UNIT I

INTRODUCTION TO THE TEACHING PROFESSION:

NATURE OF TEACHING AND TEACHING ROLES VIS-À-VIS EDUCATION
IN THE NEW NORMAL

Intended Learning Outcome:

At the end of the unit, the pre-service teacher (PST) will be able to:

1. explain what teaching is based on various perspectives (BTI 1.1.1;

CLO 1);
and to
2. describe the various roles of a teacher (BTI 1.1.1; CLO 1).
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SDG INTEGRATION: SDG # 4 – Quality Education (Ensure inclusive and
equitable quality education and promote life-long learning opportunities for all)
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CONNECT (PRESENTATION):

Lesson I: Concepts and Views about Teaching

THE CONCEPT OF TEACHING (Salandanan)

could be defined in a number of ways depending on a crucial goal of teaching
that is considered worth pursuing.
Indicates an acceptance of a mission to provide the necessary nurturance and
love for children; to pursue value formation in order to raise morally upright
children
An aggregate of “organized strategic methodologies” aimed to produce a
desired learning outcome.
A dynamic activity which needs careful analysis of how the learning variables
interrelate with one another.
It is a lifelong mission characterized by a culture of committed service to
children, adults and the community.

A. VIEWS ABOUT TEACHING

Teaching as an Art
o Signifies the way a teacher expresses her emotions and communicates
her feelings through her teaching chores.
o Teaching is a conglomeration of one’s talent, skill and expertise in
reaching out and enriching the children’s lives.
o Teaching aims to achieve an enjoyable and fruitful learning depending
on the teachers’ attributes, craft and finesse in developing their
knowledge base.
o A skillful teacher exudes a caring, compassionate and creative
approach that makes teaching a masterful act of touching the
children’s hearts and minds.

Teaching as a Science
o Teaching seeks the application of a scientific attitude and methodology
in deciding about strategies to employ, instructional materials to use
and other best teaching practices to adopt.
o Guided by a scientific procedure, teaching is regarded as a “Practical,
consistent way of modeling a virtuous, trustworthy and humble
scientist works in raising the ethical standards of the profession”.
Teaching as a Vocation
o Teaching is a call to do something and the call is always to serve.
o Since it is a call, there must be a caller and someone who is called.

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 o A call also expects a response.
o Your being part of the Teacher Education Department is a
manifestation that you answered the call to teach despite you never
dreamt of becoming a teacher.
o Teaching then is your vocation.

Teaching as a Mission
o Teaching implies that you are sent to do an assigned task to be
faithfully accomplished.
o Your response to the call to be a teacher means your mission is to
teach.
o You are therefore called for a purpose, which is to teach, a mission that
you have to accomplish.
o To become an effective teacher, you’ve got to prepare for it.
o As a teacher, you are to influence every child entrusted in your care to
become better and happier.

Teaching as a Profession
o Profession commonly refers to one’s occupation, job or specialty. It has
defined goals and from its performance one derives self-fulfillment.
o Teaching is considered a profession it its choice is motivated by any of
the following:
 Pursued to achieve a goal, objective or purpose.
 Involves direction, borne by proper planning.
 Provides opportunities for self-fulfillment and enhances self-
esteem
 Allows expression of love, care and compassion for children
 Contributes to one’s growth and advancement
 Provides job security
 Profession—a vocation or occupation requiring advanced education and
training and involving intellectual skills. The work is based on unique
knowledge and skills grounded in research and practice in the field.
 Professional— has completed higher education, usually at the advanced level,
and engages in and is worthy of the high standards of a profession.
 Professions and Professionals answer to a written code of ethics.

“Teaching is a profession laden with risk and responsibility that requires a

great deal from those who enter into it.”
--John I. Goodlad

B. THE TEACHER AS A PROFESSIONAL

A professional should:
 WORK in a collegial manner with colleagues
 ASSOCIATE with and learn from positive mentors
 JOIN a professional organization
 CONTINUE TO LEARN through classes, workshops, conferences, in-service
meetings, books, journals, tapes, and advanced degrees.

Other elements of a profession (Bilbao, et. al 2018)

 Initial Professional Education. Professionals must complete a university
program in a particular field. Hence, becoming a professional takes long and
arduous years of preparation.
 Accreditation. In the Philippines, graduates must ensure that they complete
their university program from a recognized higher education institution by
the Commission on Higher education (CHED) as this is used as an indicator
that they meet the national standards.
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  Licensing. In the Philippines, this is mandatory and is administered by the
Professional Regulation Commission (PRC).
 Professional Development. A professional must continue to improve or
enhance his/her knowledge and skills. Tin the Philippines, known as
Continuing Professional Development as mandated by RA 10912 (CPD Act of
2016).
 Professional Societies. Professionals must advance their career by being
part of a professional organization.
 Code of Ethics. Professionals should abide by the provisions of the code of
ethics in their profession. Violation of the code of ethics means expulsion
from their membership in the professional societies and revocation of
licenses to practice their profession.

FOUR BELIEFS OF AN EFFECTIVE TEACHER

o It is the teacher who makes the difference in the classroom.
o By far the most important factor in school learning is the ability of the
teacher.
o There is an extensive body of knowledge about teaching that must be
known by the teacher.
o The teacher must be a decision maker able to translate the body of
knowledge about teaching into increased student learning.
THE STANDARDS OF PRACTICE FOR THE TEACHING PROFESSION
 Professional Knowledge
 Professional Practice
 Commitment to Students and Student Learning
 Leadership in Learning Communities
 Ongoing Professional Learning

PEDAGOGY: refers to the art and science of teaching,

The art of teaching is concerned with one’s philosophy, style and attitude
toward providing educational experiences for children, Combination of content
knowledge and teaching skills with their own abilities, characteristics, personal traits
that will be their ultimate pedagogical style. Thus, no two teachers are alike--- but
they can practice sound pedagogies despite their differences.
The science of teaching involves an understanding of the psychology behind
the task of providing appropriate education. Education undergoes continuing
research, analysis, reforms, intervention and evaluation. Aside from content to be
taught, there is extensive literature on sociology of teaching, psychology of the
learner, philosophy of teaching as well economics and cost efficiency of educational
programs

PEDAGOGICAL COMPETENCIES:
PURPOSE Philosophy, attitude, and style that a person brings to the
task of teaching
CONTENT Static content is the curriculum that teachers are
responsible for teaching. It is static because it does not
change from day to day with the mood of the students or
events in the school environment
Dynamic content is the knowledge and skills about
teaching that a teacher uses to do the teaching This can
change at any time based on what is happening on the
immediate environment. A teacher must know how to
monitor and adjust throughout the day, as well as know
the procedure for presenting a lesson.
COMMUNICATIO Teachers must be prepared to communicate effectively
N SKILLS with four different audiences: students, colleagues,
parents and the community at large.
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 PROFESSIONAL Teachers are lifelong learners, They do additional
DEVELOPMENT coursework in their discipline, take classes in other areas
of interest, mentor new teachers and take part in
research activities.

MODELS ON TEACHER EFFECTIVENESS

(Bilbao, et al. 2018)

Charlotte James Stronge McREL Model Robert Marzano’s

Danielson Teacher Teacher Causal Teacher
Framework for Effectiveness Evaluation Evaluation Model
Teaching Performance Standards
Evaluation System
1. Planning and Instructional Planning Teachers facilitate Planning and
Preparation learning for their Preparing
Assessment of/for students
Learning Teachers know
the content they
teach

2. Instruction Professional Teachers know Classroom

Knowledge the content they Strategies and
Instructional Delivery teach behaviors
Communication Teachers facilitate
learning for their
students
3. The Classroom The Learning Teachers Teachers facilitate
Environment Environment establish a learning for their
respectful students
environment for a
diverse population
of students
4. Professional Professionalism Teachers
Collegiality and
Responsibilities demonstrate
Professionalism
leadership
Teachers reflect on
their practices
Batas PambansaBilang 232 also known as “Education Act of 1982”
provides in Sec. 16 the Teacher's Obligations which specifies that:

Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in accordance

with the philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning
objectives in pursuance of national development goals within the limits of available
school resources.
3. Render regular reports on performance of each student and to the latter and the
latter's parents and guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and
advancement and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are
clearly not manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual,
cultural and political change in his school and the community within the context of
national policies.

THE NATURE OF TEACHING

1. A demanding profession

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  Demands on the teacher’s teaching skills and personal qualities
 Calls for a facilitator of learning and a nurturer of learners.
 Needs a leader, administrator, manager, decision maker, instructional
material developers and instant researchers
 Needs to establish a smooth relationship with parents and other members of
the community
2. Teachers play an important role
 Unwavering commitment and loyalty to the profession
 Adheres to ethical and moral standards elicited through a code
 Requires impeccable integrity, honesty and sincerity to make them worthy of
emulation by students, co-workers and professionals
3. Teaching affords unique teaching experiences
 Requires readiness to face a class as a group while attending to individual
needs of students
 Satisfies cognitive and affective objectives in every class.
 Strives to make daily sessions exciting and enjoyable.
 Rewards come in the form of winning students’ love and emulation and
parents’ acknowledgment and gratification

THE TRIAD OF TEACHING

1. The teacher
 The teacher is the critical “thread that ties” the learner to the lifelong
search for knowledge
 The teacher lays the groundwork by initially establishing a conducive
learning environment, selects appropriate subject matter and matches it
with a well-designed plan to achieve a desired learning goal.
 The teacher possesses essential teaching skills and is infused with a deep
commitment to invest timeless effort in fostering a continued sharpening
and maturing of children’s minds.

2. The student
 Teaching happens because there is a student.
 Needs, interests and abilities deserve prime consideration if teaching is to
occur smoothly and creatively.

3. The content
 The subject matter to be learned- and the appropriate teaching
methodology are important concerns,
 Teachers can utilize varied strategies- one strategy may work for one class
but may not yield the same result with another.

ESSENTIAL TEACHING SKILLS

Desirable Teaching Attributes
o Caring attitude
o Enthusiasm, humor and warmth
o Honesty and sincerity
o Open mindedness
o Fairness and impartiality
Mastery of Teaching Methodologies
Teaching Proficiency

THE PASSION FOR TEACHING

Passion in teaching denotes a teacher’s strong feeling, enthusiasm and
intense love for this magnanimous profession. A teacher’s desire, emotion and

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fervor for such chosen vocation is manifested in the daily teaching chores, duties
and responsibilities.

THE GLOBAL AND GLOCAL TEACHER (Bilbao, et al., 2018)

UNESCO defines global education as a goal to develop countries worldwide

and is aimed at educating all people in accordance with world standards.
Global education is a curriculum that is international in scope which
prepares today’s youth around the world to function in one world environment under
teachers who are intellectually, professionally and humanistically prepared.
James Becker (1998) defined global education as an effort to help individual
learners to see the world as a single and global system and to see themselves as a
participant in the system. It is a school curriculum that has a worldwide standard of
teaching and learning. The curriculum prepares learners in an international
understanding.
On the other hand, glocal education is about diversity, understanding the
differences and teaching the different cultural groups in their own context to
achieve the goals of global education as presented by the United Nations. It is
preparing future teachers from the remote and rugged rural villages in developing
countries, to the slum areas of urbanized countries, to the highly influential and
economically stable societies of the world for their roles in the 21 st century
classrooms.
A glocal teacher is therefore a global teacher who is competent and armed
with enough skills, appropriate attitude and universal values to teach learners at
home and abroad but is equipped with both time tested as well as modern
technologies in education in any time and any place in the world.
A glocal teacher is one who thinks and acts both globally and locally with
worldwide perspectives but is teaching communities, localities, towns, provinces and
regions where he or she is situated.
The Five (5) Pillars of Learning in the 21st Century
Source: [Link]
How could we create educational environments that are able to provide
learning opportunities that are authentic, relevant, integrative and more relevant for
the 21st Century?
UNESCO’S Education for Sustainable Development Initiative (2012) presented
a conceptual framework for ongoing, lifelong learning . This model organizes
learning into the following five pillars:
1) Learning to Know – the development of skills and knowledge needed to
function in this world e.g. formal acquisition of literacy, numeracy, critical thinking
and general knowledge.
2) Learning to Do – the acquisition of applied skills linked to professional success.
3) Learning to Live Together – the development of social skills and values such
as respect and concern for others, and the appreciation of cultural diversity.
4) Learning to BE – the learning that contributes to a person’s mind, body, and
spirit. Skills include creativity and personal discovery, acquired through reading, the
Internet, and activities such as sports and arts.
5) Learning to Transform Oneself and Society – when individuals and groups
gain knowledge, develop skills, and acquire new values as a result of learning, they
are equipped with tools and mindsets for creating lasting change in organizations,
communities, and societies.

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 Picture Not Mine. Credits to the owner

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