The

Teaching
Profession
Prepared by:
Homer P. Macawile
Instructor
“ Teaching is the
profession that
teaches all the other
professions. ”
“ The art of teaching is the art of
assisting discovery. ”
-Mark Van Doren

“ Teaching is the greatest of act

of optimism. ”
-Colleen Wilcox
 Teaching is shaping one’s thought
and action through giving
instruction.

Teaching is sparking the curiosity

so they care about the subject
matter.
TEACHING
Teaching is convincing students
that they should be caring and
respectful as well.
THE NATURE OF
TEACHING

Teaching is a Teaching emphasizes

specialized application the development of
of knowledge, skills values and guides
and attributes students in their social
designed to provide relationships.
unique service to meet
the educational needs
of the individual and
the society.
TEACHING IS…
It requires strategies and practices
A Science that help enhance effective student
learning.

It is an art in that teachers must bring

An Art themselves fully into their teaching.

Teaching is a craft since it can be

developed over time through
A Craft experience and continued study and
reflection.
PROFESSION

A profession is an occupation that

involves specialised training and
formal qualification before one is
allowed to practice or work.
PROFESSIONAL
TEACHERS
“Teachers are licensed professionals
who possess dignity and reputation
with high moral values as well as
technical and professional
competence. “ (Code of Ethics for
Professional Teachers)
TEACHING
PROFESSION
Competency in teaching refers to
the teacher who has the necessary
attributes that enable him/her to be
successful. This includes
instructional delivery, classroom
management, assessment, and
personal competencies.
Teaching Competencies

Instructional Classroom
Delivery Management

Assessmen Personal
THE TEACHER
AS A PERSON
IN THE
SOCIETY
Family
Family is the most
fundamental social
institution with the
unique function of
producing, rearing, and
upbringing the young
person.
Family is also the basic
agent of socialization,
because it is where the
individual develops
values, behaviors, and
ways of life.
Society
The society
influences the
person through
society’s culture,
values, norms,
religion and
environment.
.
School
The school is also
contributory in the
development of the
teacher’s expertise,
talents, knowledge,
skills, and
philosophy as a
professional.
THE TEACHER
ROLES
The Teacher as a
Person
Section 1. A teacher is,
above all, a human being
endowed with life for which it
is the highest obligation to
live with dignity at all times
whether in school, in the
home, or elsewhere.
The Teacher as a
Person
Section 2. A teacher shall
place premium upon self-
discipline as the primary
principles of personal
behavior in all relationships
with others and in all
situations.
The Teacher as a
Person
Section 3. A teacher shall
maintain at all times a
dignified personality which
could serve as a model
worthy of emulation by
learners, peers and all others.
The Teacher as a
Person
Section 4. A teacher shall
always recognize the
Almighty God as guide of his
own destiny and of the
destinies of men and nations.
The Teacher as a
Professional
By virtue of RA 7836, amended
by RA 9293, teaching was
professionalized and thereby
requiring teachers to take the
Licensure Examination for
Teachers (LET). They are bound
to perform specific duties to the
school and society guided by the
professional code of ethics.
 Presidential Decree 1006, s. 1976
“Decree Professionalizing Teacher”
 respond to the “tremendous growth of the teaching
population”
 “to insure that in the immediacy and urgency of teacher
recruitment qualitative requirements are not overlooked”
 “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”
 Presidential Decree 1006, s. 1976
“Decree Professionalizing Teacher”
 create the National Board for Teachers, composed by the
Secretary of Education and Culture, Chairman of Civil
Service Commission, Commissioner of Professional
Regulations Commission, and two members representing
the private sector to be appointed by the President
 Presidential RA 7836
Decree 1006
Scope of “The examination “The examinations
Examinatio shall consist of for the elementary
n written tests, the and
scope of which shall secondary school
be determined by teachers shall be
the Board, taking separate. The
into consideration examination for
the teaching plan of teachers in
the schools legally the elementary
constituted in the level shall consist
Philippines.” of two (2) parts,
namely:
professional
education
and general
education. The
examination for
 Presidential Decree RA 7836
1006
Qualification Minimum educational -Bachelor's degree in
Requirements qualifications: Early Childhood
for Examinees -Bachelor’s degree in Education (BECED) or its
Elementary Education equivalent (teachers in
(B.S.E.Ed.) or its preschool)
equivalent
(kindergarten and
elementary)
-Bachelor’s degree in
Education or its
equivalent with a major
and minor, or a
Bachelor’s degree in
Arts or Sciences with at
least eighteen units in
professional education
 Presidential Decree RA 7836
1006
Qualification -Bachelor’s degree in
Requirements the field of
for Examinees specialization with at
least eighteen units in
professional education
(secondary vocational
and two-year technical
courses)
Passing “general average of at *not indicated (according
Percentage least 70 per cent in all to PRC, examinees must
subjects, with no rating obtain 75% and must
below 50 per cent in have no rating of lower
any subject” than 50% in any of the
test)
Report of the Within 150 days after Within 120 days after the
 Presidential Decree RA 7836
1006
National Board The National Board for The Board for Professional
for Teachers Teachers was directly Teachers is a collegial
under the supervision of body under the general
the Civil Service supervision and
Commission( CSC). The administrative control of
NBT was the first board to the Professional
exercise regulatory Regulation Commission
exercise over the (PRC).
teaching profession.
 Republic Act 9293

“Professional teachers who have not practiced their profession

for the past five (5) years shall take at least twelve (12) units
of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, or the
equivalent training and number of hours, to be chosen from a
list of courses to be provided by the Board and the
Department of Education, before they can be allowed to
practice their profession in the country. ”
 Republic Act 9293

“Those who have failed the licensure examination for

professional teachers, with a rating of not lower than five
percentage points from the passing general average rating,
shall be eligible as para-teachers upon issuance by the Board
of a two-year special permit, renewable for a nonextendible
period of two (2) years. The para-teachers shall be assigned to
areas where there is a shortage or absence of a professional
teacher”
As professionals, teachers must
follow the 7 Rs as guiding
principles in teaching:

Remember to perform the

duties with high degree of
professionalism.
Respond to the needs of the
students with utmost level of
concern to their welfare and well-
being.
Recognize that as professionals,
teachers must continuously seek
professional career
advancements.
Reawaken your passion
and sense of mission to
serve all types of learners.
Renew commitment to help
each learner to learn in
order to have a better
future.
Re-evaluate attitude
towards students and work
ethics.
Relearn, learn, and
unlearn many things to
The Teacher as a
Community Leader
and Social
Advocate
Jan and Philpot (1994)
concretized this idea by
encouraging a stronger link
between home, school, and
community through effective
programs developed and
implemented by teachers.
The Teacher as a
Model of Good
Character
Teachers are recognized as
exemplars of good character,
attitude, and values in schools
and society. Hence, they are
expected to act as such as role
models and leaders.
The Teacher as an
Expert
Teachers need to be
experts in various fields in
the academe to prepare
students to respond myriad
of challenges brought
about by the 21st century.
Schulman (1987) enumerated the important domains
of knowledge for teachers:

Knowledge in Content – teachers should know the

subject matter they teach.
Pedagogical Content Knowledge – it represents a
perfect blending of content and pedagogy into a
framework for understanding how subjects, topics,
and lessons are organized into instruction.
Knowledge of Learners – teachers should
understand the nature or characteristics of the
learners.
General Pedagogical Knowledge – teachers
should understand the general theories and
principles in teaching.
Knowledge of Educational Contexts – teachers
should understand the educational context of the
learners and of the school.
UNESCO’S 4 Pillar of
Education

In 1996, the International

Commission on Education for
the Twenty-first Century
chaired by Jacques Delors
published, through UNESCO,
their report on “Learning the
Treasure Within”.
Learning to Know
• Implies learning how to learn by
developing one’s concentration,
memory skills and ability to think
• Includes the development of the
faculties of memory, imagination,
reasoning, problem solving, and
ability to think coherent and
critical way
• The skills include literacy,
numeracy, and critical thinking
Learning to Do
• Implies the application of what
learners have learned or known
into practice related to
vocational-technical education
and work skills
• Involves the development of
competence, life skills, personal
qualities, aptitude and attitudes
Learning to Live
Together
• Involves the development of
social skills and values such as
respect and concern for others
• Involves developing, broadening
or changing perceptions of an
attitude toward ourselves and
others
Learning to Be
• It contributes to the integral
formation of the individual, in all
sectors of knowledge, namely
intelligence, thinking skills and
criteria of logical reasoning,
argumentation based on culture,
diversities and scientific
knowledge.
The individual is
“unfinished”, “divided”, and
“incomplete”. Therefore,
education must be directed
towards the development of
the “complete man”.
“Education must
contribute to the all-
around development of
each individual – mind
and body, intelligent,
sensitivity, aesthetic
sense, personal
responsibility and
spiritual values”
-Delor’s
report
CHALLENGES
IN TEACHING
 “School Support Received and the Challenges
Encountered in Distance Learning Education by
Filipino Teachers during the Covid-19 Pandemic”
Bautista Jr., Bleza, Buhain, & Balibrea
(2020)

151
1,243,445 respondents
teachers in the (108 women;
Philippines 41 men; &
2 (unidentified
gender)
 Problems Encountered in
Distance Learning

Lack of Teaching
Teachers’
Infrastructur Professional Students in
Competency
e/ Development an Online
especially in
Materials Environment
ICT