Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

ISO 9001:2015 San Jose, Pili, Camarines Sur 4418
TÜV-R 01 100 www.cbsua.edu.ph
1934918

A. Course Overview
This course, EDUC 7 – THE TEACHING PROFESSION, is a 3-unit
course (3-hour Lecture). It deals with the teacher as an individual, classroom
teacher, community teacher and global teacher. This emphasizes
professionalism to cover teachers’ status and levels of professional rewards
and professionalism to improve competencies.
Our online class discussion is every Day and Time. We hope you
enjoy the experience and we would love to hear your feedback. Please
ensure you read the information on this page carefully!

It will take you approximately 18 weeks to complete this course. It

introduces all main aspects of classroom teaching methods as well as
information on your chosen profession. This is divided into 3 units and one
exam. Each unit contains lessons, activity, discussion forum, and quiz to
complete as you go. It contains text, images, downloadable files (such as PDF
and Word), sound files and video files. Once you complete ALL units,
including the activities and quizzes, you will be able to take the FINAL EXAM.
Please take the time to read the material thoroughly and to complete the
activities carefully. Both are an important part this course and they will only
make you a better teacher.

Activities
In the lessons, you can find activities to complete. They are various
types of questions, please take note of the following:

 You must provide the BEST answer. This doesn’t necessarily mean
that no other answer could be correct. We are looking for the most
appropriate answer.

Final Exam

 To pass the final exam you need to get 60% or more.

 After you pass the final exam, this module will be marked as completed.

B. Course Calendar

Week Begin Date Topics Assessment

 I. Class Orientation
A. PVMGO
B. Core Values
C. Quality Policy
D. College Goals
E. Course Overview
August 17, Reflection Paper
1 F. Course Calendar
2020
G. Teaching Team
H. Course Assessments
I. University Student Policies
and Guidelines
J. Classroom Policies and
Guidelines
August 24, I. You, The Teacher as a Person in Inventory of Philosophies of
2
2020 Society Education
3 August 31,
2020 a. The Teacher’s Philosophical Comparison Matrix:
Heritage Philosophies of Education
b. The Teacher as a Person Graphic Organizer: The
Professional Teacher
c. Philosophies of Education Personal Philosophy of
d. Desirable Teaching Attitudes Education

e. Developing an Educational Discussion Board

Philosophy
4 September 7, II. The Teacher in the Classroom
2020 and Community
Timeline: My Future as a
5
Teacher
a. Philippine Professional Standards
for Teacher (PPST) Slide Presentation:
b. Value of Professional
Development for Teachers Discipline Program to Create
September 14, a Positive Classroom
2020 c. Managing the Learning Environment
Environment
Discussion Board
d. Community School Relations

6 September 21,
Assessment 1: Brochure of an Ideal School
2020
September 28, III. Historical Perspective of the
7
2020 Philippine Education System Quiz
8 October 5,
2020 a. Historical Development of the Graphic Organizers
Philippines Discussion Board
b. Journey in Basic Education
Curricular Reforms 1946-2011
9 October 12 - IV. Becoming a Professional Online Quiz
16, 2020 Teacher
10 October 19, PPE/Graphic Organizer: The
2020 a. The CODE of Ethics for NCBTS, My guide to being an
11 October 26, Professional Teachers effective and efficient
2020 b. Republic Act No. 4670: The Teacher in the Classroom
Magna Carta for Public School and the Community
Teachers
12 November 2,
Assessment 2: Reflection-Reaction Paper
2020
13 V. On Becoming a Global
Teachers

a. The K-12 program

b. The 21st century Teacher Matrix/Graphical Presentation

of analysis and comparison
November 9, c. The Challenge of Multicultural
2020 diversity in Education Essay: The 21st Century
Teacher
d. Teachers as Active
Participants in Exchange
Programs

e. Technologically and Digitally

Innovative Teachers
14 November16, VI. Legal Influences on
15 2020 Teaching
16
17 a. The 1987 Constitution of the
Philippines

b. The Education Act of 1982 Online Quiz

c. CHED Classification of Essay: The

Accreditation Stages and Professionalization of
Corresponding Benefits teaching and My Future as a
Teacher
d. Sexual harassment Law

e. R.A. 7836 – Philippine

Teachers Professionalization
Act of 1994

f. Other Educational Legal Bases

18 December 14,
Assessment 3: 80 Item Test
2020

C. Teaching Team/Prof./Instructor
 Ana Cecilia B. Fajardo

She is an associate professor at the College of

Development Education teaching English Language and
Literature subjects. She was once designated as
chairperson of the Humanities Department. As part of the
academe, she presented and published a research on,
"Multimedia-Assisted Instruction in Developing the English
Language Skills: CBSUA Experience".

D. Course Assessments

Competencies Being
Course
Assessed
Learning
Assessment Type Percentage Outcomes Due Date
Being Professional Transversal
Assessed

CLO 1, September
Week 1-6 Brochure 30%
CLO 2 25, 2020

Reflection-
CLO 3, November Critical and
Week 7-12 Reaction 30% Subject
CLO 4 6, 2020 Creative
Paper Matter
thinking
CLO 1, Knowledge
skills
CLO 2,
December
Week 13-18 Test 40% CLO 3,
18, 2020
CLO 4,
CLO 5
E. The Learning Contract

A learning contract is an agreement negotiated between the student and

the teacher in order to change the student's behavior and improve their
opportunities to learn. The benefit of a learning contract is that it can affect a
positive change in a student's behavior while still involving that student in the
class.

Source: https://bestofbilash.ualberta.ca/learning%20contracts.html

I hope you will honestly share your answers in all the items. This will help
a lot in letting me know how I can help you most in learning.

Name: ___________________________________________________
Course, Yr. & Section: _______________________________________
Schedule of Class (Day/Time): ________________________________
Professor/Instructor: _________________________________________

Preferred Learning Modality for the Semester

Flexible Learning Modular

I am taking part in this learning contract because the strategies listed here
will help us learn the material and perform well in this course.

STUDENTS’ RESPONSIBILITIES
I have chosen to complete the following actions:

Please input your answers in paragraph form.

TEACHERS’ RESPONSIBILITIES
Our teacher will help us achieve success in this course through these
actions/supports:

Please input your answers in paragraph form.

The terms of this contract will continue until: ___________________________

Complete Name of Student and Signature

ANA CECILIA B. FAJARDO

Professor, LIT 4 – Masterpieces of World Literature
 F. Topics
Week 1 Class Orientation
1. Introduction

This course, EDUC 7 – THE TEACHING PROFESSION, is a 3-unit

course (3-hour Lecture). It deals with the teacher as an individual, classroom
teacher, community teacher and global teacher. This emphasizes
professionalism to cover teachers’ status and levels of professional rewards
and professionalism to improve competencies.

During this week, orientation about CBSUA, the class rules, regulations,
getting to know you activities, and instructions will be presented, as well as
the grading system and course requirement. The course outline will be
discussed in line with the specific activities for each topic.

In this learning experience, the students are expected to:

1. Imbibe the CBSUA and CDE PVMGO; and
2. Realize the contents and requirements of the course.

The philosophy, vision, mission and goals are roadmaps of what can be
expected from a particular institution. According to an online article by
Teresita Tanhueco-Tumapon in the Manila Times “these statements are
useful in reaching an agreement within an institution of commonly desired
results of institutional efforts. They foster a unity of understanding of an
administrative program to achieve the desired outcomes.”

It is essential that everyone that will study in this institution be aware of

these statements so that they will be aware of the purpose and values of the
university.

2. Pre-competency Checklist

Name: ______________ Date: _________

Yr. & Section: ___________________

FILL IN THE BLANKS:

QUALITY POLICY (5 points)

The Central Bicol State University of Agriculture is committed to ___________________ in instruction,

research, extension and resource generation for _________________, uphold its core ____________
and satisfy all _________________ requirements and standards through ________________ of its
quality management system.
Week 1 ORIENTATION

PHILOSOPHY
Education for Sustainable Human Development
VISION
An Agricultural Research University of Global Standards.
MISSION
Leading Innovations, Building Resilient and Sustainable communities.

UNIVERSITY GOALS
1. Enable transformative and inclusive learning experiences
2. Generate and utilize new knowledge and technologies
3. Engage and empower communities
4. Intensify internationalization and resource generation initiatives
5. Establish one e-governance system
6. Enhance management of University resources

CORE VALUES
Quality and Excellence, Professionalism, Teamwork and Unity, Liberalism,
Institutional Pride
CORE PRINCIPLES
Discipline, Respect, and Care
QUALITY POLICY
The Central Bicol State University of Agriculture is committed to lead innovations in
instruction, research, extension and resource generation for clients’ satisfaction,
uphold its core values and principles and satisfy all applicable requirements and
standards through continual improvement of its quality management system
 COLLEGE OF DEVELOPMENT EDUCATION

PROGRAM OUTCOMES
After four years, the graduates of the BSE and BEED program shall:
1. Articulate the relationship of education to larger historical, social, cultural and
political processes;
2. Facilitate learning using a wide range of teaching methodologies in various
types of environment;
3. Develop alternative teaching approaches for diverse learners;
4. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment;
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting;
6. Practice professional and ethical teaching standards to respond to the demands
of the community; and
7. Pursue lifelong learning for personal and professional growth.

STUDENT OUTCOMES (BSE and BEED PROGRAM OUTCOMES)

By the time of graduation, the students of the BSE and BEED program shall be able
to:
1. Demonstrate in-depth understanding of the development of secondary and
elementary learners;
2. Exhibit comprehensive knowledge of various learning areas in the secondary
and elementary curriculum;
3. Create and utilize materials appropriate to the secondary and elementary level
to enhance teaching and learning;
4. Design and implement assessment tools and procedures to measure secondary
and elementary learning outcomes; and
5. Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and integrity.
 ESSAY (5 points)

Write a 100-word essay on how you could inculcate in your daily living the
sense of pride for studying in CBSUA.

DISCUSSION FORUM
Getting to Know You Activity
For us to get to know each other better, please share your answers to the
questions below in not more than 5 sentences. You may take a photo of your answer
and share it on our Group Chat. Please feel free to comment on your classmates'
answers. Please have your answers in paragraph form and you have the freedom to
be creative.
1. What is your full name, interest, hobbies?
2. Why did you choose education as your course?
3. What motivates you to learn and finish your studies?
4. How do you see yourself 10 years from now?

Good day! Thank you for completing your activities in Week 1. Please answer
this quick survey so that I can get to know you more, especially the way you learn
and how I could better teach you. All questions are required and must be answered.
Please check the space of your answer.

Level of Agreement:
1 – Strongly Disagree 2 – Somewhat Disagree 3 – Neither Agree nor Disagree
4 – Somewhat Agree 5 – Strongly Agree

In discussion 1 2 3 4 5
1 In evaluating what someone says, I focus on the quality of their argument, not on
the person who's presenting it.
2 I like playing devil's advocate - arguing the opposite of what someone is saying.
3 I like to understand where other people are 'coming from', what experiences have
led them to feel the way they do.
4 The most important part of my education has been learning to understand people
who are very different to me.
5 I feel that the best way for me to achieve my own identity is to interact with a
variety of other people.
6 I enjoy hearing the opinions of people who come from backgrounds different to
mine - it helps me to understand how the same things can be seen in such different
ways.
7 I find that I can strengthen my own position through arguing with someone who
disagrees with me.
8 I am always interested in knowing why people say and believe the things they do.
9 I often find myself arguing with the authors of books that I read, trying to logically
figure out why they're wrong.
10 It's important for me to remain as objective as possible when I analyze
something.
11 I try to think with people instead of against them.
12 I have certain criteria I use in evaluating arguments.
13 I'm more likely to try to understand someone else's opinion than to try to
evaluate it.
14 I try to point out weaknesses in other people's thinking to help them clarify their
arguments.
5 I tend to put myself in other people's shoes when discussing controversial issues,
to see why they think the way they do.
16 One could call my way of analysing things 'putting them on trial' because I am
careful to consider all the evidence.
17 I value the use of logic and reason over the incorporation of my own concerns
when solving problems.
18 I can obtain insight into opinions that differ from mine through empathy.
19 When I encounter people whose opinions seem alien to me, I make a deliberate
effort to 'extend' myself into that person, to try to see how they could have those
opinions.
20 I spend time figuring out what's 'wrong' with things. For example, I'll look for
something in a literary interpretation that isn't argued well enough.

NEEDS ASSESSMENT
Instructions:Fill out the questionnaire below with the information needed. Place a [ / ]
mark inside the bracket in every item do you best describe yourself as a pre-service
teacher. Rest assured that all information that you will provide will be treated with
utmost confidentiality.
Level of Agreement:
1 – Strongly Disagree 2 – Somewhat Disagree 3 – Neither Agree nor Disagree
4 – Somewhat Agree 5 – Strongly Agree
How do I … 1 2 3 4 5
Use content knowledge and its application within and across
curriculum areas
1.
-I can demonstrate content knowledge and its application within/or
across curriculum teaching areas.
use research-based knowledge and principles of teaching and learning
2 -I can demonstrate an understanding of research-based knowledge
and principles of teaching and learning
use ICT positively
3 -I can show skills in the positive use of ICT to facilitate the teaching
and learning process
use strategies for promoting literacy and numeracy
4 - I can demonstrate knowledge of teaching strategies that promote
literacy and numeracy skills
 use strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
5
- I can apply teaching strategies that develop critical and creative
thinking, and/ or other higher-order thinking skills
use Mother Tongue, Filipino and English in teaching and learning
-I can use Mother Tongue, Filipino and English to facilitate teaching
6 and learning
use classroom communication strategies
-I can demonstrate an understanding of the range of verbal and non-
7
verbal classroom communication strategies that support learner
understanding, participation, engagement and achievement
8 highlight learner safety and security
-I can demonstrate knowledge of policies, guidelines and procedures
that provide safe and secure learning environments.
highlight fair learning environment
9 -I can demonstrate understanding of learning environments that
promote fairness, respect and care to encourage learning.
highlight management of classroom structure and activities
-I can demonstrate knowledge of managing classroom structure that
10 engages learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within the available physical learning
environments.
highlight support for learner participation
11 -I can demonstrate understanding of supportive learning environments
that nurture and inspire learner participation.
highlight promotion of purposive learning
-I can demonstrate knowledge of learning environments that motivate
12
learners to work productively by assuming responsibility for their own
learning.
highlight management of learner behavior
13 -I can demonstrate knowledge of positive and non-violent discipline in
the management of learner behavior.
emphasize learners’ gender, needs, strengths, interests and
experiences
14 -I can demonstrate knowledge and understanding of differentiated
teaching to suit the learners’ gender, needs, strengths, interests and
experiences.
emphasize learners’ linguistic, cultural, socio-economic and religious
backgrounds
15
-I can implement teaching strategies that are responsive to the
learners’ linguistic, cultural, socio-economic and religious backgrounds.
give importance to the learners with disabilities, giftedness and talents
16 -I can use strategies responsive to learners with disabilities, giftedness
and talents.
help learners in difficult circumstances
-I can demonstrate understanding of the special educational needs of
17 learners in difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.
engage learners from indigenous groups
18 -I can demonstrate knowledge of teaching strategies that are inclusive
of learners from indigenous groups.
use planning and management of teaching and learning process
19 -I can prepare developmentally sequenced teaching and learning
process to meet curriculum requirements.
let learning outcomes aligned with learning competencies
20 -I can identify learning outcomes that are aligned with learning
competencies.
address relevance and responsiveness of learning programs
21 -I can demonstrate knowledge in the implementation of relevant and
responsive learning programs.
let professional collaboration to enrich teaching practice
22 -I can seek advice concerning strategies that can enrich teaching
practice.
 participate in collegial discussions that use teacher and learner
feedback to enrich teaching practice.
show teaching and learning resources including ICT
-I can show skills in the selection, development and use of a variety of
23
teaching and learning resources, including ICT, to address learning
goals.
focus on the Design, selection, organization and utilization of
assessment strategies
24 -I can demonstrate knowledge of the design, selection, organization
and use of diagnostic, formative and summative assessment strategies
consistent with curriculum requirements.
monitor and evaluate learners’ progress and achievement
25 -I can demonstrate knowledge of monitoring and evaluation of learner
progress and achievement using learner attainment data.
feedback to improve learning
26 -I can demonstrate knowledge of providing timely, accurate and
constructive feedback to improve learner performance
let communication of learner needs, progress and achievement to key
stakeholders
27
-I can demonstrate familiarity with a range of strategies for
communicating learner needs, progress and achievement.
use of assessment data to enhance teaching and learning practices
and programs
28
-I can demonstrate an understanding of the role of assessment data as
feedback in teaching and learning practices and programs.
support establishment of learning environments that are responsive to
community contexts
29
-I can demonstrate an understanding of knowledge of learning
environments that are responsive to community contexts.
support engagement of parents and the wider school community in the
educative process
30
-I can seek advice concerning strategies that build relationships with
parents/guardians and the wider community.
up keep professional ethics
-I can demonstrate awareness of existing laws and regulations that
31 apply to the teaching profession, and become familiar with the
responsibilities specified in the Code of Ethics for Professional
Teachers.
support on school policies and procedures
-I can demonstrate knowledge and understanding of school policies
32
and procedures to foster harmonious relationship with the wider school
community.
focus on my philosophy of teaching
-I can articulate a personal philosophy of teaching that is learner-
33
centered.
apply a personal philosophy of teaching that is learner-centered.
give dignity of teaching as a profession
-I can demonstrate behaviors that uphold the dignity of teaching as a
34
profession by exhibiting qualities such as caring attitude, respect and
integrity.
let professional links with colleagues
-I can seek opportunities to establish professional links with
35 colleagues.
participate in professional networks to share knowledge and to
enhance practice.
let professional reflection and learning to improve practice
36 -I can demonstrate an understanding of how professional reflection
and learning can be used to improve practice.
let professional development goals
37 -I can demonstrate motivation to realize professional development
goals based on the Philippine Professional Standards for Teachers.

Thank you very much for your cooperation. God bless you a hundredfold.
EDUC 7: THE
TEACHING
PROFESSION

WEEK 2-3

The Teacher as a Person

in Society
INTRODUCTION
Philosophy is the search for a general understanding of
values and reality primarily by speculative means instead of mere
observation. Western philosophy focuses on the man’s quest for
truth, while Hindu philosophy is intensely spiritual and has always
emphasized the need for its practical realization. Since human
being have a natural and necessary desire to know themselves and
the world they live in, philosophy guides people into
understanding this reality, and helps them decide how they will
live and treat others.

Philosophy is one of the oldest disciplines, and is

considered as the mother of all the sciences. Since philosophy is at
the root of all knowledge, education is greatly influenced by it, and
has drawn its materials from different philosophical bases.

THE CONCEPT OF PHILOSOPHY AND EDUCATION

Etymologically, philosophy comes from the Greek word

"philo" and "sophia", which means love of wisdom. In other words,
philosophy is the "search for meaning". Man examines all his
dimensions as a person—as an existent being in the world—in
relation to God and others, as well as in birth and death, sorrow and
joy. Man searches for the meaning and truth of life—its importance,
significance, value and relevance.

Love of wisdom is the essence for any investigation, the

very origin of philosophy. On the other hand, education is derives
from the Latin word "educare", which means "bring up" and is
related to "educere" (bring out, bring forth what is within, bring
out potential) and "ducere" (to lead). Education, in the most
general sense, is any act or experience that had a formative effect
on the mind, character, or physical ability of an individual.

EDUC 7: THE TEACHING PROFESSION

CONCEPT OF PHILOSOPHY AND EDUCATION CONTINUED...

Philosophers and thinkers, from Socrates to John Dewey in West and a host of
Indian philosophers, have attempted to give a more definite meaning for education.
However, since the term has a wide connotation, it is difficult to pinpoint a single
definition for it. Redden states that ―education can be understood as the deliberate and
systematic influence exerted by a mature person upon the immature through
instruction, discipline and harmonious development of physical, social, intellectual,
aesthetic and spiritual powers of the human being. In the historical development of
man, education has been the right of a privileged few. It is only in recent centuries that
education has come to be recognized as a human right. All have equal right to be
educated as education has become sine qua non of civilization.

The educational institution is composed of the school, teachers, curriculum,

and the students. Each aspect is working side by side to support the other aspects
accurately. School plays a significant role in the educative process. It is considered as an
instrument to reshape community and build a good society, to produce quality people by
means of shaping the learner’s attitude and behavior influenced by the teacher. It is the
school that fulfills the social responsibility of preparing the individuals for the future by
(a) fitting him in the society that he lives in (adjustive function) and (b) enabling him to
use his knowledge and creative powers to improve this society (constructive function).

The effectiveness of teaching is measured by the extent to which teachers

are successful in producing desirable changes in the attitudes and behaviors of the
students. To pursue these objectives, the teacher needs a satisfactory philosophy of
education which incorporates in teaching to influence the student’s attitudes and behavior
to become a better person. In other words, the teacher plays an important role in the
desired transformation and improvement of the people. Curriculum represents a set of
desired goals or values that is activated through a development process and culminates in
successful learning experiences for students (Wiles & Bondi,2007).

The curriculum also defines the specific knowledge, behavior, and attitudes
needed to create a healthy and educational environment for the student, who is
considered a fundamental factor to build the future. Finally, the role of the students
in the educative process is the knowledge he acquires in the classroom, which he can
use to influence other people in the community and transform the society into building a
better nation. The quest for quality education is the basis of all society to achieve stability,
progress and prosperity.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY OF EDUCATION

A philosophy of education is a statement of point-of-view, a

generalized theory of education which is recognized by teachers, parents
and learners. It evolves from the understanding of one’s being.
The philosophy of education is defined in the 1987 Constitution,
Article XIV:

Section 1. The State shall protect and promote the right of all
citizens to quality education at all levels, and shall take appropriate
steps to make such education accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and

integrated system of education relevant to the needs of the people
and society;

(2) Establish and maintain a system of free public education in the

elementary and high school levels. Without limiting the natural
right of parents to rear their children, elementary education is
compulsory for all children of school age;

(3) Establish and maintain a system of scholarship grants, student

loan programs, subsidies, and other incentives which shall be
available to deserving students in both public and private schools,
especially to the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning

systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community
needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth

with training in civics, vocational efficiency, and other skills.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY OF EDUCATION

The Universal Declaration of Human Rights, adopted by the

general assembly of the United Nations, is also a fertile source if
educational direction. The part directly concerned with education is
Article 26, which is quoted as follows:

(1) Everyone has the right to education. Education shall be free, at

least in the elementary and fundamental stages. Elementary
education shall be compulsory. Technical and professional
education shall be made generally available and higher education
shall be equally accessible to all on the basis of merit.

(2) Education shall be directed to the full development of the

human personality and to the strengthening of respect for human
rights and fundamental freedoms. It shall promote understanding,
tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for
the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that
shall be given to their children.

On the other hand, the objectives of UNESCO are stated in the four
pillars of education: (1) learning to know, (2) learning to do, (3)
learning to live together, and (4) learning to be.

"Learning to know" is combining a sufficiently broad

general knowledge with the opportunity to work in depth on a
small number of subjects. This also means learning to learn
(autonomous learning), so as to benefit from the opportunities
education provides throughout life. In "learning to do," one
acquires not only an occupational skill but also the competence to
deal with many situations and work in teams. It also means
learning to do in the context of young people’s various social and
work experiences, which may be informal—as a result of the local
and national context—or formal—involving courses, alternating
study and work.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY OF EDUCATION

One "learns to live together" by developing an

understanding of other people and an appreciation of
interdependence, carrying out joint projects and learning to manage
conflicts in a spirit of respect for the values of pluralism, mutual
understanding, and peace. One "learns to be" so as to better develop
one’s personality and be able to act with ever greater autonomy,
judgment, and personal responsibility. In this connection,
education must not disregard any aspect of enhancing the qualities
of the individual: memory, reasoning, aesthetic sense, physical
capacities, and communication skills.

Based on the four pillars of education, what is important

is the holistic growth of the learner—intellectual, emotional, social,
physical, and spiritual—for him to be able to transform into a useful
member of society, one who not only understands the alphabet but
also knows how to be a good, peace-loving, law-abiding citizen, and
a patriotic Filipino. Traditionally, early schooling aims to teach a
student how to read and write a-bc and how to count 1-2-3. But
one must note that the most important goal of education is that of
enabling the learner to live a full, self-fulfilled life, just as how God,
the Creator if life, means it to be.

Among the personnel designated by society to enable the

schools to carry out its education function, the teacher takes on a
primary role. Teachers are responsible in educating the youth, as
stated in the 1987 Constitution, Article XIV:

1. Second Parents.

Teachers may influence the behavior and character of

students, as they are second to none in doing the noble service of
rearing good citizens and future leaders of our nation. To a great
extent, the quality of education depends on the ability of the
teacher and the standard of teaching he or she uses.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY OF EDUCATION

2. Heart of the Educational System.

The teacher is the key to the learning process as they have

the biggest impact on student learning and performance. A school
may have the best facilities and excellent learning tools but if its
teachers are inefficient and incompetent, the whole educational
program would collapse.

With the foregoing statements, it must be noted that

Philippine educational philosophy emphasized on the development
of the Filipino people to become productive citizens in society. It is
also stated in the provisions of the 1987 Constitution that education
is one of the highest priorities of the national government, because
through education people will obtain better physical and
intellectual training that will enable them to achieve greater dignity
and progress.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY
THE TEACHER AS OF
A PERSON
EDUCATION

The teacher is the representative of the content and the

school. How a teacher presents himself makes an impression on
administrators, colleagues, parents, and students. Often a
student links the preference to a particular subject to a teacher
and the way the subject was taught. A teacher who shows
enthusiasm and competence for a content area may transfer
those feelings to the students. The teacher’s personality is
one of the first sets of characteristics to look for in an
effective teacher.

Several studies have been made of the abilities and

attributes of an effective teacher and the relative desirability
of various traits for success in teaching. The following are
some of the abilities which the teacher must have. (Lipson,
Joseph 1973)

a. The teacher should be an intellectual model

for students.

b. The teacher should have attributes, opinions and

emotions which help, rather than inhibit, the
student’s learning.

c. The teacher should be able to determine the

appropriateness of student behavior, and arrange
proper contingencies for various behaviors,

d. The teacher should be able to employ a complex

and varied system of allocating resources.

e. The teacher should be a selective knowledge

source both of knowledge regarding
instructional strategies and information of direct
use to the student.

f. The teacher must be able to collect, organize and

interpret data, using the data as bases for
decision-making.

g. The teacher should be able to plan an educational

program which will assist each student’s career
development.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY OF EDUCATION
PRE-COMPETENCY CHECKLIST
EDUC 7: The Teaching Profession
1st Semester 2020 – 2021

Name: ________________________________ Date: ______________

Year and Section: _______________________

Inventory of Philosophies of Education

As you read through the following statements about schools and teaching, decide how
strongly you agree or disagree. Then, write your response to the left of each statement,
using the following scale:

5 - Strongly Agree
4 - Agree
3 - Neither Agree nor Disagree
2 - Disagree
1 - Strongly Disagree

_____ 1. A school curriculum includes the essentials that the students should know.
_____ 2. A school curriculum deals with time-tested ideas.
_____ 3. Field trips, internships, and practicum connect classroom theories to the real
world.
_____ 4. School should develop among the students the ability to solve social
problems.
_____ 5. The student should decide what he wants to learn and when to learn it.
_____ 6. Students could be promoted to the higher level only when they have
mastered the key materials.
_____ 7. Schools should develop students’ ability to think, analyze, and reason out.
_____ 8. Teachers must emphasize to the students the relation of their learning to real
world.
_____ 9. School should teach students how to recognize problems in society and work
for the solutions to alleviate them.
_____ 10. Students who do not want to study should not be forced to do so.
_____ 11. Teachers should require students to work hard and master academic
lessons taught to merit grades.
_____ 12. Learning should be appreciated for its own sake. It is about solving
problems and memorizing facts.
_____ 13. The experiences and needs of the students should be considered in
preparing for curriculum.
_____ 14. Schools should develop among the student’s respect for ethnic and racial
groups.
_____ 15. The purpose of school is to help students understand themselves and find
their own place in the world.
_____ 16. To be able to compete in the global village, schools must raise standards for
academic requirements to produce competent graduates.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY OF EDUCATION

_____ 17. Teachers must prescribe the use of Great Books because they contain
insights related to the issues at present.
_____ 18. Schools should include opportunities for social interaction in the curriculum.
_____ 19. Schools should develop political literacy among the students so they can
use it to improve the quality of life.
_____ 20. The primary function of the school is to provide students options and
choices to decide for themselves.
_____ 21. Schools must encourage students to memorize basic facts about people
and events that shaped history.
_____ 22. The teacher’s main objective is to help students unlock the insights gained
over time, so they can learn from the great thinkers of the past.
_____ 23. Students should be active participants in the learning process.
_____ 24. Teaching means identifying a new list of Great Books relevant to the
present times which would prepare students to create a better society than their
ancestors.
_____ 25. Teachers should assist the students in discovering themselves and
developing their own personal values, even when conflict with others’ values.

Interpreting Your Response:

Now than you have responded to the items, write the number of your response to each
statement in the spaces below. Add the numbers in each column to determine your
attitude towards the educational philosophies. The highest possible score in any
column is 25, and the lowest is 5. Scores in the 20’s indicate strong agreement and
scores below 10 indicate disagreement with the tenets of a particular philosophy.

A B C D E
Essentialism Perennialism Progressivism Social Existentialism
Reconstructionism
1. _____ 2. _____ 3. _____ 4. _____ 5. _____
6. _____ 7. _____ 8. _____ 9. _____ 10. _____
11. _____ 12. _____ 13. _____ 14. _____ 15. _____
16. _____ 17. _____ 18. _____ 19. _____ 20. _____
21. _____ 22. _____ 23. _____ 24. _____ 25. _____

Compare your 5 scores. What is your highest? What is your lowest? To what philosophy
do you strongly adhere to? You may notice that your philosophical learning, as identified
by your responses, reflect your general outlook or philosophy.

EDUC 7: THE TEACHING PROFESSION

THE TEACHER'S PHILOSOPHICAL HERITAGE:
THE PHILOSOPHY OF EDUCATION

EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
Teachers are typically held in higher moral standards than
the general public. In dealing with students, we must be careful
about how to act and what to say. This section examines the
different philosophies that originate in the historical foundations
of education.

Philosophy of education is a set of related beliefs that

influence what and how students are taught. Teachers’
philosophy of education guides their behavior or performance in
the classroom.

IDEALISM
Idealism contends that reality lies in our consciousness or
our intellect. Idealists believe that perfect knowledge of the ideal
resided outside humans as an Absolute or as God. They believe
that the spiritual essence or soul is the permanent element of
human nature that gives them the power to think and feel. They
believe that the ideas that make-up reality have already existed in
the mind of the Absolute or God so that when we know something,
it means we have reached our conscious understanding of these
ideas.

Idealism envisions schools that are intellectual centers of

teaching and learning, where teachers guide the students to realize
their intellectual potential and appreciate the finest and enduring
achievements of culture.

Idealist Teachers believe that the schools are the

repositories of eternal truth which have organized the hierarchical
curriculum in education. On the top of this hierarchy are the most
important subjects that cultivate abstract thinking such as
Philosophy, Theology and Mathematics. These teachers are
advocates of the use of Socratic method is mainly utilize in order
to stimulate consciousness as logic is encouraged in organizing
lessons. They assert that teachers should lead exemplary lives and
serve as models for students to imitate. They also believe that the
Internet can make the great book accessible to all, but technology
should be the means rather than the end in transmitting knowledge.

04 EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
REALISM
Realism advocates that reality is outside of our minds.
They are not internal to our minds as idealists claim. Realists
believe that the objects we perceive exist independently of the
mind; that whether or not we perceive these objects, they really
exist in the world. Realists assert that the human mind can know
about the real worlds and that knowledge is a reliable guide to our
behavior.

For the realists, the purpose of education is to teach about

the world in which they live, and that the most accurate and
efficient way of learning is through the curriculum of organized
and classified subject-matter discipline.

Realist Teachers believe that teachers should be equipped

with a wide repertoire of methods in teaching to achieve their goals.
Their primary responsibility is to bring students’ ideas about
the world into reality. They assert that deductive and inductive
logic, and the scientific methods are reliable means to discover
knowledge. Also, they believe that the inclusion of non-academic
activities interferes with the school’s primary purpose as a center
of disciplined academic inquiry. They believe in the use of
technology as an aid in learning and recommend computer
programs to be as "realistic" and effective as possible.

PRAGMATISM
Pragmatism evaluates the truth and meaning of ideas
according to their physical consequences and practical value. It
emphasizes the need to test the validity of these ideas by acting on
them. The best way to validate ideas empirically is by using the
scientific method. For pragmatists, if something works, it is true.

04 EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
PRAGMATISM
John Dewey, a pragmatist, related education as preparation
for life. He believed that the function of education was to enhance
human potential to be able to adapt to a constantly changing world.
Students should be trained to construct knowledge as they interact
in the world. Pragmatists believe that students should be
encouraged to do researches and apply them to the solution of a
problem.

Pragmatist Teachers believe that education is an

experimental process—a method of solving problems that
challenge people as they interact with the world. For them,
children should learn how to make difficult decisions by
considering the consequences of their actions on others. Education
should focus in real-life problems so that learners will be prepared
to live fully and effectively in society. Students should learn the
process of problem-solving rather than by being passive learners
as knowledge is being transmitted to them. They are advocated of
collaborative learning where students share their interests and
problems.

Interdisciplinary education is better than departmentalized

curriculum in education. These teachers also believe in takings
risk in education to achieve their goal, in values- clarification
rather than blindly accepting inherited values. They assert that
communication technologies such as e-mail and internet provide
opportunities to share ideas, insights, and experiences.

PERENNIALISM
Perennialists assert that the primary purpose of education is
to bring students in contact with the truth by cultivating their
intellect and sense of rationality or reasoning power, they contend
that there are principles that students need to learn like the
universality of truth, the importance of rationality and the power
of aesthetics. They also propose the study of religion to encourage
ethical behavior.

04 EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
PERENNIALISM
Perennialists urge that student read the Great Books—
works by history’s finest thinkers and writers and
develop their understanding of the concepts about human
knowledge. They oppose the inclusion of non-academic subjects
in the curriculum because they defeat the primary purpose of the
school which is to develop students intellectually. They endorse
subject-matter curriculum loaded with cognitive subjects that
develop rationality and morality.

Perennialist Teachers believe that teachers are the

intellectual mentors and models for their student. Fundamental
skills such as reading, writing, computation and research be
developed starting the elementary grades to prepare them for
lifelong learning. Subject with human concern like history,
literature, drama, and art should be included in the secondary
school curriculum. Perennialist teachers’ role is to sharpen the
students’ intellectual powers and enhance their moral qualities.
They believe that electronic version of great books and other
classics maybe viewed by larger audience but this could not be a
substitute for reading the classics.

ESSENTIALISM
Essentialism as an educational philosophy is grounded in the
oldest and most commonly accepted philosophy found in the public
school. Its root word, "essential," implies that certain studies are
more crucial than others. As a formal movement, it was
popularized in the 1930s by the American educator William
Bagley (1874-1846). The philosophy itself had been the dominant
approach to education in America from the beginnings of
American history. Essentialists, often called traditionalists or
conservatives, believe that literacy had a broad meaning. It
involves first a skill in reading, but it also implies an enlargement
of ideas and intelligent judgment concerning preservation of a
democratic society.

04 EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
ESSENTIALISM
On the whole, the essentialists’ principles derive from
the back-to-basics movement which occurs in education on a
cyclical basis. Back-to-basic means that learning should focus on
basic skills, such as reading, writing, and mathematics. On the
other hand, the role of schools should concentrate on the essential
skills and subjects that contribute to literacy and to social and
intellectual efficiency. In back-to-basics proponents, the teacher
must be well prepared and accountable for children’s
learning. Regular assignments, homework, recitations, and
frequent testing and evaluation should be standard practice.

Essentialist teachers, preferring a structured curriculum,

seek to transmit cultural heritage to students by means of
carefully sequenced basic skills and subjects. The teacher is to be
a specialist in subject-matter content and skilled in organizing it
into instructional units.

PROGRESSIVISM
Progressive education was part of the general reform
movement in American life in the nineteenth century. Political
progressives such as Robert La Follette and Woodrow Wilson
wanted to curb powerful financial and industrial trusts and
monopolies to make the democratic political system truly operative.
On the other hand, progressive education gained impetus from a
rebellion against traditional schooling. Educators such as G.
Stanley Hall, Francis Parkey, and William H. Kilpatrick argues
against mindless routine, rote memorization, and authoritarian
classroom management.

Progressivism is often associated with John

Dewey’s pragmatism. It views that all learning should focus on
the child’s interest and needs. In Dewey’s "Democracy and
Education," he expounded that a truly progressive education needed
a philosophy based upon experience, the interaction of the person
with his environment.

EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
PROGRESSIVISM
Progressive education is best reflected by numerous theories
and practices in both public and private schools. The list is
significant (Traverse et al., 1995):

○ The open classroom

○ Individual instruction
○ Self-paced instructional materials
○ Grouping by needs and interest
○ Affective education
○ Problem-based curricula, such as themes focusing on
the environment, social issues, and political questions
○ Vocational or career education
○ Counseling

Progressivism is an educational philosophy emphasizing

curricula that focuses on real world problem-solving and individual
development. Moreover, progressive schools emphasize
children’s freedom and others stressed social reform. Yet they feel
that children’s readiness and interests, rather than
predetermined subjects, must shape curriculum and instruction.

Teachers who follow progressive principles are

instructionally flexible, using a repertoire of learning activities
that includes problem solving, field trips, and creative expression.
Above all, progressive teachers see that teaching-learning process
as active, exciting, and ever-changing. As educational community
builders, progressive teachers want students to work
collaboratively on projects based on their shared experiences.

04 EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
SOCIAL RECONSTRUCTIONISM
A reconstructionism perspective looks to construct society
by integrating new technological and scientific developments with
those parts of the culture that remain viable. According to the
reconstructionist analysis, human civilization made a great
technological transition when it moved from an agricultural and
rural to an urban and industrial society. However, ideas and values
from the pre-industrial period have persisted into the modern era.

The proponents of reconstructionism are George

Counts and Harold Rugg in the 1930s. they saw the school as the
lever of social reform. The transmission of cultural heritage was
not the major function of the school. Rather, it was the
reformation of society, specifically the reconstruction of
American society. These educational activists of the 1930s
believed strongly that the age of individualism was ending. An
age marked by integration of a social life, collective planning,
and control was beginning.

In the reconstructionist view, the teacher’s

responsibility is to help reduce the cultural gap between
technology and values of the individual, education is
designed to awaken the students’ consciousness about social
problems and to engage them actively in solving those problems.
It urges the teacher to lead their students on a searching
examination of culture and society, both domestically and
globally, and to encourage students to investigate controversial
issues in religion, economics, politics, and education in order to
develop alternatives to the conventional wisdom. In other words,
the goal of reconstructionists is to provide a larger sense of
national identity and purpose.

Like the pragmatists and progressives, social

reconstructionists see knowledge as an instrument to be used for a
purpose. The knowledge areas that are particularly useful are the
social sciences, including anthropology, economics,sociology,
political science, and psychology. These disciplines provide
insights and methods for planning social change (Ornstein, 1997).

04 EDUC 7: THE TEACHING PROFESSION

PHILOSOPHIES
EXISTENTIALISM
Existentialism is a philosophy that emphasizes the
subjectivity of human experience. It is more a process a
philosophizing than it is a philosophy. Existentialism asserts that
the purpose of education is to help students find meaning and
directions in their lives.

Existentialists author, Jean-Paul Sartre often quoted the

phrase "Existence precedes essence," meaning, we owe our
existence to nature but we define ourselves through our action. We
create our own essence by making our personal choices. When we
are thrust into choice-making situations, we are what we choose to
be. We must take responsibility for our choices. Existentialists
maintain that we create our own definition and make our own
essence by making personal choices in our lives.

Existentialist Teachers believe that the purpose of

education is to awaken our consciousness about our freedom to
choose and to create our own self-awareness that contributes to our
identity. Students should be trained to philosophize, to question,
and to participate in dialogues about the meaning of life. Self-
expression, creativity, self-awareness, and self-responsibility
should be developed in the students. These teachers believe that
open classrooms maximize freedom of choice. They are advocates
of self- directed instruction as students should decide what they
want to learn and when to learn it.

04 EDUC 7: THE TEACHING PROFESSION

DESIRABLE TEACHING ATTRIBUTES

The teachers’ role in society is both essential and

significant. Having the greatest influence over the students and
the community, they are expected to play the lead roles in the
building of an intelligent and responsible citizenry, they perform
various roles and responsibilities in a society as the architect of
the future generation.
Teaching children for self-directed learning can
sometimes prove to be a "heroic task," at other times
momentarily disheartening, considering the growing diversity
in children’s characteristics. There is a great demand on the part
of instruction providers to be equipped with essential teaching
skills in order to enable them to reach the lifelong goal of
continued learning. Undoubtedly, these critical thinking skills
point to the teacher’s domain—their personal attributes and
attitudes, teaching competence and mastery of variety of
teaching strategies. These skills are closely interrelated and the
influence of one on the other is widely accepted.

CARING ATTITUDE
Attitude constitute the basic attributes that could make
teaching effective and productive. A caring attitude is expressed
through a thorough understanding of how the students feel and
react. A teacher who cares is ready to spend time with her
students and listen to their stories of successes and failures, help
them with difficult tasks and consistently provide a supportive
and safe learning environment. He/she is willing to share
resources to those in dire need and knowledge to the less capable,
a strong feeling of togetherness is essential if her goal is to
arouse and sustain the learners’ natural motivation and desire to
learn. The very thought that someone in the class shows concern
and attention encourages the learners to reciprocate by trying
their best to be diligent and mindful with their studies.

EDUC 7: THE TEACHING PROFESSION 05

DESIRABLE TEACHING ATTRIBUTES

ENTHUSIASM, HUMOR AND WARMTH

There is nothing that can influence and inspire children to
"move and follow" other than a teacher’s spontaneous
enthusiasm and energy. A smile evokes a pleasant feeling. Wit
and humor set a good mood and spirit among children. It can
soothe their feelings momentarily. It therefore is not surprising if
a teacher with a happy mix of these traits can make every
learning event something to look forward to with eagerness and
fun. The rapport he/she created can be matched by a lively and
friendly atmosphere, conducive to animated discussions of the
lesson.

HONESTY AND SINCERITY

A teacher can easily develop these traits by modelling.
He/she is stickler to truth in her words and actions. He/she
is genuinely straightforward and offers assistance
wholeheartedly. Easily, she could make teaching a pleasant,
satisfying and enriching experience that could transform to a
lasting learning.

OPEN MINDEDNESS
A respect for opinions and ideas expressed by students open
avenue for unrestricted search for information and evidence. They
are encouraged to resolve issues and problems in a democratic
way. Learning becomes an insightful experience for them based
on an exhaustive consideration of other individuals’
findings and explanations. Such brings about an ideal teaching
situation, wherein they develop the same attitude and disposition.
EDUC 7: THE TEACHING PROFESSION 05
DESIRABLE TEACHING ATTRIBUTES

FAIRNESS AND IMPARTIALITY

A teacher who treats all her students in a fair and just manner
can easily win their respect and cordiality. Being impartial and
unbiased in judging their works and study habits will instill a
positive feeling and willingness to participate in class
undertakings. Students are sensitive to discrimination, such that
preferential treatments can result to negative responses and
indifference. Objective suggestions are easily accepted and
gratefully acknowledged. It inculcates self-confidence and a
friendly attitude among students.

MASTERY OF TEACHING METHODOLOGIES

The skill in selecting the right strategies in the context of a

particular lesson is critical. The teacher has mastered this ability
through sharp and incisive observation of how students learn.
His/her long convincing experiences regarding the factors that
influence the choice of a strategy must have been honed to near
perfection otherwise its use cannot be expected to promote
learning. Numerous studies have shown that there is no best
strategy that could work in a milieu of differing student
background and characteristics. The choice lies in
his/her analytical, discriminating and sensitive appraisal of all
the known factors that fringe upon teaching and learning. A wide
experience gained through varying teaching procedure will come
in handy in the many situations he/she will be confronted
with and decisions that he/she will have to make.

EDUC 7: THE TEACHING PROFESSION 05

TEACHING PROFICIENCY

Aside from processing the skill in selecting the strategy to be employed, the
teacher’s teaching proficiency contributes immensely the every lesson’s
success. Planning, implementation and evaluating a daily lesson are tasks that
necessitate a smooth integration of the content to be studies and the learning activities that
will be undertaken. In the end a diagnostic skill could help in predicting his/her future
performances. A single lesson that she presents everyday is a cycle that could test
whether she can perform ―what-when-and-how‖ regimen of teaching and learning with
utmost assurance and expertise. Only then will competent teachers be able to deliver the
best guaranty of high quality student achievement. In order for teachers to be successful in
their chose profession, they must possess the following personal qualities and attributes.

PERSONAL QUALITIES
Good Personality. Personality refers to the character and
appeal the teachers exude as the walk and relate with others.
Good personality serves as inspiration to the students. They
are motivated to learn and get involved in the learning process
under teachers who have pleasing personality.

Honest. Honest teachers possess good sense of value. They are

trustworthy and viable to manifest integrity as professionals.

Enthusiastic. Enthusiastic teachers have pleasant outlook,

optimism and sense of humor.

Caring. This quality includes being compassionate and

interested to others. It is expressed through understanding how
other people feel and react.

Role Model. Teachers shall serve as models of good behavior

and set good example for others to emulate.

Fair. Fairness denotes impartiality, open-mindedness and

objective judgment and decision-making.

Friendly. Friendly teachers demonstrate pleasant, warm-

hearted, and loving relation with their students.

EDUC 7: THE TEACHING PROFESSION 05

TEACHING PROFICIENCY

PERSONAL QUALITIES
Respectful. Being respectful means being well-behaved. Teachers
show politeness and courtesy in dealing with their students and
the public.

Dedicated. The teachers are devoted, loyal and committed to the

profession.

Creative. Creative teachers do things on their own way. They

have the ability to create new and original ideas. They are able
to influence their students to be creative themselves.

Flexibility. Flexibility is the ability of teachers to adapt to

situations. They do not easily get disturbed or upset when
unexpected situations and problem arise.

PROFESSIONAL ATTITUDES

Empathy towards students

Commitment and dedication to the profession

Reflective practitioner
Passion for teaching

Teachers are professionals. They belong to a profession which society regard as

noble and dignified.

A profession is an occupation that claims exclusive technical competence, service,

ideals and ethics of professional conduct. A profession is the application of intellectual
technique to the ordinary business of life acquired as a result of prolonged and specialized
training.
EDUC 7: THE TEACHING PROFESSION 05
TEACHING PROFICIENCY

THE FOLLOWING ARE CERTAIN CRITERIA

FOR PROFESSIONAL TEACHERS

1. Professional Academic Preparation. Teachers have

finished a four-year degree course in education.

2. Licensure and Commitment to the Service. Teachers are

licensed professionals as certified by the Professional
Regulation Commission (PRC). They possess extensive
knowledge in their own field and are committed to the
service of the youth.

3. Public Service and Altruism. Teachers are aware that

teaching is service. They entered the profession in the
hope that they could help influence the students to
become better persons and live more meaningful life.

4. Legal Practice of the Profession. The teaching profession is

recognized by the government as its partner in educating
the youth. Society views the teachers as the second parents
of their children.

5. Adherence to Professional Ethics. Teachers are governed

by the Code of Ethics for Professional Teachers. The code
provides for ethical behavior expected of the teachers for
discipline purposes.

6. Membership to Professional Organizations. Professional

organizations have been organized for teachers to take care
of their welfare.

EDUC 7: THE TEACHING PROFESSION 05

TEACHING PROFICIENCY
WEEK 2-3 EXPLORE
EDUC 7: The Teaching Profession
1st Semester 2020 – 2021

Name: _____________________________________ Date: ______________

Year and Section: _______________________

TASK 1. Comparison Matrix of Philosophies of Education

Identify classroom applications of the discussed educational philosophies. Present

your answers through the table below.

Traditional Perennialism Essentialism Progressivism Postmodernism Social

Philosophies (Idealism, (Idealism, (Pragmatism) (Existentialism) Reconstructivism
Most Realism) Realism)
Closely
Related
Educational
Goals
Curriculum
Role of the
Teacher
Teaching
Methods
Learning
Environment

Assessment

EDUC 7: THE TEACHING PROFESSION 05

TEACHING PROFICIENCY

Task 2: Teachers Web of Roles and Responsibilities

Develop a web of the roles and responsibilities of professional teachers in society.

EDUC 7: THE TEACHING PROFESSION 05

TEACHING PROFICIENCY
POST-COMPETENCY CHECKLIST
EDUC 7: The Teaching Profession
1st Semester 2020 – 2021

Name: ________________________________ Date: ______________

Year and Section: _______________________

This activity will give you opportunity to bring the various aspects of this unit together.

Answer the questions that follow.

1. Have you completed reading the lectures for Module 1 on The Philosophies of
Education?

2. Have you completed reading the lectures for Module 1 on Teaching as a

Vocation, Mission and Profession?

Make your own philosophy of education.

EDUC 7: THE TEACHING PROFESSION 05

TEACHING PROFICIENCY

EDUC 7:
THE TEACHING

Philippine Professional
Standards for Teachers
(PPST)
EDUC 7: THE TEACHING PROFESSION 05
TEACHING PROFICIENCY
PRE-COMPETENCY CHECKLIST
EDUC 7: The Teaching Profession
1st Semester 2020 – 2021

Name: ________________________________ Date: ______________

Year and Section: _______________________

Your Future Plan as a Teacher

Read some of the following prompts to think about where you hope to be. Input your
answer in the space provided.

One year from today:

Five years from today:

Ten years from today:

Fifteen years from today:

Twenty years from today:

The following served as references for this module.

23 Pila, R. A., et.al. (2013). The Teaching Profession in the Philippines. Anvil Publishing, Inc.
Lim, L.S., et.al. (2014). The Teaching Profession. Adriana Publishing Co., Inc. Salandanan, G. G.
(2012). Teaching and the Teacher (Revised Edition). Lorimar Publishing, Inc.

EDUC 7: THE TEACHING PROFESSION 05

 ROLE OF TEACHERS
TEACHING PROFICIENCY

Teachers play a crucial role in nation building. Through quality

teachers, the Philippines can develop holistic learners who are
steeped in values, equipped with 21st century skills, and able to
propel the country to development and progress. This is in
consonance with the Department of Education vision of producing:
"Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and
contribute meaningfully to building the nation" (DepED Order No.
36, s. 2013).

Evidences show unequivocally that good teachers are vital to

raising student achievement, i.e., quality learning is contingent upon
quality teaching. Hence, enhancing teacher quality becomes of
utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global

frameworks such as the K to 12 Reform and the ASEAN integration,
globalization, and the changing character of the 21st century
learners necessitate improvement and adaptability of education,
and a call for the rethinking of the current teacher standards.

EDUC 7: THE TEACHING PROFESSION EDUC 7: THE TEACHING PROFESSION

05
PROFESSIONAL STANDARDS FOR
TEACHING PROFICIENCY
TEACHERS

The Philippine Government has consistently pursued

teacher quality reforms through a number of initiatives. As a
framework of teacher quality, the National CompetencyBased
Teacher Standards (NCBTS) was institutionalized through
CHED Memorandum Order No. 52, s. 2007 and DepED Order
No. 32, s. 2009. It emerged as part of the implementation of the
Basic Education Sector Reform Agenda (BESRA), and was
facilitated by drawing on the learning considerations of
programs, such as the Basic Education Assistance for Mindanao
(BEAM), the Strengthening Implementation of Visayas
Education (STRIVE) project and the Third Elementary
Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed
the landscape of teacher quality requirements in the
Philippines. The reform process warrants an equivalent
supportive focus on teacher quality – high quality teachers
who are properly equipped and prepared to assume the roles
and functions of a K to 12 teacher.
The Philippine Professional Standards for Teachers,
which is built on NCBTS, complements the reform initiatives
on teacher quality from pre-service education to in-
service training. It articulates what constitutes teacher
quality in the K to 12 Reform through well-defined domains,
strands, and indicators that provide measures of professional
learning, competent practice, and effective engagement. This
set of standards makes explicit what teachers should know,
be able to do and value to achieve competence, improved
student learning outcomes, and eventually quality
education. It is founded on teaching philosophies of
learner- centeredness, lifelong learning, and
inclusivity/inclusiveness, among others.
The professional standards, therefore, become a public
statement of professional accountability that can help
teachers reflect on and assess their own practices as they
aspire for personal growth and professional development.

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TEACHER QUALITY IN
TEACHING PROFICIENCY
THE PHILIPPINES

The Philippine Professional Standards for Teachers defines teacher quality

in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At the same
time, the standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers
to be effective in the 21st Century in the Philippines. Quality teachers in the
Philippines need to possess the following characteristics:

recognize the importance of mastery of content knowledge and

its interconnectedness within and across curriculum areas,
coupled with a sound and critical understanding of the
application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research.
They display proficiency in Mother Tongue, Filipino and English to
facilitate the teaching and learning process, as well as exhibit the
needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning
outcomes.

provide learning environments that are safe, secure, fair

and supportive in order to promote learner responsibility
and achievement. They create an environment that is learning-
focused and they efficiently manage learner behavior in a
physical and virtual space. They utilize a range of
resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions
geared towards the attainment of high standards of learning.

establish learning environments that are responsive to

learner diversity. They respect learners’ diverse
characteristics and experiences as inputs to the planning
and design of learning opportunities. They encourage the
celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all
learners to be successful citizens in a changing local and global
environment.

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TEACHER QUALITY IN
TEACHING PROFICIENCY
THE PHILIPPINES

interact with the national and local curriculum requirements.

They translate curriculum content into learning activities that
are relevant to learners and based on the principles of effective
teaching and learning. They apply their professional knowledge to
plan and design, individually or in collaboration with
colleagues, well structured and sequenced lessons that are
contextually relevant, responsive to learners’ needs and
incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation,
understanding and achievement.

apply a variety of assessment tools and strategies in monitoring,

evaluating, documenting and reporting learners’ needs, progress
and achievement. They use assessment data in a variety of
ways to inform and enhance the teaching and learning
process and programs. They provide learners with the necessary
feedback about learning outcomes that informs the reporting
cycle and enables teachers to select, organize and use sound
assessment processes.

establish school-community partnerships aimed at enriching

the learning environment, as well as the community’s engagement
in the educative process. They identify and respond to
opportunities that link teaching and learning in the classroom
to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and
fulfill their obligations in upholding professional ethics,
accountability and transparency to promote professional and
harmonious relationships with learners, parents, schools and the
wider community.

value personal growth and professional development and exhibit

high personal regard for the profession by maintaining qualities
that uphold the dignity of teaching such as caring attitude,
respect and integrity. They value personal and professional
reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development
for lifelong learning.

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 7 DOMAINS
TEACHING PROFICIENCY

DOMAIN 1, CONTENT KNOWLEDGE AND PEDAGOGY

Composed of seven strands:

Content knowledge and its application within and across curriculum

areas
Research-based knowledge and principles of teaching and learning
Positive use of ICT
Strategies for promoting literacy and numeracy
Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
Mother Tongue, Filipino and English in teaching and learning
Classroom communication strategies

DOMAIN 2, LEARNING ENVIRONMENT

Composed of six strands:

Learner safety and security

Fair learning environment
Management of classroom structure and activities
Support for learner participation
Promotion of purposive learning
Management of learner behavior

DOMAIN 2, LEARNING ENVIRONMENT

Composed of five strands:

Learners’ gender, needs, strengths, interests and experiences

Learners’ linguistic, cultural, socio-economic and religious
backgrounds
Learners with disabilities, giftedness and talents
Learners in difficult circumstances
Learners from indigenous groups

EDUC 7: THE TEACHING PROFESSION 05

 7 DOMAINS
TEACHING PROFICIENCY

DOMAIN 4, CURRICULUM AND PLANNING

Composed of five strands:

Planning and management of teaching and learning process

Learning outcomes aligned with learning competencies
Relevance and responsiveness of learning programs
Professional collaboration to enrich teaching practice
Teaching and learning resources including ICT

DOMAIN 5, ASSESSMENT AND REPORTING

Composed of five strands:

Design, selection, organization and utilization of assessment

strategies
Monitoring and evaluation of learner progress and achievement
Feedback to improve learning
Communication of learner needs, progress and achievement to
key stakeholders
Use of assessment data to enhance teaching and learning
practices and programs

DOMAIN 6, COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

Composed of four strands:

Establishment of learning environments that are responsive to

community contexts
Engagement of parents and the wider school community in the
educative process
Professional ethics
School policies and procedures

EDUC 7: THE TEACHING PROFESSION 05

 7 DOMAINS
TEACHING PROFICIENCY

DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Composed of five strands:

Philosophy of teaching
Dignity of teaching as a profession
Professional links with colleagues
Professional reflection and learning to improve practice
Professional development goals

CAREER STAGES
Teacher professional
development happens in a
continuum from beginning to
exemplary practice. Anchored on
the principle of lifelong learning,
the set of professional
standards for teachers recognizes
the significance of a standards
framework that articulates
developmental progression as
teachers develop, refine their
practice and respond to the
complexities of educational reforms.

The following statements, which define the work of teachers at different career
stages, make explicit the elements of high-quality teaching for the 21st century.
They comprise descriptors that have been informed by teachers’ understandings of
what is required at each of the four Career Stages. The descriptors represent a
continuum of development within the profession by providing a basis for attracting,
preparing, developing and supporting teachers.

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CAREER STAGES
TEACHING PROFICIENCY

CAREER STAGE 1

Beginning Teachers have gained the qualifications

recognized for entry into the teaching profession. They
have a strong understanding of the subjects/areas in
which they are trained in terms of content knowledge
and pedagogy. They possess the requisite knowledge, skills
and values that support the teaching and learning process.
They manage learning programs and have strategies
that promote learning based on the learning needs of their
students. They seek advice from experienced colleagues to
consolidate their teaching practice.

CAREER STAGE 2

Proficient Teachers are professionally independent in the

application of skills vital to the teaching and learning process.
They provide focused teaching programs that meet
curriculum and assessment requirements. They display
skills in planning, implementing, and managing learning
programs. They actively
engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement. They are reflective practitioners who
continually consolidate the knowledge, skills and practices
of Career Stage 1 teachers.

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CAREER STAGES
TEACHING PROFICIENCY

CAREER STAGE 3

Highly Proficient Teachers consistently display a high

level of performance in their teaching practice. They
manifest an in-depth and sophisticated understanding of
the teaching and learning process. They have high
education-focused situation cognition, are more adept in
problem solving and optimize opportunities gained from
experience. Career Stage 3 Teachers work collaboratively with
colleagues and provide them support and mentoring to
enhance their learning and practice. They continually seek
to develop their professional knowledge and practice by
reflecting on their own needs, and those of their colleagues
and students.

CAREER STAGE 4

Distinguished Teachers embody the highest

standard for teaching grounded in global best practices. They
exhibit exceptional capacity to improve their own teaching
practice and that of others. They are recognized as leaders
in education, contributors to the profession and initiators of
collaborations and partnerships. They create lifelong impact
in the lives of colleagues, students and others. They
consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They
exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in
the Philippines.

EDUC 7: THE TEACHING PROFESSION 05

VALUE OF PROFESSIONAL DEVELOPMENT
TEACHING PROFICIENCY
FOR TEACHERS

A teacher’s commitment to professional development is critical to the success

in the classroom. The public trusts teachers to hold themselves accountable as
they engage in reflection and self-analysis. Teachers must seek to improve continually
as they give their best to their students. Duke (1990) points out that "Professional
development is a dynamic process of learning that leads to a new level of understanding
or mastery and a heightened awareness of the context in which educators work that
may compel them to examine accepted policies and routines."

When you become a teacher, you will be a ―work in progress‖ rather than a
"finished product." In other words, a s teacher, you might decide that you need to learn
better ways to facilitate and assess critical thinking among your students.
Additionally, in pursuing professional development, opportunities to make better
contribution to the lives of students each year contribute to your profession in
broader ways and finally derive satisfaction from personal and professional growth.

MANAGING THE LEARNING

ENVIRONMENT

Classroom management refers to the teacher’s ability to create and maintain

orderly classrooms. Students learn less in classrooms that are disorderly, and research
indicates that disruptive students are a major source of teacher stress (Abell & Sewell,
1991). The importance of classroom management in effectively-run classrooms is clear.
One group of researchers concluded, "Effective behaviors, and enhanced use of
instructional time, all of which results in improved student achievement" (Wang et al.,
1993). Effective management is one of the key characteristics of an effective school,
and an orderly classroom increases students’’ motivation to learn. Commonly
overlooked in discussions of management and discipline is the role of effective
instruction. Effective teaching and classroom management are interdependent. It’s
virtually impossible to maintain an orderly classroom in the absence of effective
teaching, and effective teaching is impossible when students are disruptive.
EDUC 7: THE TEACHING PROFESSION 05
 MANAGING THE LEARNING
TEACHING PROFICIENCY
ENVIRONMENT

Stated below are the domains of teachers to become

effective in the teaching profession.

Ways to Become Effective Teachers (Adapted from the

California Department of Education, 1997, and the National
Board for Professional Teaching and Standards, 1998.

RULES AND TOOLS FOR

CLASSROOM DISCIPLINE
There are several strategies to discipline students.
However, no expert –and no books—in the world can tell you
the appropriate plan for disciplining your students. As a
teacher, you must teach authentically by means of developing
your own discipline program based on your personality,
preferences, and philosophy. Your lesson plans need to
consider the particular ages, characteristics, and strengths
of your students and their families, and reflect your
genuine appreciation for your students as individuals.

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RULES AND TOOLS FOR
CLASSROOM
TEACHING DISCIPLINE
PROFICIENCY

However, there are several strategies to create and maintain

a warm and respectful classroom:

1. Treat all learners with dignity and respect.

2. Actively prevent misbehavior.
3. View discipline as an opportunity to help students
develop independence.
4. Address discipline issues in multiple ways and on multiple levels.

Six Proactive Strategies that can Help you forestall much

of
students’ misbehavior:

1. Use of meaningful curriculum

2. Attend to students’ maturation and motivation
3. Establish yourself as an authority figure
4. Establish clear expectations
5. Keep things positive
6. Use nonverbal communication

TYPES OF INSTRUCTIONAL
MATERIALS

EDUC 7: THE TEACHING PROFESSION 05

TYPES OF INSTRUCTIONAL
MATERIALS
TEACHING PROFICIENCY

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TYPES OF INSTRUCTIONAL
MATERIALS
TEACHING PROFICIENCY

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TYPES OF INSTRUCTIONAL
MATERIALS

COMMUNITY AND SCHOOL

RELATIONS

Schools, as official members of the civic organizations in the Philippines, should

maintain strong relationship with the community and with the other community institutions.
They often serve as volunteer workers of the organizations. Being a teacher means being fully
supportive of the philosophy and practice of the community. As a Filipino citizen, we have to
show concern about the needs of communities by encouraging the application of learning.
It is also the responsibility of school officials and teachers to collect, organize, and present to
the public the facts necessary for adequate interpretation of the education needs of the
community, and to take on the leadership role in arriving at proposals to meet these needs.
The Parent-Teacher Association (PTA) is the most logically and convenient organization for
securing support of the educational programs of the school. This body is very valuable group
that serves as the link to learning and development of the students and the community
as well. It represents the community to the school administration and in turn interprets
the school to the community. Presently, the community was included in the association,
forming the Parent-Teacher Community Association (PTCA). In other words, the school
becomes the center of the community for progress and all related developmental activities.

EDUC 7: The Teaching Profession

 WEEK 4-5 EXPLORE
EDUC 7: The Teaching Profession
1st Semester 2020 – 2021

Name: _____________________________________ Date: ______________

Year and Section: _______________________

TASK 1. Discipline Program

Make your own discipline program to create a positive classroom management given
the following considerations.

1. Treat all learners with dignity and respect.

2. Actively present misbehavior.
3. View discipline as an opportunity to help students develop independence.
4. Address discipline issues in multiple ways and on multiple levels.

EDUC 7: The Teaching Profession

 POST-COMPETENCY CHECKLIST
EDUC 7: The Teaching Profession
1st Semester 2020 – 2021

Name: ________________________________ Date: ______________

Year and Section: _______________________

This activity will give you opportunity to bring the various aspects of this unit together.

Answer the questions that follow.

1. Have you completed reading the lectures for Module 2 on PPST?

2. Have you completed reading the lectures for Module 2 on the Value of
Professional Development for Teachers?

3. Have you completed reading the lectures for Module 2 on Managing the
Learning Environment?

4. Have you completed reading the lectures for Module 2 on Community-School

Relations?

5. Identify one professional development opportunity and explain its benefits to

an educator.

EDUC 7: The Teaching Profession

EDUC 7: The Teaching Profession
 ASSESSMENT 1
EDUC 7: The Teaching Profession
1st Semester 2020 – 2021

Name: ________________________________ Date: ______________

Year and Section: _______________________

The intent of this activity is for you to be able to demonstrate understanding of

the role of educators in the society, classroom and community.

Output: You shall make a Brochure as promotional material for an ideal school. The
brochure shall contain mission, vision, goals and objectives, and curriculum of an
ideal school. It may also contain the facilities and programs offered as well as
activities conducted in such school. Your Output will be rated according to the
following criteria.

EDUC 7: The Teaching Profession