involving professional teachers shall be kept by
the Commission.

Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission,

through its chairman, shall provide the secretariat and other support services to implement
effectively the provisions of this Act.cralaw

Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may
be removed by the President of the Philippines upon recommendation of the Commission
for neglect of duty, incompetence, unprofessional, unethical, immoral or dishonorable
conduct, commission or toleration of irregularities in the examination, after having been
given the opportunity to defend himself in a proper administrative investigation.

In the course of investigation, the President may preventively suspend the respondent.

ARTICLE III EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. — Except as otherwise
specifically allowed under the provisions of this Act, all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be
given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate of registration and a valid professional
license from the Commission are required before any person is allowed to practice as a
professional teacher in the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary
school teachers shall be separate. The examination for teachers in the elementary level shall
consist of two (2) parts, namely: professional education and general education. The
examination for teachers in the secondary level shall consist of three (3) parts, namely:
professional education, general education, and field of specialization.

Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to

take the examination unless, on the date of filing of the application, he shall have complied
with the following requirements:

    (a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
    (b) At least eighteen (18) years of age;
    (c) In good health and of good reputation with high moral values;
    (d) Has not been convicted by final judgment by a court for an offense involving moral
turpitude;
    (e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:

        (1) For teachers in preschool, a bachelor's degree in early childhood education (BECED)
or its equivalent;
        (2) For teachers in the elementary grades, a bachelor's degree in elementary education
(BSEED) or its equivalent;
        (3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences with at least
ten (10) units in professional education; and
        (4) For teachers of vocational and two-year technical courses, a bachelor's degree in the

78
field of specialization or its equivalent, with at least eighteen (18) units in professional
education.

Sec. 16. Report of the Results of the Examination. — The Board shall, within one
hundred twenty (120) days after the examination, report the ratings obtained by each
candidate to the Professional Regulation Commission for approval and appropriate action.

Sec. 17. Issuance of Certificate of Registration and Professional License. — The

registration of a professional teacher commences from the date his name is enrolled in the
roster of professional teachers.

Every registrant who has satisfactorily met all the requirements specified in this Act shall,
upon payment of the registration fee, be issued a certificate of registration as a professional
teacher bearing the full name of the registrant with serial number and date of issuance
signed by the chairman of the Commission and the chairman, vice-chairman, and members
of the Board, stamped with the official seal, as evidence that the person named therein is
entitled to practice the profession with all the rights and privileges appurtenant thereto.
The certificate shall remain in full force and effect until withdrawn, suspended and/or
revoked in accordance with law.cralaw

A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or renewability
shall likewise be issued to every registrant who has paid the annual registration fees for
three (3) consecutive years. This license shall serve as evidence that the licensee can
lawfully practice his profession until the expiration of its validity.

Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional
oath before practicing as a professional teacher.

Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing

professional growth and development and to provide additional basis for merit promotion,
in addition to their performance rating, teachers may take an oral and written examination
at least once in five (5) years as basis for merit promotion. In taking this examination, no fee
shall be required.

Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time. Should he
or she fail to pass the merit examination for the second time, then he or she shall be
required to take a DECS accredited refresher course or program before being allowed to
retake the examination.

Failure of any permanent teacher to pass the merit examination shall not, however, be used
as a ground for his/her dismissal or demotion.

Sec. 21. Incentives. — Teachers who pass the merit examination shall:

(a) Be awarded a diploma of merit by the Board;

(b) Earn merit points for purposes of promotion in salary or to a higher position or grade
level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.

Similar incentives shall be given to teachers who make inventions, develop new methods of
teaching, write a book or books and create works of artistic merit.

79
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be
integrated into one national organization which shall be recognized by the Board and the
Commission as the one and only integrated and accredited association of professional
teachers. Upon registration with the Board, every professional teacher shall be encouraged
to become a member of the integrated national organization. Those who have been
registered with the Board but are not members of the said integrated organization shall be
allowed to register as members of the said integrated organization within three (3) years
after the effectivity of this Act. Membership in the integrated organization shall not be a bar
to membership in other associations of the teaching profession. The professional teachers
shall receive the benefits and privileges appurtenant to their membership in the said
integrated and accredited organization of professional teachers only upon payment of the
required membership fees and dues.

Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of

the Teaching Profession, and Cancellation of Temporary or Special Permit. — The
Board shall have the power, after due notice and hearing, to suspend or revoke the
certificate of registration of any registrant, to reprimand or to cancel the temporary/special
permit of a holder thereof who is exempt from registration, for any of the following causes:

    (a) Conviction for any criminal offense by a court of competent jurisdiction;
    (b) Immoral, unprofessional or dishonorable conduct;
    (c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
    (d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice
of the teaching profession;
    (e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
    (f) Chronic inebriety or habitual use of drugs;cralaw
    (g) Violation of any of the provisions of this Act, the rules and regulations and other
policies of the Board and the Commission, and the code of ethical and professional
standards for professional teachers; and
    (h) Unjustified or willful failure to attend seminars, workshops, conferences and the like
or the continuing education program prescribed by the Board and the Commission.

The decision of the Board to revoke or suspend a certificate may be appealed to the regional
trial court of the place where the Board holds office within fifteen (15) days from receipt of
the said decision or of the denial of the motion for reconsideration filed in due time.

Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be

admitted to the examination, or be given a certificate of registration or be entitled to any of
the rights and privileges provided under this Act; unless the country or state of which he is
a subject permits Filipino professional teachers to practice within its territorial limits on the
same basis as subjects or citizens of said country or state: Provided, that the requirements
of certification of teachers with said foreign state or country are substantially the same as
those required and contemplated under this Act: Provided, further, That the laws of such
state or country grant the same privilege to Filipino professional teachers on the same basis
as the subject or citizens of such foreign country or state.

Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing

the names and addresses of professional teachers, date of registration or issuance of
certificate, and other data which in the opinion of the Board may appear pertinent shall be
maintained. Copies of the roster shall be provided by the Commission to the Board, the
Department of Education, Culture and Sports, and the integrated and accredited
organization of professional teachers.

Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no
person shall engage in teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless he is a duly registered

80
professional teacher, and a holder of a valid certificate of registration and a valid
professional license or a holder of a valid special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the approval
of this Act, is:

    (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports;
    (b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006; or
    (c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:

(1) An elementary or secondary teacher for five (5) years in good standing and a holder
of Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder
of a master's degree in education or its equivalent.

Provided, That they shall be given two (2) years from the organization of the Board for
professional teachers within which to register and be included in the roster of professional
teachers: Provided, further, That those incumbent teachers who are not qualified to register
without examination under this Act or who, albeit qualified, were unable to register within
the two-year period shall be issued a five-year temporary or special permit from the time
the Board is organized within which to register after passing the examination and
complying with the requirements provided this Act and be included in the roster of
professional teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as such, shall be
issued by the Board a special or temporary permit, and shall be assigned by the Department
of Education, Culture and Sports (DECS) to schools as it may determine under the
circumstances.

ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as
otherwise allowed under this Act, no person shall practice or offer to practice the teaching
profession in the Philippines or be appointed as teacher to any position calling for a
teaching position without having previously obtained a valid certificate of registration and a
valid professional license from the Commission.

Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than
Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the
discretion of the court:

    (a) Any person who practices the teaching profession in the Philippines without being
certified in accordance with the provisions of this Act;
    (b) Any person who represents or attempts to use as his own certificate of registration
that of another;
    (c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any
member thereof in obtaining a certificate of registration as teacher;
    (d) Any person who impersonates any registrant of the same or different name;
    (e) Any person who uses a revoked or suspended certificate of registration;
    (f) Any person who, in connection with his name, otherwise assumes, uses or advertises
any title or description tending to convey or conveys the impression that he is a teacher

81
without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act.

The penalty of fine or imprisonment or both, as provided in this section, shall also apply to
any school official who shall cause or be responsible for the commission of any of the above-
enumerated acts.

Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of
this Act shall be included in the 1996 General Appropriations Act and thereafter.

Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60)
days of its approval.

The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days
after its promulgation.

Any violation of this section shall render the official/s concerned liable under Republic Act
No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for Public
Officials and Employees" and other pertinent administrative and/or penal laws.

Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private
sector not otherwise certified as professional teachers by virtue of this Act, shall be given
(5) years temporary certificates from the time the Board for Professional Teachers is
organized within which to qualify as required by this Act and be included in the roster of
professionals.

Provided, however, That the Professional Board Examination for Teachers (PBET) shall still
be administered by the Civil Service Commission and the Department of Education, Culture
and Sports for the year 1995.cralaw

Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected
thereby.

Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed
or modified accordingly.

Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.

Source: https://www.pcw.gov.ph/law/republic-act-7836

82
Republic Act 9293

Signed on April 21, 2004

Republic of the Philippines

Congress of the Philippines
Metro Manila

Twelfth Congress

Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-eighth day of July, two thousand
three.

[REPUBLIC ACT NO. 9293]

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT

HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE
TEACHERS PROFESSIONALIZATION ACT OF 1994”

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:

“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take

the examination unless, on the date of filing of the application, he shall have complied with
the following requirements:

“(e) A graduate of a school, college or university recognized by the government and

possesses the minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or
its equivalent;

(2) For teachers in the elementary grades, a bachelor’s degree in elementary education
(BSEED) or its equivalent;

(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent
with a major and minor, or a bachelor degree in arts and sciences with at least eighteen (18)
units in professional education; and

(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the
field of specialization or its equivalent, with at least eighteen (18) units in professional
education.”

SEC 2. Section 26 of the same Act is hereby amended to read as follows:

“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or
secondary level, unless the person is a duly registered professional teacher, and a holder of
a valid certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.

83
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission
and the Department of Education, Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006.

Professional teachers who have not practiced their profession for the past five (5) years
shall take at least twelve (12) units of education courses, consisting of at least six (6) units
of pedagogy and six (6) units of content courses, or the equivalent training and number of
hours, to be chosen from a list of courses to be provided by the Board and the Department
of Education, before they can be allowed to practice their profession in the country.

Those who have failed the licensure examination for professional teachers, with a rating of
not lower than five percentage points from the passing general average rating, shall be
eligible as para-teachers upon issuance by the Board of a two-year special permit,
renewable for a non-extendible period of two (2) years. The para-teachers shall be assigned
to areas where there is a shortage or absence of a professional teacher, as identified and
provided by the Department of Education and the Autonomous Region for Muslim
Mindanao (ARMM) education department to the Board for professional teachers and to the
Commission. The special permit shall indicate the area of assignment of the para-teacher.

A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field
of specialization.”

SEC 3. Section 31 of the same Act is hereby amended to read as follows:

“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5)
years, issued to para-teachers by the Board for Professional Teachers before the effectivity
of this Act shall be allowed to expire based on the period granted therein: Provided, That
only special permits with a validity of three (3) years may be renewed upon expiration for a
non-extendible period of two (2) years.”

SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4
(a) and section 25, and the term “DECS” in section 20, of the same Act, are hereby amended
to read as “Department of Education” and “DepEd”, respectively.

SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected
thereby.

SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and
regulations, and other issuances which are inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.

SEC 7. Effectivity. – This Act shall take effect upon approval.

Approved,

(Sgd.) JOSE DE VENECIA JR.

Speaker of the House (Sgd.) FRANKLIN M. DRILON
of Representatives President of the Senate

This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No. 5411 was finally
passed by the Senate and the House of Representatives on February 6, 2004 and February 7,
2004, respectively.

84
(Sgd.) ROBERTO P. NAZARENO
Secretary General (Sgd.) OSCAR G. YABES
House of Representatives Secretary of the Senate

Approved: APR 21 2004

(Sgd.) GLORIA MACAPAGAL-ARROYO

President of the Philippines

Source: https://www.officialgazette.gov.ph/2004/04/21/republic-act-no-9293/

85
Synthesizing Your knowledge

Activity 16

Name: _____ Date:

Course/Section: __ Instructor: _

Direction: Think of the things where you can compare PD 1006 with RA 7836. Write
your answers on the table below.

Point of Comparison PD 1006 RA 7836

Example: Definition of the

word teacher

86
B.Think of the things where you can compareRA 7836 with RA 9293. Write your answers on
the table below.

RA 7836 RA 9293

Module 1 - Ped 02 - The Teaching Profession (Revised)
89% (9)
Module 1 - Ped 02 - The Teaching Profession (Revised)
31 pages
Module Overview: Study Guide in Prof - Ed.103-The Teaching Profession
100% (6)
Module Overview: Study Guide in Prof - Ed.103-The Teaching Profession
9 pages
The Teaching Profession
100% (1)
The Teaching Profession
17 pages
A Learning Material in The Teaching Profession
100% (1)
A Learning Material in The Teaching Profession
14 pages
Module 1 The Teacher and The Community
No ratings yet
Module 1 The Teacher and The Community
9 pages
IBM AI Curriculum Framework
No ratings yet
IBM AI Curriculum Framework
4 pages
The Teaching Profession. LESSON 3 CHALLENGES IN TEACHING
No ratings yet
The Teaching Profession. LESSON 3 CHALLENGES IN TEACHING
33 pages
The Teaching Profession
100% (7)
The Teaching Profession
27 pages
The Teacher and The Community: Teacher's Ethical and Professional Behavior
No ratings yet
The Teacher and The Community: Teacher's Ethical and Professional Behavior
6 pages
Module 3 (Moral and Ethical Nature of The Teaching Profession)
100% (3)
Module 3 (Moral and Ethical Nature of The Teaching Profession)
4 pages
Module 1 - The Teaching Profession
No ratings yet
Module 1 - The Teaching Profession
18 pages
Module 2 - Ped 02 The Teaching Profession 2 (Revised - Final)
100% (2)
Module 2 - Ped 02 The Teaching Profession 2 (Revised - Final)
16 pages
On Line Module The Teaching Profession
100% (10)
On Line Module The Teaching Profession
80 pages
Module 3 Professionalization of Teaching in The Philippines
100% (3)
Module 3 Professionalization of Teaching in The Philippines
11 pages
A Module For The Teaching Profession Super Final
100% (2)
A Module For The Teaching Profession Super Final
206 pages
The Teaching Profession
100% (5)
The Teaching Profession
44 pages
Prelim Exam 2021 - The Teaching Profession
100% (6)
Prelim Exam 2021 - The Teaching Profession
18 pages
MODULAR
100% (3)
MODULAR
15 pages
Moral and Ethical Nature of The Teaching Profession
100% (2)
Moral and Ethical Nature of The Teaching Profession
26 pages
Module 1 - The Teaching Profession
100% (3)
Module 1 - The Teaching Profession
5 pages
The Teaching Profession Syllabus-Course Outline-Study Guide
83% (6)
The Teaching Profession Syllabus-Course Outline-Study Guide
5 pages
DETAILED LESSON Proper and Common Nouns
No ratings yet
DETAILED LESSON Proper and Common Nouns
13 pages
Lesson Plan - Examining Biases
85% (13)
Lesson Plan - Examining Biases
14 pages
PROFED2-Teaching Profession Module 3
100% (2)
PROFED2-Teaching Profession Module 3
21 pages
Read Any Research Related To Teaching As A Vocation and Mission Then Fill Out The Matrix Below. You May Do It in Short White Bond Paper
100% (5)
Read Any Research Related To Teaching As A Vocation and Mission Then Fill Out The Matrix Below. You May Do It in Short White Bond Paper
1 page
The Teaching Profession
100% (2)
The Teaching Profession
76 pages
1st Prelim - Teaching Profession-Zm
100% (8)
1st Prelim - Teaching Profession-Zm
3 pages
Module 15 Basic Laws On The Professionalization of Teaching
No ratings yet
Module 15 Basic Laws On The Professionalization of Teaching
19 pages
EDUC 55 - The Teaching Profession
No ratings yet
EDUC 55 - The Teaching Profession
45 pages
Teaching Profession: Lesson 2: General Domains of Teaching Competence
No ratings yet
Teaching Profession: Lesson 2: General Domains of Teaching Competence
11 pages
Chapter 4: The Professionalization of Teaching Learning Objectives
50% (2)
Chapter 4: The Professionalization of Teaching Learning Objectives
20 pages
Module Ed 102 The Teaching Profession Midterm Coverage
No ratings yet
Module Ed 102 The Teaching Profession Midterm Coverage
57 pages
Lesson 2 Historical Foundation of Education
100% (2)
Lesson 2 Historical Foundation of Education
13 pages
Module 2 The Teaching Profession
100% (3)
Module 2 The Teaching Profession
37 pages
Module Overview: Unit 4 - Teacher As A Person in Society
100% (3)
Module Overview: Unit 4 - Teacher As A Person in Society
7 pages
EDUC 85 - Technology For Teaching and Learning
No ratings yet
EDUC 85 - Technology For Teaching and Learning
22 pages
MIDTERM EXAMS - Final TCNG PROF 101 FIRST SEM 2021-2022
100% (1)
MIDTERM EXAMS - Final TCNG PROF 101 FIRST SEM 2021-2022
7 pages
Mg.... Legal Bases of Education and The Professionalization of Teaching
No ratings yet
Mg.... Legal Bases of Education and The Professionalization of Teaching
66 pages
Prof. Ed. 2 The Teaching Profession: Module 2 (Midterm)
75% (4)
Prof. Ed. 2 The Teaching Profession: Module 2 (Midterm)
12 pages
Teaching Profession Chapter 1 3
No ratings yet
Teaching Profession Chapter 1 3
27 pages
Educ 102 - Final Activity
100% (1)
Educ 102 - Final Activity
26 pages
Ed 112 The Teaching Profession
No ratings yet
Ed 112 The Teaching Profession
124 pages
The Rights and Priveleges of Teachers in The Philippines
100% (1)
The Rights and Priveleges of Teachers in The Philippines
2 pages
The Teaching Profession
No ratings yet
The Teaching Profession
8 pages
Professional Education 8: Teaching Profession: Midterm Exam
100% (1)
Professional Education 8: Teaching Profession: Midterm Exam
4 pages
Educ 203 CHAPTER 5 Lesson 2
100% (1)
Educ 203 CHAPTER 5 Lesson 2
13 pages
MODULE 1 Lesson 3 Sent
No ratings yet
MODULE 1 Lesson 3 Sent
9 pages
Teacher As A Person in Society: in This Module Module Overview
No ratings yet
Teacher As A Person in Society: in This Module Module Overview
28 pages
Module Overview: Unit 5 - The Teacher As A Professional
No ratings yet
Module Overview: Unit 5 - The Teacher As A Professional
56 pages
TeachingProfession Unit 5 Quiz
No ratings yet
TeachingProfession Unit 5 Quiz
11 pages
The-teacher-and-the-community-school-culture-and-organizational-leadership-NUEVA ECIJA
100% (7)
The-teacher-and-the-community-school-culture-and-organizational-leadership-NUEVA ECIJA
56 pages
Module in The Teacher and The Community School Culture and Organizational Leadership 2
No ratings yet
Module in The Teacher and The Community School Culture and Organizational Leadership 2
62 pages
Page 84-86, Article X-The Teacher and Business, The Teaching Profession
No ratings yet
Page 84-86, Article X-The Teacher and Business, The Teaching Profession
30 pages
The Demands of Society From The Teacher As A Person
100% (3)
The Demands of Society From The Teacher As A Person
2 pages
Chapter 1: The Teacher As A Person in The Society
100% (2)
Chapter 1: The Teacher As A Person in The Society
48 pages
Module in Ed 102
67% (6)
Module in Ed 102
99 pages
On Becoming A Global Teacher: - Purita P. Bilbao, Ed. D
No ratings yet
On Becoming A Global Teacher: - Purita P. Bilbao, Ed. D
20 pages
Chapter 4 The Right and Priveleges of Teachers in The Philippines
83% (6)
Chapter 4 The Right and Priveleges of Teachers in The Philippines
3 pages
Prof Ed 1teaching Profession 1
No ratings yet
Prof Ed 1teaching Profession 1
91 pages
Module Prof Ed 1
No ratings yet
Module Prof Ed 1
84 pages
MODULE-1
No ratings yet
MODULE-1
7 pages
Educ 17-Module-1 PDF
No ratings yet
Educ 17-Module-1 PDF
11 pages
PROF ED 9 UNIT 1 Students
No ratings yet
PROF ED 9 UNIT 1 Students
12 pages
Parts of A Newspaper
100% (2)
Parts of A Newspaper
7 pages
Let Reviewer English Majorship Bullets
No ratings yet
Let Reviewer English Majorship Bullets
47 pages
Detailed Lesson Plan Gerund
No ratings yet
Detailed Lesson Plan Gerund
10 pages
Mentor: Bless Herera Agapito Cyber Security: Objectives
No ratings yet
Mentor: Bless Herera Agapito Cyber Security: Objectives
2 pages
Analyzing An Editorial Article
No ratings yet
Analyzing An Editorial Article
7 pages
Elements of News, Hard and Soft News
No ratings yet
Elements of News, Hard and Soft News
8 pages
News and Headline Writing Activity
No ratings yet
News and Headline Writing Activity
4 pages
Education in Pandemic Times
No ratings yet
Education in Pandemic Times
2 pages
NAME: Ervin C. Verdillo Course/Block: BSE - English III Subject Code and Title: SEE 21 - Literary Criticism Instructor: Albert C. Bulawat Ed.D
100% (1)
NAME: Ervin C. Verdillo Course/Block: BSE - English III Subject Code and Title: SEE 21 - Literary Criticism Instructor: Albert C. Bulawat Ed.D
3 pages
NAME: Ervin C. Verdillo Course/Block: BSE - English III Subject Code and Title: SEE 21 - Literary Criticism Instructor: Albert C. Bulawat Ed.D
No ratings yet
NAME: Ervin C. Verdillo Course/Block: BSE - English III Subject Code and Title: SEE 21 - Literary Criticism Instructor: Albert C. Bulawat Ed.D
2 pages
Verdillo, Ervin C. BSED - English III: by William Blake
No ratings yet
Verdillo, Ervin C. BSED - English III: by William Blake
7 pages
NAME: Ervin C. Verdillo Course/Block: BSE - English III Subject Code and Title: SEE 21 - Literary Criticism Instructor: Albert C. Bulawat Ed.D
No ratings yet
NAME: Ervin C. Verdillo Course/Block: BSE - English III Subject Code and Title: SEE 21 - Literary Criticism Instructor: Albert C. Bulawat Ed.D
2 pages
Copernicus
No ratings yet
Copernicus
18 pages
Questionaires With SoP
No ratings yet
Questionaires With SoP
5 pages
Economic Globalization and Factors That Facilitates It
100% (1)
Economic Globalization and Factors That Facilitates It
24 pages
Rizal As Traveller
No ratings yet
Rizal As Traveller
6 pages
Unit 1: Introduction To The World of Children and Adolescent Literature
No ratings yet
Unit 1: Introduction To The World of Children and Adolescent Literature
12 pages
Unit 2: Qualities, Genres, and Development of Young Adult (YA) Literature
No ratings yet
Unit 2: Qualities, Genres, and Development of Young Adult (YA) Literature
9 pages
Adaptation For Struggling Writers
No ratings yet
Adaptation For Struggling Writers
16 pages
The Works and Life of Rizal
No ratings yet
The Works and Life of Rizal
7 pages
Moral and Non-Moral Standards
0% (1)
Moral and Non-Moral Standards
1 page
Ebooks File Integrative Economic Ethics Foundations of A Civilized Market Economy 1st Edition Peter Ulrich All Chapters
100% (7)
Ebooks File Integrative Economic Ethics Foundations of A Civilized Market Economy 1st Edition Peter Ulrich All Chapters
84 pages
Instant Access to Articulating the Moral Community: Toward a Constructive Ethical Pragmatism Henry Richardson ebook Full Chapters
100% (11)
Instant Access to Articulating the Moral Community: Toward a Constructive Ethical Pragmatism Henry Richardson ebook Full Chapters
76 pages
benguet heritage
No ratings yet
benguet heritage
11 pages
Monitoring and Evaluating Advocacy
No ratings yet
Monitoring and Evaluating Advocacy
50 pages
The Usage of Language in Enhancing Communication Processes: Dr. Radhika Kapur
No ratings yet
The Usage of Language in Enhancing Communication Processes: Dr. Radhika Kapur
12 pages
Political Science
No ratings yet
Political Science
9 pages
3.sociology of Knowledge
No ratings yet
3.sociology of Knowledge
5 pages
HCE Module 1 - Introduction To Health Care Ethics
No ratings yet
HCE Module 1 - Introduction To Health Care Ethics
4 pages
Conduct of Life - Nietzsche
No ratings yet
Conduct of Life - Nietzsche
17 pages
PPG Week 2
No ratings yet
PPG Week 2
30 pages
Textual Analysis(Deepseek)
No ratings yet
Textual Analysis(Deepseek)
3 pages
Summative Test in Understanding Culture
No ratings yet
Summative Test in Understanding Culture
3 pages
Essay On Army Values
100% (2)
Essay On Army Values
5 pages
Moral Theories & Aristotle and St. Thomas Aquinas
No ratings yet
Moral Theories & Aristotle and St. Thomas Aquinas
13 pages
MGT 502 Shortnotes
No ratings yet
MGT 502 Shortnotes
18 pages
Manali and Sanchi
No ratings yet
Manali and Sanchi
5 pages
Teaching Profession: Lesson 1: The Teacher As Person in The Society
No ratings yet
Teaching Profession: Lesson 1: The Teacher As Person in The Society
7 pages
Art of Asset Alloc e 02
No ratings yet
Art of Asset Alloc e 02
5 pages
Trans Cultural Human Value
100% (2)
Trans Cultural Human Value
8 pages
Sandell - Social Inclusion
No ratings yet
Sandell - Social Inclusion
18 pages
Chapter 3 Advanced Philosophy
No ratings yet
Chapter 3 Advanced Philosophy
7 pages
Famous books in Economics
No ratings yet
Famous books in Economics
13 pages
English notes
No ratings yet
English notes
16 pages
Core and Related Values
60% (20)
Core and Related Values
2 pages
PDF Ethics Crime and Criminal Justice Christopher R. Williams download
100% (3)
PDF Ethics Crime and Criminal Justice Christopher R. Williams download
78 pages
UCSP - Q1 - Mod2 - Ethnocentrism and Cultural Relativism
No ratings yet
UCSP - Q1 - Mod2 - Ethnocentrism and Cultural Relativism
29 pages
Sample Questions (PC) - 1
No ratings yet
Sample Questions (PC) - 1
3 pages
Chapter 6-Values, Ethics, and Legal Issues: Feedback
No ratings yet
Chapter 6-Values, Ethics, and Legal Issues: Feedback
19 pages
Education As A Social Process
100% (2)
Education As A Social Process
6 pages

Prof Ed 1teaching Profession

Uploaded by

Prof Ed 1teaching Profession

Uploaded by

PREFACE

UNIT I PHILOSOPHIES IN EDUCATION 5

UNIT II UNDERSTANDING ETHICS, MORALITY

Ethics and Morality 25

Code of Ethics for Professional Teachers 21

UNIT III THE TEACHER AS A PERSON AND HER ROLES IN

The Teacher as an individual person 38

UNIT IV ACQUIRING KNOWLEDGE AND SKILLS TO BE A

Acknowledging the role of globalization to education 50

UNIT V THE ROAD TO THE PROFESSIONALIZATION

Basic Laws of the Professionalization of Teaching 75

In this unit, we are going to discuss the Philosophies in Education. Educational

At the end of the unit, I am able to:

Activating Your Prior Knowledge

Expanding Your Knowledge

1. Metaphysics – the study of beings and Being

Basic Philosophies in Education

It is a traditional philosophy asserting that because the

Realists suggest that the features of the universe exist whether or

Pragmatists reject the idea of absolute, unchanging truth.

Existentialists suggest that humanity is not part of an

Perennial means ‘everlasting’. Teachers teach using this

The teachers teach for learners to acquire the 4

A progressivist teaches learners to live fully by employing

 Major Eastern Philosophies

This philosophy originated from India. It

Karma is known to be a chain of causes and

Founded by Gautama Siddharta Buddha, it is known to be a

“Do not do unto others what you don’t want others do

Guess the Philosophy

Name: _____________________________________ Date:________________________________

Course/Section: __________________________ Instructor: ________________________

18. According to Shakespeare,

My Own Teaching Philosophy

Name: _____________________________________ Date:________________________________

Course/Section: __________________________ Instructor: ________________________

Potot, J. L. (2016, March). Teaching Profession. Manila.

The Code of Ethics for instructors calls for that they must own dignity

At the end of the lesson, I am able to:

1. differentiate the terms ethics, morality and values

Activating Your Prior Knowledge

My Value System (How it develops?)

(Source: https://www.uen.org/lessonplan/view/562. Utah Education Network)

VALUE Family Friends Community/Neighbor Religious Leaders

1. Who has the most influence on the values you choose?

5 Values to achieve Reason/s

5 Values to retain (it means you already Reason/s

5 Values to change Reasons

Expanding Your Knowledge

Ethics and Morality

What is the relevance of ethics in education? Education is tasked to build a nation by

Foundation means something like an idea, a principle, or a fact, that provides

teachers, peers, professors, and bosses.

Figure 1. Topography of values by March Scheler

Standford Encyclopedia of Philosophy

According to the hierarchy drawn by Scheler, an objective ranking of values, is described as

1. The values of holiness

2.3 The values of pure cognition of truth

1. It is chosen freely - It is not forced. It is the individual's personal choice. It is what he or

Teaching as One’s Vision, Mission, Vocation, and Profession

Consider the following teacher's teaching visions, which is yours?

3. To help each student discover his/her unique individuality.

4. To treat every student with respect and dignity.

Teaching as One's Profession. According to Dr. Hermogenes P. Pobre, “Profession is

The Code of Ethics for Professional Teachers

Consider the following teacher's teaching visions, which is yours?

3. To help each student discover his/her unique individuality.

4. To treat every student with respect and dignity.

Teaching as One's Profession. According to Dr. Hermogenes P. Pobre, “Profession is

The Code of Ethics for Professional Teachers

(In simplified format of presentation)

Article I: Scope and Limitations

Article II: The Teacher and The State

Article II: The Teacher and the Community

- is a facilitator of learning and of the development of the youth;

-render the best service by providing an environment conducive to such learning

Name: _____ Date:

Course/Section: __ Instructor:

Name: _____ Date:

Course/Section: __ Instructor:

Name: _____ Date:

Course/Section: __ Instructor: _

Name: _____ Date:

Course/Section: __ Instructor: _

Name: _____ Date:

Course/Section: __ Instructor: _

Name: _____ Date:

Course/Section: __ Instructor: _

Name: _____ Date:

Course/Section: __ Instructor: _