Unit I.

The Teaching Profession: An Overview

Lesson 1:
Teaching as a Profession
Learning Outcomes:
1. Explained the concept of teaching as a profession;
2. Traced the historical development of teaching
Profession in the Philippines, and
3. Shared insights about the teaching profession in the
“new normal” context.
What does the word
“professional”
mean as reflected in the activity
that you just did?
 Occupation JOB Specialty

goals
self-fulfillment
one’s employment/lifework
Career/field of lifelong endeavor
 Teaching is viewed as a profession if its choice is motivated by any or all
of the following:
1. Pursued to achieve a goal, objective, or purpose;
2. Involves direction borne by proper planning;
3. Provides opportunities for self-fulfillment and enhances self-esteem;
4. Allows expression of love, care, and compassion for children;
5. Contributes to one’s growth and advancement; and
6. Provide job security
 There are two essential elements of being a “professional”: competence
and a code of ethics. One needs to possess the necessary skill and expertise
to facilitate and ensure the learning of the students. The teacher has to plan
systematically, make decisions wisely, and employ developmentally-
appropriate methods and strategies to effect learning among her/his
students. Moreover, the teacher is as well looked up as a paragon of virtues
and thus has to conform to the technical or ethical standards of a profession.
The teaching profession is governed by the Code of Ethics for Professional
Teachers. A teacher who violates this Code of Ethics can be suspended from
the practice of the teaching profession that could also result to a revocation
of his/her professional certificate of registration (Sec. 23, RA 7836).
The other elements of a profession are:
1. Initial Professional Education
Professionals generally begin their professional lives by completing a university program in
their chosen fields – teacher education, engineering, nursing, accountancy. This means long and
arduous years of preparation. Take note this is just initial, which means only the beginning
because a professional is expected to learn endlessly.
2. Accreditation
University programs are approved by a regulatory body like the Commission on Higher
Education (CHED) in the Philippines to ensure that graduates from these recognized programs
start their professional lives with competence.
3. Licensing
Licensing is mandatory, not voluntary and is administered by the government authority. In
the Philippines, this government authority is the Professional Regulation Commission (PRC).
4. Professional Development
This is an ongoing professional education that maintains or improves
professionals' knowledge and skills after they begin professional practice.
In the Philippines this is Continuing Professional Development mandated
by RA 10912, otherwise known as the CPD Act of 2016.
5. Professional Societies
Professionals see themselves as part of a community of like-minded
individuals who put their professional standards above the individual self-
interest or their employer's self- interest. These professional societies put
dedication to the public interest and commitment to moral and ethical
values.
Professional societies define certification criteria manage certification
programs, establish accreditation standards define a code of ethics and
disciplinary action for violation of that code.
6. Code of Ethics
Each profession has a code of ethics to ensure that its practitioners
behave responsibly. The code states what professionals should do.
Professionals can be ejected from their professional societies or lose their
licenses to practice for violating the code of ethics. (McConnell, Steve,
Source: http://www.alexsbrown.com/profy.html Retrieved 6-3-18)
The teaching profession is governed by the Code of Ethics for
Professional Teachers. Violation of the Code of Ethics for professional
teachers is one of the grounds for the revocation of the professional
teacher's Certificate of Registration and suspension from the practice of
the teaching profession (Sec. 23., RA. 7836).
 The Standards of Practice for the Teaching Profession
1. Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat
students equitably and with respect and are sensitive to factors that influence individual
student learning. Members facilitate the development of students as contributing
citizens of the society.
2. Professional Knowledge
Members strive to be current in their professional knowledge and recognize its
relationship to practice. They understand and reflect on student development, learning
theory, pedagogy, curriculum, ethics, educational research and related policies and
legislation to inform professional judgment in practice
3. Professional Practice
Members apply professional knowledge and experience to promote student learning.
They use appropriate pedagogy, assessment and evaluation, resources and technology in
planning for and responding to the needs of individual students and learning communities.
Members refine their professional practice through ongoing inquiry, dialogue and reflection.
4. Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive
learning communities. They recognize their shared responsibilities and their leadership roles
in order to facilitate student success. Members maintain and uphold the principles of the
ethical standards in these learning communities.
5. Ongoing Professional Learning
Members recognize that a commitment to ongoing professional learning is integral to
effective practice and to student learning. Professional practice and self-directed learning
are informed by experience, research, collaboration and knowledge.
The Historical development of
teaching Profession in the
Philippines
What do you think is the chronological arrangement of these statements? Number
them in sequence.
_____The establishment of a normal school for male teachers under the supervision of
the Jesuits
_____Philippine Commission authorized the Secretary of Public Instruction to bring
to the Philippines 600 teachers, Thomasites, from the U.S.A.
_____No established formal schooling in the country; no formal preparation for
teachers _____ The Spanish missionaries served as teachers
_____The PNS-Manila was established as a training institution for teachers.
_____An RA was enacted to require a licensure examination for teachers.
 According to Bilbao, et. al (2018), the first legal document that
professionalized teaching was Presidential Decree 1006 issued by then
President Ferdinand E. Marcos. It was only in 1976 with PD 1006
known as the Decree Professionalizing Teaching that teachers in the
Philippines became professionalized. The need to professionalize teaching
was felt “to insure that in the immediacy and urgency of teacher
recruitment, qualitative requirements are not overlooked ...” and “although
teaching requires a number of years of collegiate study, it is the only course
that is not yet considered a profession" (PD 1006). Furthermore ... "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."
(P.D.1006)
 Then in 1994, R.A 7836, otherwise known as the Philippine
Teachers Professionalization Act of 1994, was passed to "promote
quality education by proper supervision and regulation of the
licensure examination and professionalization of the practice of
the teaching profession.” (Section 2)
During the pre-Hispanic period, there was no established
formal schooling in the country. So there was no formal
preparation for teachers, too. The mothers and fathers and tribal
leaders served as teachers at home and in the community.
 During the Spanish period and by virtue of Educational
Decree of 1863 free public school system was established. There
was one school for boys and another school for girls in every
municipality. The Spanish missionaries served as teachers. The
same Decree provided for a normal school run by the Jesuits to
educate male teachers in Manila. Normal schools for women
were not established until 1875. So it was the Spaniards who
started training teachers in normal schools.
 Paz Ramos, once Dean of the College of Education of the
University of the Philippines, Diliman, claims:
The foundations of teacher education in the Philippines were
laid by the Spanish government during the mid-eighteenth century.
It is said to have begun on August 4, 1765, when King Charles of
Spain issued a Royal Decree requiring each village to have a
"maestro.” On November 28, 1772, another Royal Decree
specified the qualifications of teachers. However, it was not until,
1863 that there was a specific attempt to systematize and update
the education of Filipino teachers.
 At the end of Spanish rule, schools during the Spanish era
were closed for a time by Aguinaldo's government. So there was
no teacher preparation that took place.

During the American regime, American soldiers served as the

first teachers. In 1901, the Philippine Commission enacted into
law Act 74 which created the Department of Public Instruction,
laid the foundations of the public school system and offered free
primary education for Filipinos.
 There was a shortage of teachers. The Philippine
Commission authorized the Secretary of Public Instruction
to bring to the Philippines 600 teachers from USA. They
were the Thomasites. Due to urgent need for teachers, the
Americans gave bright young Filipino students
opportunity to take up higher education in American
colleges and universities financed by the Phil.
Government. They were the pensionados.
 Act 74 of 1901 also provided for the establishment of Philippine
Normal School (PNS) in Manila. The Philippine Normal School
formally opened in September 1901, as an institution for the training
of teachers. For more than two decades, PNS offered a twoyear
general secondary education program. In 1928, it became a junior
college offering a two-year program to graduates of secondary
schools. In 1949, the Philippine Normal School, renamed Philippine
Normal College, offered the four-year Bachelor of Science in
Elementary Education. Other four year teacher education courses
followed after. This means that the present four-year preparation for
the professional teacher began as a two-year program only. Teacher
preparation became four years only in 1949 and thereafter.
The Teaching Profession in the “New
Normal” Context
Directions: Fill in the mind map below to answer this question:
“What kind of teacher I would be under this “new normal” context?
What picture of yourself did you come up to be teaching amidst
this COVID 19 pandemic?

How do you think could you facilitate your students to learn?

 The COVID-19 pandemic has changed our everyday life in many
ways and, in particular, the education sector. The implications and
effects of this pandemic are yet to be known. However, the current
situation makes evident and even exacerbates inequalities in access to
education but it also entails opportunities to reshape education,
teacher education and educational institutions. Plans of modifications
in terms of teaching-learning modalities have been made—flexible
and/or blended, remote/distance, or a combination of face-to-face and
distance learning. A lot of challenges for both the teachers and
students are so far identified like the production of modules, creating
online classrooms, accessibility to internet, and many others.
 The learning-from-home mode has abruptly changed the roles
of teachers, students and parents. The need for autonomous
learning requires that teachers shift to be designers and
facilitators of learning instead of the sage on the stage. The
teachers’ primary task is now to guide students to independently
work on developmentallyappropriate learning materials that
address their diverse needs. This new normal will hopefully drive
education authorities to design a sustainable framework for a
needs-based curriculum and provide a repertoire of learning
modules. Multiple types of literacy and modalities required to
survive and contribute to the 21st century should be included in
this curriculum.
 Some teaching-learning modalities suggested to be
employed are as follows:

Modular Approach
is an emerging trend educational thinking that shifts
traditional method of instruction to an outcome-based learning
paradigm. Modularization is based on the principle of dividing
the curriculum into small discrete modules or units that are
independent, non sequential, and typically short in duration.
 Blended Learning

- a style of education in which students learn via electronic and online media
as well as traditional face-to-face teaching. According to Education
Elements, which develops hybrid learning technologies, successful blended
learning occurs when technology and teaching inform each other: material
becomes dynamic when it reaches students of varying learning styles. In other
words, hybrid classrooms on the Internet can reach and engage students in a
truly customizable way. In this scenario, online education is a game-changer,
not just a supplement for the status quo.
(https://www.teachthought.com/learning/thedefinition-of-blended-learning/
 Distance/Remote
It is where the student and the educator, or information source, are not
physically present in a traditional classroom environment. Information is
relayed through technology, such as discussion boards, video conferencing,
and online assessments. Remote Learning can occur synchronously with real-
time peer-to-peer interaction and collaboration, or asynchronously, with self-
paced learning activities that take place independently of the instructor. It also
refers to educational activities that have a variety of formats and methods,
most of which take place online. There are a number of online options
available for communicating with students, collecting assignments, and
distributing education material. (https://tophat.com/glossary/r/remote-
learning/)
 The Department of Education and Commission on Higher
Education have been formulating plans and the desirable steps to take
to combat the current pandemic in relation to sustaining the students’
love for learning. Though different modalities of teaching-learning are
to be employed, these students still should be properly guided and
nurtured in facilitating their learning under this “new normal” context.
The teachers are equipped with more knowledge and skills via
webinars, teleconferencing sessions, and the like so to deliver the
learning content efficiently to their students and assess their
performances appropriately. They have been engaged into module-
production and creation or adaptation of online applications such as
Google classroom, DepEd commons, canvas, zoom, etc.
 COVID 19 may offer a lot of challenges to the teaching
profession, yet we have to continue our roles as catalysts of
change and innovation and efficient facilitators of learning.
The teaching-learning modalities maybe adjusted to the
situation but our commitment and mission to our profession
remain. With a renewed understanding of the why, who and
what of education, the how is a matter of technicality.
As Friedrich Nietzsche said:
“If you understand the why, you can endure any how.”