INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

Alimannao Hills, Peñablanca, Cagayan

COLLEGE OF ARTS SCIENCES AND TEACHER EDUCATION

TEACHER EDUCATION DEPARTMENT

INSTRUCTIONAL LEARNING GUIDE

TEACHING PROFESSION

NAME OF STUDENT: __________________ YEAR AND SECTION ___________

NAME OF TEACHER: MYRNA A. PAGULAYAN, Ph. D

PREPARED by:

MYRNA A. PAGULAYAN, Ph. D.

Subject Teacher
DEAN, CASTE

PREFACE
This Instructional Learning Guide for the subject Teaching Profession has been
prepared to meet the needs and demands of the learners in the Flexible Learning
Strategy. The lessons and activities of this instructional learning guide were
prepared and designed to meet the demands and requirements of the new
education curriculum following the outcomes based education paradigm prescribed
by the Commission on Higher Education (CMO No.75 S. 2017. This ILG was also
aligned to the new Professional Teacher Standards.

How to Use this Learning Guide:

This Instructional Learning Guide puts the learner in the center of the teaching-
learning activities and will guide them to complete their course. All lectures and
activities are provided.

The chapter outcomes are given for every coverage to be used by both the faculty
and students.

It is the teachers’ attempt to help the students of this subject employ an

interactive, integrative and collaborative approach to the teaching - learning
process.

In the activity phase, the students are made to engage in an activity after which
they are made to analyze the same with the help of guide questions. The analysis
phase leads students to the abstraction phase or the generalization phase. From
the concrete details learned in the activity phase and analyze phase, the
generalizations are drawn. In the abstraction phase, teacher adds to what the
students already have learned. This is where the teacher gives a lecture or
discussion. This abstraction or generalization leads to the application of what was
learned for meaning and mastery.

Each lesson is likewise punctuated with a self-reflection or a multiple choice LET –

like items to give the education students a foretaste of the Licensure Examination
for Teachers.

Features of the Instructional Learning Guide

 Chapter Outcomes
 Key Terms
 Lectures
 Discussion/Teachers Insight
 Application
 Self- Reflection Questions
 Journals
 Appendices
 References

TABLE OF CONTENTS

PRELIMINARIES – COURSE DETAILS

PRELIMS COVERAGE
Chapter 1 TEACHING PROFESSION
Lesson 1 A Teaching as a Profession
Lesson 1 B The Historical Development of teaching as a Profession in the Phil.
Lesson 2 Teaching as a Vocation and Mission
Chapter 2 The Demands of society from the Teacher as a Professional and as
a
Person
Lesson 3 The Demands of Society from the Teacher as a Professional and as
a Person
MIDTERM COVERAGE
Chapter 3 The Code of Ethics for Professional Teachers
Lesson 4 The preamble and Article 1
Lesson A Relationship with the Secondary and tertiary Stakeholders
Lesson 5 B The Teacher and the Community
Lesson 5 C Teacher and Parents
Lesson 6 A Relationship with the Internal Stakeholders
Lesson 6 B The Teacher and the teaching Community
Lesson 6 c The Teacher and the Higher Authorities
Lesson 7 Profession and Business
Lesson 8 The Teacher and the Profession
Chapter 4 The Rights and Privileges of Teachers in the Philippines

Semifinal Coverage
Chapter 5 Global and Glocal Teacher
Lesson 9 Changing Global Landscape in Teaching and Learning
Lesson 10 Four Pillars of Learning
Chapter 6 Description of Quality Teachers and Teacher Quality
Chapter 7 CPD: The Lifeblood of the Teaching Profession

Final Coverage
Chapter 8 Philosophies of Education
Lesson 11 Philosophical heritage
Lesson 12 Formulating my Philosophy of Education
Chapter 9 Teaching, the Noblest of all Professions

PRELIMINARIES – COURSE DETAILS

Subject: TEACHING PROFESSION Units: 3 No. of Class Hrs: 3 hrs lec / week
Section: Year Level: Course: BSED
Subject Teacher: Myrna A. Pagulayan Contact Number –
09053097263
Schedule:
COURSE DESCRIPTION:
This course deals with the teacher as a person and as a professional within
the context of national and global teachers’ standards and philosophies. It includes
an articulation of the rootedness of education in the philosophical and historical
context, the four pillars of learning, 21 st Century Skills, Professional Ethics, core
values, professional rights, and privileges and responsibilities, and the teacher’s
role in society as an agent of change. It will make use of methods and strategies of
teaching that enhance the development of learners’ life and career skills and
higher –order-thinking skills.
Course Outcomes:
1. Demonstrate awareness of existing laws and regulations that apply to
the teaching profession, and become familiar with the responsibilities
and specified in the Code of Ethics for Professional Teachers.
2. Articulate a personal philosophy of teaching that is learner-centered.
3. Demonstrate behaviors that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude, respect and
integrity.
4. Seek opportunities to establish professional links with colleagues.
5. Demonstrate an understanding of how professional reflection and
learning can be used to improve practice.
 6. Demonstrate motivation to realize professional development goals
based on the Philippine Professional Standards for Teachers.
Methodology of Implementation
This is a distance learning strategy where students and teachers are
physically separated while teaching and learning process is going on. The
teacher shall meet students thru different modes of delivery (text
messaging, online class, LMS, ILG).
Guidelines will be prepared by the teacher based on institutional policy to
ensure that students can follow the different activities set for the course.
There is no face to face activity. Students are not required to report in
school.
Topics shall be prepared based on the syllabus following the time frame.
Evaluations will also be given upon completion of the required topics to
determine the mastery of the course.
Students may consult the subject teacher every time that they will
encounter some difficulties in their lessons.
Mode of Delivery
1. Printed text materials or flash drive
2. Audio/video materials
3. Downloaded links
Key Terms
 Professional
 Vocation
 Mission

COURSE CONTENT:
PRELIMS COVERAGE – 12 Hours lecture
CHAPTER 1
Lesson 1 A: TEACHING AS A PROFESSION
Introduction:
This lesson dwells on teaching as a profession. It starts with a discussion of the
elements of a profession followed by an analysis of teaching to determine if it has
all the elements of a profession. It ends with a presentation of the historical
development of teaching as a profession in the Philippines. The teaching as a
mission and as a vocation is also explained.
Learning Outcomes:
 Explain the meaning of teaching profession.
 Trace the historical development of teaching as a profession in the
Philippines.
1. After his oath taking as a professional teacher, he was congratulated and
was told “now you are truly a professional.
Abstraction: Let’s Add to What You Know
Teaching as a Profession
In the words “professional manner,” “gawang propesyonal,” “professional fee for
expert services rendered” the word “professional” implies one who possess skill
and competence/expertise. “Highly professional “unprofessional… to act that way”
imply a code of ethics by which a professional person abide. In short, a
professional is one who conforms to the technical or ethical standards of a
profession. So two elements of a profession are competence and a Code of
Ethics.
The other elements of a profession are:
1. Initial professional education- this means that professional generally begin
their professional lives by completing a program in their chosen fields –
teacher education, engineering, nursing. This is just initial, which means only
the beginning because a professional is expected to learn endlessly.
2. Accreditation – Programs are approved by the regulatory body (CHED) to
ensure that graduates from these recognized programs start their
professional lives with competence.
3. Licensing – this is mandatory not voluntary and is administered by a
government authority. Philippine Regulation Commission (PRC)
4. Professional Development – this is an on- going professional education that
maintains or improves professionals’ knowledge and skills after they begin
professional practice. Continuing Professional Development mandated by RA
10912 or 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.
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.
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 teacher’s Certificate of Registration and
suspension from the practice of the teaching profession (Sec.23., RA. 7836).

Lesson 1 B. THE HISTORICAL DEVELOPMENT OF TEACHING AS A

PROFESSION IN THE PHILIPPINES
a. ANALYSIS: Let’s Analyze
Share your answers with a learning partner. Then the two of you pair with
another pair and discuss your answers. Discus it through text or any mode,
then document your discussion. (video conversation)

Abstraction: let’s Add to What You Know

The first legal document that professionalized teaching was PD 1006 issued
by President Ferdinand E. Marcos. It was only in 1976 with PD known as the Decree
Professionalizing Teaching that teachers became teachers in the Philippines
became professionalized. Then in 1994, RA 7836, otherwise known as the
Philippine Teachers Professionalization of 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.”
During the Pre-Hispanic period, there was no established formal schooling in the
country. There was no formal preparation for teachers.
During the Spanish period and by virtue of educational Decree of 1863 free
public school was established. The Spanish missionaries served as teachers. It was
the Spaniards who started training teachers in normal schools.
During the American regime, American soldiers served as the first teachers.
 There was a shortage of teachers. The Philippine Commission authorized the
Secretary of Public Instruction to bring to the Philippines 600 teachers from the
USA. They were the Thomasites.
Act 74 of 1901 provided for the establishment of Philippine Normal school in
Manila as an institution for the training of teachers. PNS offered a two- year
general secondary education program. In 1949, the Philippine Normal School,
renamed Philippine Normal College, offered the four-year Bachelor of Science in
Elementary Education
LESSON 2 – TEACHING AS A VOCATION AND MISSION
“Keep interested in your own career, however humble; it is a
real
possession in the changing fortunes of times.” - Desiderata

Learning Outcome:

 Explain teaching as a vocation and mission

Teaching: Mission and or Job?

If you are doing it only because you are paid for it, it’s a job;
If you are doing it not only for the pay but also for the service, it’s a mission.
If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a
mission.
If you quit because no one praises or thank you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
It’s hard to get excited about a teaching job;
It’s almost impossible not to get excited about a mission.
If our concern is success, it’s a job;
If our concern in teaching is success plus faithfulness in our job, teaching is a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers doing their involved in a mission of teaching.

Abstraction:
Teaching as a Vocation
Vocation comes from the Latin word “vocare” which means to call. If there is a call, there
must be a caller and someone who is called.
Vocation includes other big callings like marriage and single blessedness. It does not only
refer to a religious vocation. It can also refer to a call to do something like to teach, to heal
the sick etc. Whatever is our calling or station in life, the call is always to serve.
Teaching as a mission
The word mission comes from the Latin word “mission” which means “to send.” Mission as
defined by the New Webster’s Dictionary as “task assigned”. You are sent to accomplish
an assigned task. You responded to the call to be a teacher and so your mission in the
world is to teach, the task entrusted to you in this world. These are how vocation and
mission are related. You were called for a purpose, to accomplish a mission while on earth
which is to teach.
If it is your assigned task, then you’ve got to prepare yourself for it. From now on you
cannot take your studies for granted!
What exactly is the mission to teach?
To teach is to influence every child entrusted in your care to become better and happier
because life becomes more meaningful. To teach is to help the child become more human.
Teaching and a life of meaning
Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately
in teaching, the most noble profession.
Read the speech of Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in
Teaching Award in an international competition.
 Teaching may not be a lucrative position. It cannot guarantee
financial security. It even means investing your personal time, energy,
and resources. Sometimes it means disappointments, heartaches, and pains.
But touching the hearts of people and opening the minds of children can give
You joy and contentment which money could not buy. These are the
Moments I teach for. These are the moments I live for.

The “Pwede na” Mentality: Enemy of Excellent Mission Preparation and

Accomplishment
For professional teacher who looks at teaching as his/her mission, he/she will do
everything to arm himself/herself for an excellent accomplishment of that mission. The
striving for excellent accomplishment sometimes brings us to our “pwede na” mentality,
which is inimical to excellence. This mentality is expressed in other ways like “talagang
ganyan yan”, “wala na tayong magawa,” – all indicators of defeatism and resignation to
mediocrity. If we stick to this complacent mentality, excellent mission accomplishment
eludes us. In the world of work whether here or abroad, only the best and the brightest
make it. The mortality rate in the licensure examination for teachers for the past years is a
glaring evidence that excellence is very much wanting of our teacher education graduates.
If we remain true to our calling and mission as a professional teacher, we have no choice
but to take the endless and the “less travelled road” to excellence.
References:
Biyo, J.T. first Asian Teacher, Intel Excellence in Teaching Award International
Bilbao, P., Corpuz, B.; Llagas, A.; Salandanan, G. (2018) The Teaching Profession. Lorimar
Publishing, Quezon City.
Code of Ethics for Professional Teachers, Board for Professional Teachers’ Res.# 435,
s.1997
McConnell, S. [Link]

CHAPTER 2 – THE DEMANDS OF SOCIETY FROM THE TEACHER AS A

PROFESSIONAL AND AS A PERSON
“Professionalism: It’s NOT the job you DO, It’s HOW you DO the job.”
LESSON 3 The Demands of Society from the Teacher as a Professional
Learning Outcomes:
 Discuss the meaning of the teacher as a professional
 Explain what society demands from the teacher as a professional
 Explain the professional competencies that a teacher should possess

Introduction
Teachers have tremendous power to influence students. Society as a whole expect
much from teachers and schools. Often when the young do not behave as expected, the
question raised by parents “Is that what you are taught in school?”

TEACHER

___________________________________________________________________

Abstraction: Let’s add to what you know

The Teacher as a Professional

Teaching fulfills the elements of a profession and so a teacher is truly a

professional. A professional is one who went through long years of preparation to earn a
teacher education degree recognized by the Commission on Higher Education, after which
he/she hurdled a Licensure Examination for Teachers (LRT) administered by the Board for
Professional Teachers with the supervision of the Professional Regulation Commission. By
passing the LET, he/she obtains a license which he/she is obliged to renew every three
years on condition that he/she can show proof of Continuing Professional Development. As
a professional teacher he/she is expected to abide by the Code of Ethics for Professional
Teachers. Violation of the Code of Ethics can be a ground for the revocation of license.
These ensure that as a professional teacher, he/she practices his/her profession with
technical and ethical and moral competence.
This is exactly how the Code of Ethics of Professional Teachers define the
professional teacher. The teacher is a “licensed professional who possess dignity and
reputation with high moral values as well as technical and professional
competence…he/she adheres to, observes and practices a set of ethical and moral
principles, standards and values.”

The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of the state,
community, higher authorities and school officials and parents from teachers. In this
lesson, we shall focus on society’s demand of good teaching from the professional
teacher. In the first place, the word “teacher” suggests that the main responsibility of the
professional teachers is to teach. The teacher’s primary customer is the learner.

Models of Effective Teaching

Take a look at models of effective teaching which also serve as bases for evaluation
of teaching.

A. Robert Marzano’s Causal Teacher Evaluation Model of four domains:

1. Classroom strategies and behaviors
- Involve routine events such as communicating learning goals and feedback
and establishing rules and procedures
- Involve addressing content by helping students interact with new knowledge,
practice and deepen new knowledge
- Helping students generate and test hypotheses
- Involve events enacted on the spot such engaging students, recognizing
adherence to rules and procedures, establishing and maintaining effective
relationships with students and communicating high expectations for all
students.
2. Planning and Preparing
- Planning and preparing for lessons
- For use of technology
- For needs of students receiving special education
- For needs of students who lack support for schooling
3. Reflection on teaching
- Evaluating personal performance such as identifying areas of pedagogical
strengths and weaknesses
- Developing, implementing and monitoring a professional growth plan
4. Collegiality and Professionalism
- Promoting positive interactions with colleagues, students and parents
- Seeking mentorship for areas of need/interest
- Mentoring other teachers and sharing ideas and strategies
- Adhering to school rules and procedures
- Participating in school activities
B. Charlotte Danielson Framework for Teaching
1. Planning and Preparation
2. The Classroom environment
3. Instruction
4. Professional Responsibilities
- Reflecting on teaching
- Maintaining accurate records
- Communicating with families
- Participating in the professional community
- Growing professionally
- Showing professionalism
C. James Stronge – Teacher Effectiveness Performance Evaluation System
(TEPES):
Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
 4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism – maintains a commitment to professional ethics, communicates
effectively and takes responsibility for and participates in professional growth
that results in enhanced learning
7. Student Progress – the work of the teacher results in acceptance, measurable
and appropriate student academic progress.

D. Teacher Evaluation Standards – The McREL model

1. Teachers demonstrate leadership.
- Lead in their classrooms
- Demonstrate leadership in the school
- Lead the teaching profession
- Advocate for schools and students
- Demonstrate high ethical standards
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices.

Since the main task of the professional teacher is to teach, society demands from
him/her teaching competence. Teaching competence is spelled out in the PPST models
and in the four models of effective teaching given in the preceding paragraphs. This
means that if he/she has to teach effectively he/she has to: 1) prepare and plan very well
for instruction; 20 execute or deliver that instruction plan very well because he/she has
professional knowledge (mastery of subject matter); 3) create a conducive and favorable
learning environment for diverse groups of learners; 4) assess and report learner’s
progress; and 5) demonstrate professionalism as he/she deals with superiors, colleagues,
students and parents.
The first step of competent teaching is instructional preparation. This entails clarifying
learning outcomes and choice of appropriate teaching-learning activities and use of
assessment task aligned to the learning outcomes to check on learners’ progress. The
professional teacher possesses pedagogical content knowledge. He/she is fully aware that
pedagogical content knowledge. (how to teach particular subject matter content) is central
to teacher effectiveness.

Professionalism: The Hallmark of a Professional

No doubt, society expects the teacher as a professional to demonstrate
professionalism in all that he/she does. Professionalism is both a professional and a
personal trait.
The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains
professional conduct:
It behooves every teacher to assume and maintain professional attitude to his work
and in dealing with his associates in the profession. It should be his self-imposed duty to
constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly motivation and a sincere
desire to uphold the standard and dignity of the profession.
In dealing with his pupils or students, the teacher should ever strive to be
professionally correct, friendly, and sympathetic.

Teachers’ insight
The teacher is the key to student achievement. Then you have to prepare
yourselves to become the best and the brightest, the most caring, competent and
compassionate teachers. The best and the brightest are those that possess the
competencies expected of a professional teachers.

LESSON 4 – THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PERSON

Learning Outcomes:
 Explain the demands of society from the teacher as a person
 Cite the personal qualities that a professional teacher should possess

Introduction
 “I am only a teacher!” Oftentimes this is what we hear when a teacher
introduces himself/herself amidst a group of professionals like doctors, lawyers,
nurses, accountants, engineers etc. more than any other professional, teachers are
subjected scrutiny to the minutest detail by those they associate with. Teachers
are judged more strictly than other professionals. When a teacher fails to meet
expectations of the public, like when she wears an ultra mini skirt or fails to pay
debt on time, the remark from the scrutinizing eye of the public is “teacher pa man
din,”
What are the demands of the teaching profession from the teacher as a
person? This can be restated as “what personal qualities or attributes of teachers
are demanded by the teaching profession” or “what personal traits must a teacher
possess in order to function well as professional teacher?
Referring to the professional teacher, the Code of Ethics gives big words like
possesses dignity and reputation, with high moral values… adheres to, observes
and practices a set of ethical and moral principles, standards and values.”

Abstraction:
The qualities of your favorite teachers may not be very far from one another. Compare
them with the 12 characteristics of an effective teacher.
1. Prepared – come to class each day ready to teach.
2. Positive – have optimistic attitudes about teaching and about students.
3. Hold high expectations – set no limits on students and believe everyone can be
successful.
4. Creative – are resourceful – and inventive in how they teach their classes.
5. Fair – handle students and grading fairly.
6. Display a personal touch – approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome and
comfortable in their classrooms.
8. Compassionate – are concerned about students’ personal problems and can relate
to them and their problems.
9. Have a sense of humor – make learning fun and do not take everything seriously.
[Link] students – do not deliberately embarrass students; teachers who give the
highest respect get the highest respect.
[Link] – do not hold grudges
[Link] mistakes – quick to admit being wrong.
These twelve traits of good teachers are the same traits given by the students of
these writers’ every time they asked various classes to list down traits of effective
teachers. The most common word given is caring. A caring teacher is fair. He/she
displays a personal touch and so is approachable. He/she feels with his/her students
and so is compassionate. He/she is forgiving, does not keep grudges against
learners. He/she is humble enough to admit mistakes.
Because he/she cares, goes to class prepared. He/she believes in his/her students
and so sets high expectations. He/she cares that students learn and so makes
learning fun by injecting humor. His/her genuine care for learners is grounded on
his/her great respect for every learner.

Professionalism

Professionalism is something demanded of teachers both as professionals and

as persons. Professionalism is succinctly described in Article XI of the code of Ethics
for Professional Teachers to wit:
Section 1. A teacher shall live with dignity at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as
the principle of personal behavior in all relationships with others and in all
situations.
Section 3. A teacher shall maintain at all times a dignified personality which
could serve as model worthy of emulation by learners, peers and others.
Section 4. A teacher shall always recognize the Almighty God or being as guide
of his own destiny and of the destinies of men and nations.
The Code of Ethics for public school teachers adopted in section 7 of RA 4670 cites
integrity as one essential trait of a professional teacher.
The personal traits cited above as attributes expected of teachers as persons are all
included in the big words – “live with dignity,” “premium on self-respect and self-
discipline,” “model of emulation? Found in the Code of Ethics for Professional
Teachers. They are not only physical traits; they are also professional traits expected of
a teacher.

List of References:

Bilbao, P., Corpuz, B., Llagas, A. Salandanan, G. (2018) The Teaching Profession. Lorimar
Publishing, Quezon City.
Code of Ethics for Professional Teachers, Board for Professional Teachers’ Res.# 435, s.
1997
Commonwealth Act No. 578; National Budget Circular No. 514
Danielson, C. (2010) Enhancing Professional Practice: A Framework for Teaching. (2 nd ed.)
Alexandria: Delor, J. (1995) Learning the Treasure from Within. UNESCO report.
Marzano, R. (2007). The Art and Science of Teaching. Alexandra, Va: Association for
Supervision, Curriculum Development.
Navaro, R. L. (2018, Jan-June) “Developing the Filipino Professional Teacher: Journey of a
Hundred Years,” The Professional Teacher Magazine Vol. IX No. 1, pp. %-7.
Stronge, J. (2005) Teacher Effectiveness and Performance Evaluation System Handbook.
Stronge and Associates Educational Consulting, LLC
Walker, R. J. “Twelve Characteristics of an Effective Teacher: A Longitudinal, Qualitative,
quasi- Research Study of In-Service and Pre-Service Teachers’ Opinions’. Educational
Horizons v87 pp. 1-68 Fall 2008. http:/[Link]/?id.

MIDTERM COVERAGE – (12 hours)

CHAPTER 3 – THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS
LESSON 4 – The Preamble and Article 1
Learning Outcome
 Discuss the Preamble and Article I of the Code of Ethics for Teachers in the
Philippines

Introduction
Let us study the Code of Ethics in detail. Let us begin with the Preamble and Article
I.

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

ARTICLE I
SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institutions shall
offer quality education for all Filipino citizens, a vision that requires professionally
competent teachers committed to is full realization. The provisions of this Code shall
apply, therefore, to all teachers in all schools in the Philippines.
Section 2. This code covers all public and private school teachers in all educational
institutions at the pre-school, primary, elementary, and secondary levels whether
academic, vocational, special, technical or non-formal. The term “teacher” shall include
industrial art or vocational teachers and all other persons performing supervisory and/ or
administrative functions in all schools at the aforesaid levels, whether on full-time or part-
time basis.

Abstraction:
A review of the Preamble and Article I tells that teachers who have no license are
not included in the group of professional teachers.
All teachers both public and private in all levels from preschool to secondary
whether they are academic, vocational, special, technical or non-formal – are included in
the definition of professional teachers and are therefore required of a professional license
and are subject to the Code of Ethics for Professional Teachers.

LESSON 5 A- CODE OF ETHICS FOR PROFESSIONAL TEACHERS: RELATIONSHIP

with the SECONDARY and TERTIARY STAKEHOLDERS

Learning Outcomes:

 Explain how professional teachers should relate to the state, community and
parents all education stakeholders

A. The Teacher and the State

Introduction
The education of the child is not the sole responsibility of school heads and
teachers. In fact, school heads and teachers cannot do it by themselves. As the African
proverb says “It take a village to raise a child.” The Code of Ethics cites different groups of
external stakeholders with whom schools and teachers have to relate and work for the
education of the child. These are the state (Article II), the community (Article III), and
parents (Article IX). Secondary stakeholders indirectly receive the service. These are
learners’ parents. Tertiary stakeholders are indirect but crucial participants in the process
of children’s education. These are the future employers, the government or the state and
society in general.

Activity:
Read Article II of the Code of Ethics. Then answer the questions in the analysis
phase of this lesson.

ARTICLE II
THE TEACHER AND THE STATE

Section I. The schools are the nurseries of the citizens of the state. Each teacher is
a trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality, promote
national pride, cultivate love of country, instill allegiance to the Constitution and respect
for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize full commitment and devotion
to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not, directly or indirectly, solicit, require, collect or
receive any money, service, other valuable material from any person or entity for such
purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to
coerce any other person to follow any political course of action.
 Section 8. Every teacher shall enjoy academic freedom and shall have the privilege
of sharing the product of his researches and investigations, provided that, if the results are
inimical to the declared policies of the state, they shall be drawn to the proper authorities
for appropriate remedial action.

Abstraction:
The Cambridge English Dictionary defines a “nursery” as a place where babies and
young children are cared for while their parents are somewhere else. In horticulture, a
nursery is a place where young plants and trees are cultivated and grown.
Both definitions may apply to the statement in the Code of ethics: “schools are the
nurseries of the citizens of the state:” Indeed parents leave their children in schools under
the care of teachers while they work. Schools through teachers are entrusted with the
noble task of instilling pride in learners one’s cultural and educational heritage, love of
country and in sowing the seeds of national morality.
These are the many things in our Filipino culture that we can be proud of and are
therefore worth preserving and passing on to maintain Filipino identity, promote national
pride and cultivate love of country.
Every teacher is expected to be fit or else cannot perform his/her function. R.A.
4670 otherwise known as the Magna Carta to Public School Teachers, teachers shall
undergo annual physical examination free of charge not less than once a year during the
teacher’s professional life.
As a professional, the teacher is expected not to take advantage of his/her position
or power to promote his/her own interest whether political nor religious, nor to solicit,
require or collect any money, service or material from any person.
A professional teacher violates Section 6 of Article II if he/she fails to vote for no
justifiable reason. Voting is teacher’s participation in the affairs of the state.
He/she also violates Section 7 of Article II if he/she engages in partisan politics.
Teachers have to preserve the dignity of the education by not engaging directly or
indirectly in electioneering except to vote. Engaging in partisan politics is teacher’s abuse
of authority.
The professional teacher shall enjoy academic freedom so he/she can share the
product of his/her researches and investigations in support of the endless search for truth.

Lesson 5 B. THE TEACHER AND THE COMMUNITY

Introduction:
The teacher works in, for and with the community. He/she rub elbows with the
leaders and members of the community who, like him/her, aspire for the
development of the young. He/she works in a community with its own established
customs and traditions which are sometimes different from the practice of the
community where he/she belongs.
Activity:
Read Article III of the Code of Ethics then do the activity as directed.

ARTICLE III
THE TEACHER AND THE COMMUNITY

Section I. A teacher is a facilitator of learning and of the development of the youth;

he shall, therefore, render the best services by providing an environment conducive to
such learning and growth.
Section 2. every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic and civic
betterment.
Section 3. every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity, at all times and refrain from such
activities as gambling, smoking, drunkenness and other excesses, much less illicit
relations.
Section 4. every teacher shall help the school keep the people in the community,
and shall, therefore, study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and problems.
 Section 6. Every teacher is an intellectual leader in the community, especially in
the barangay, and shall welcome the opportunity to provide such leadership when needed,
to extend counselling services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as
appropriate, but shall not use his position and influence to proselyte others.

Below are key words. Use these words to answer the analysis phase.

Disparag
Conducive Harmonious ing the
Facilitator of
environme official commu
learning
nt relations nity

Not use
Social Community leadership position to
recogniti informed proselyte
on

Abstraction:
As a professional teacher, he/she is a facilitator of learning by ensuring that he/she
provides a favorable environment for learning. He/she acts as a leader by initiating and
participating in community activities for the benefit of community members and the
community as a whole. As a community leader he/she deals with other professionals and
the community officials harmoniously and professionally. Because he/she wants to work
with the community, he/she keeps people informed of the developments in school. He/she
does not take advantage of his/her position as a professional teacher to proselyte. Neither
does she/he criticize community customs and traditions. Instead, he/she exerts effort to
understand them with a sympathetic attitude. Above all, to be a credible community
leader, he/she earns the respect of community by behaving with dignity at all times and so
will not engage in vices such as gambling, smoking, drunkenness, and illicit relations.

Application:
Visit your own community. Use the words above to illustrate how a professional
teacher should relate with the community. You may want to present and contrast of
teachers expected professional behavior. Document this activity through photo essay.

LESSON 5 C THE TEACHER AND THE PARENTS

Introduction:
Parents are secondary stakeholders while their children are primary stakeholders.
Activity:
1. Read Article IX of the Code of Ethics

ARTICLE IX
THE TEACHER AND THE PARENTS

Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the
progress or deficiencies of learners under him, exercising utmost candor and tact in
pointing out learners’ deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.
 2. View How to: A Teacher’s Guide to Parent Teacher Conferences at YouTube
[Link]

Abstraction:
Teacher needs to connect with parents, his/her partners in the education of the
learner. For the partnership to flourish, teacher shall maintain cordial relations with
parents. This relationship remains cordial if a teacher is sincere and tactful in reporting
child’s progress.

LESSON 6 A THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS: RELATIONSHIP

WITH THE INTERNAL STAKEHOLDERS

Learning Outcome:
 Explain how the professional teacher should relate to the learners, the teaching
community and higher authorities.

A. THE TEACHER AND THE LEARNERS

Introduction:
The learners are our primary internal stakeholders. They have no choice over the
kind of teacher given them.

Section 1. A teacher has the right and duty to determine the academic marks and the
promotion of learners in the subjects they handle. Such determination shall be in
accordance with generally accepted producers of evaluation and measurement. In case of
any complaint, teachers concerned shall immediately take appropriate action, observing
the process.

Section 2. A teacher shall recognize that the interest and welfare of learners are his first
and foremost concern, and shall handle each learner justly and impartially.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory

against any learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others
in their behalf in exchange for requested concessions, especially if under served.

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

Section 6. A teacher shall base the evaluation of the learner’s work on merit and quality
of academic performance.

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

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

Section 9. A teacher shall ensure that conditions contributive to the maximum

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

Abstraction:
Perhaps the teacher’s traits that are wished by most can be summed up in the
words “Caring,” “Compassionate” and “Fair.” Article VIII, The Techer and the Learner” of
the Code of Ethics describes the professional teacher to be such. Fair because he/she
“bases evaluation of the learners work on merit and quality of academic performance;”
shall not “make deductions from learners such as scholastic ratings, as primary scholastic”
and “determine academic marks… in accordance with generally accepted procedures of
evaluation and measurements” and shall handle each learner justly and impartially.
Should love develop between and teacher and student, the professional teacher is
expected to be fair because he/she shall “exercise utmost professional discretion to avoid
… preferential treatment of the learner.” Teacher fairness is assured when a teacher does
not accept favor or gifts from learner or their parents in exchange for requested
concessions.
The professional teacher is likewise described as “caring and compassionate.”
Article VII, points out that the professional teacher has the “interest and welfare of
learners” as his/her “first and foremost concern” and “under no circumstance shall a
teacher be prejudiced nor discriminatory against any learner.” The professional teacher is
also seen to be caring and compassionate professional when she/he does not inflict
corporal punishment on offending learner.”

LESSON 6- B THE TEACHER AND THE TEACHING COMMUNITY

Activity:

1. Read Article V, The Teacher and the Community

Section 1. teachers shall, at all times, be imbued with the spirit of professional loyalty,
mutual confidence, and faith in one another, self-sacrifice for the common good, and
full cooperation with colleagues. When the best interest of the learners, the school, or
the profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim for work not of his own, and shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which have not
yet been officially released, or removed records from the files without official
permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what
may appear to be an unprofessional and unethical conduct of any associate. This may
be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating any right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified,
provided that he respects the system of selection on the basis of merit and
competence, provided, further, that all qualified candidates are given the opportunity
to be considered.

2. Study the figures below and state what each figure is saying about how a teacher
should relate to her fellow teachers. Use the space below.

Totoo naman
a! hindi ito
Complaint against
tsismis
Confidential Teacher A
records Mark Carpio

Principal
Abstraction:
A professional teacher should work in collaboration with his fellow teachers. Gossip
destroys collegial relationships. It has no place in a professional community. A
brotherly/sisterly correction for what may appear to be unprofessional and unethical
conduct of an associate is an act that is becoming of a professional.
Should there be justifiable criticism against a fellow teacher, the right recourse is to
submit to proper authorities any justifiable criticism.
It is unprofessional for a teacher to apply for a position for which he is not qualified.
Professionalism demands that selection is based on merit and competence. It is likewise
unprofessional to divulge to confidential information concerning associates and the school.
Give credit to whom credit is due. A professional teacher will not claim credit for
work not of his/her own.
In order not to jeopardize office operation or work, a teacher before leaving position,
shall organize records for his/her successor. Many a time turn-over ceremony is well done
but up to ceremony only because records are not organized and so hampers only because
records are not organized and so hampers the continuity of operation.

Teacher’s Insight
The professional teacher is not an island. He/she always work with other professional
teachers. In short, at all times, professional teachers shall be loyal to and trust and
support one another for the common good.

LESSON 6 – C THE TEACHER AND THE HIGHER AUTHORITIES

Activity:
1. Read Article VI of the Code of Ethics, then answer the pre-test.

ARTICLE VI
THE TEACHER AND THE HIGHER AUTHORITIES IN THE PHILIPPINES

Section 1. A teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
professional feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusation or charges against
superiors, especially under anonymity. However, if there are valid charges, he should
present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when reforms are
advocated but are opposed by the immediate superior, in which case the teachers shall
appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress
against injustice and discrimination and, to the extent possible, shall raise his grievance
within democratic processes. In doing so, he shall avoid jeopardizing the interest and
welfare of learners whose right to learn must be respected.
Section 5. A teacher has a right to invoke the principle that appointments,
promotions, and transfers of teachers are made only on the basis of merit and need in the
interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to
live up to his contract, assuming full knowledge of the employment terms and conditions.

Abstraction:
 It is for a teacher to campaign against legitimate policies of the school and
administration with which he/she disagrees. In contrast the professional thing to do is to
support the legitimate policies even though as a professional teacher one is personally
against it. One must exert effort to understand the wisdom of the policies of the
administration. In the first place they must not have become policies if they are not for the
good of teachers.
It is likewise unprofessional to file charges against superiors under cover of
anonymity. If there is truth in the charges filed against superiors, one should not be afraid
to come into the open. “The truth shall set you free.”
To transact official business through proper channels is the professional and ethical
thing to do. There are exceptions, however. When the reforms advocated are opposed by
the immediate superior, he teacher shall appeal directly to the proper higher authority.
To go on strike is not professional. True, professional teachers have a right to seek
redress against injustice or discrimination but should do it in a manner that does not
jeopardize the welfare of learners whose right to learn must be respected. Teachers going
on strike adversely affects learners.
Appointments, promotions are based only on merit and need in the interest of
service in the profession. Likewise, transfer of professional teachers is done on the basis of
merit and need. Transfer of a teacher made because of school head’s prejudice towards
the teacher is unprofessional.

LESSON 7 PROFESSION AND BUSINESS

Learning Outcome:

 Explain how a professional teacher should conduct himself/herself as a person, in

the teaching profession and in business.

Activity 1:

Read Article IV.

ARTICLE IV
THE TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively help insure that teaching is the noblest
profession, and shall manifest enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparation for the career of teaching, and shall be at his
best at all times in the practice of his profession.
Section 3. Every teacher shall participate in the continuing professional education
(CPE) program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues, and productivity in order to be nationally and
internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support for the
school, but shall make improper misrepresentations through personal advertisements and
other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes
it a dignified means for earning a decent living.

Below are some quotes. To which section of Article IV does each quotation refer?

1. I wish I could persuade every teacher, to be proud of his occupation – not

conceited or pompous, but proud. People who introduce themselves with the
shame remark that they are “just teachers” gives despair in my heart. Did you
ever hear a lawyer say depreciatingly that he was only a patent attorney? Did you
ever hear a physician say “I am just a brain surgeon”? I beg of you to stop
apologizing for being a member of the most important profession in the world.
Draw yourself up to the full height; look at anybody squarely in the eye and say, I
am a teacher.” – Will ________________________________

2. “Good, better, best. Never let it rest until your good is better and your better is
best.” – Tim Duncan
_________________________
 3. “There are no secrets to success. It is the result of preparation, hard work and
learning from failure.”
- Colin Powell ______________________

4. “Success is where preparation and opportunity meet.” – Bobby Unser

_________________________

5. “Self-respect is the fruit of discipline; the sense of dignity goes with the ability to
say no to oneself.” –Abraham Joshua Heschel _______________________

6. There are two kinds of pride both good and bad. Good pride represents our
dignity and self-respect. Bad pride is the deadly sin of superiority that reeks of
conceit and arrogance.” – John C. Maxwell. ___________________________

B. Read Article XI.

ARTICLE XI
THE TEACHER AS A PERSON

Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as
the principle of personal behavior in all the relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide of
his own destiny and of destinies of men and nations.

Abstraction:
So much is demanded of a teacher as a person. He/she is looked up to as model and
therefore must walk her talk or ends up like a noisy gong or a clanging cymbal. This is a
big challenge. His/her obligation is to live with dignity in all places at all times, so 24 hours
a day, 7 days a week, 31 days a month, 365 or 366 days a year. He/she will never regret if
she/he has made self-respect and self-discipline as the governing principle in his/her
relationships with all people in all situations. With the almighty God at the center of his/her
life, the professional teacher will be resolute in his/her intent to maintain a dignified
personality and so can serve as a model for learners, peers, and all others.

Application:
Describe a teacher as a person based on article XI of the Code of Ethics by a way of
a cinquain. A cinquain is a five-line poem composed of:

Line 1 – one word

Line 2 – 2 adjectives that describe Line 1
Line 3 – 3 action words that relate to line 1
Line 4 - 4 words (feelings) that relate to line 1 or a complete sentence
Line 5 – 1 word, a synonym of line 1 or a word that sums it up
Here is an example:

Teacher.

Caring, compassionate
Questioning, listening, responding
I love her dearly.
Idol.
 a. Article X - THE TEACHER AND THE BUSINESS

Read this Article:

ARTICLE X
THE TEACHER AND THE BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate

income generation, provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial
matters such as in the settlement of his just debts, loans and other financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently related to such purchase and disposal,
provided that such shall be in accordance with existing regulations.

Abstraction:

“Man does not live by bread alone,” says the Bible. Understandably, the
professional teacher needs money to satisfy his/ her bodily need. Article X, sec.1 of the
Code of Ethics allows the teacher to “engage in legitimate income generation provided
that it does not relate to or adversely affect his work as a teacher.”
If teachers live by the principles of self-respect and self-discipline as cited in the
Code of Ethics, there will be no problem on teacher indebtedness and teachers’
unfavorable reputation of not paying their debts. If a teacher lives simply, he/she will not
be that indebted. To live simply, the professional teacher must distinguish between his
needs and wants.

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
________________________

Teacher’s Insight
As a professional teacher, he/she must live with dignity at all times at all places
and be a model for all. So a teacher must maintain a good reputation with respect to
financial matters such as in the settlement of his debts and loans. His manner of living
should provide a worthy example for his students to emulate, for his fellow teachers to
be proud of and for the community to feel as being enriched by it.

References:
Bilbao, P., Corpuz, B., Llagas, A. Salandanan, G. (2018) The Teaching Profession. Lorimar
Publishing, Quezon City.
Code of Ethics for Professional Teachers, Board for Professional Teachers’ Res.# 435, s.
1997
Navarro, R. L., (2008, January-June) “Developing the Filipino Professional Teacher: Journey
of a Hundred Years,” The Professional Teacher Magazine Vol. IX No. 1pp. 5-7.
RA 4670, The Magna Carta for Public School Teachers
The 1987 Constitution

CHAPTER 4 THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES

Learning Outcomes:

 Discuss the rights and privileges of teachers in the Philippines.

Abstraction:

Filipino teachers ought to be aware and knowledgeable of these well-deserved

benefits.
There is no other Constitution in the history of the country that has given
importance to teachers more than the 1987 Philippine Constitution.
The 1987 Philippine Constitution states: The state shall enhance the right of
teachers to professional advancement (paragraph 4), It shall “assign the highest
budgetary priority to education to “ensure that teaching will attract and retain its rightful
share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment.”
Commonwealth Act 578 amended the Revised Penal Code to include teachers,
professors, and persons charged with the supervision of public or duly recognized private
schools, colleges and universities, within the term “persons in authority.”
RA 4670, otherwise known as The Magna Carta for Public School teachers, details
the rights, privileges and benefits of teachers such as: 1) consent for transfer 2)
safeguards in disciplinary procedure; 3) no discrimination; 4) married couples to be
employed in the same locality; 5) academic freedom; 6) not more than 6 hours of actual
teaching hours to classroom teaching; 7) additional compensation for activities outside
normal duties; 8) salaries comparable to other occupations to insure teachers a
reasonable standard of life for themselves and their families; 9) salaries appropriated by
local governments not to be less than those paid teachers of the national government; 10)
cost of living allowance; 11) special hardship allowances; 12) medical examination free of
charge once a year during the professional life; 13) prohibition of unauthorized deduction
from teachers’ salaries; 14) study leave; 15) indefinite leave; 16) salary increase upon
retirement and 17) freedom to establish or join organization of their choice.
These show that the welfare of professional teachers has been given much
attention. After all, there is no truth to what is often said about teachers “overworked and
underpaid.”

Teacher’s Insight
Professional teachers may enjoy their rights and privileges as stated in the Magna
Carta for Public School Teachers to ensure that teaching will attract and retain its
rightful share of the best available talents through remuneration and other means of job
satisfaction and fulfillment.

References:

Commonwealth Act No. 578; National Budget Circular No. 514

RA 4670, The Magna Carta for Public School Teachers
The 1987 Constitution

SEMI – FINAL COVERAGE

CHAPTER 5 - ON BECOMING A GLOCAL TEACHER

Learning Outcomes:

 Describe global and glocal teachers.

 Infer the demands of globalization in the 21 st century on teacher professionals.

A. Global and Glocal Teacher Education

Global education has been best described by two definitions:

 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.
UNESCO’s Education 2030 Incheon Declaration during the World Education Forum
established a vision “Towards inclusive and equitable quality educational lifelong learning
for all.” Sustainable Development goal (SGD) 4 for education is one of the seventeen goals
of the United Nation’s SGDs. The seven of the ten targets are expected outcomes while
three are means of achieving outcomes.

By 2030, the seven outcome targets of SGD 4 must have been achieved. These are:
4.1 Universal primary and secondary education . Ensure all girls and boys
complete, free, equitable and quality primary and secondary education
leading to relevant and effective learning outcomes.
4.2 Early childhood development and universal pre-primary education . Ensure
that all boys and girls have access to quality early childhood development
care and pre-primary education so that they are ready for primary education.
4.3 Equal access to technical/vocational and higher education . Ensure equal
access for all women and men to affordable and quality technical vocational
and tertiary education including university.
4.4 Relevant skills for decent work . Substantially increase the number of youth
and adults who have relevant skills including technical and vocational skills,
for employment, decent jobs and entrepreneurs.
4.5 Gender quality and inclusion. Eliminate gender disparities in education and
ensure equal access to all levels of education and vocational trainings for
vulnerable, including persons with disabilities, indigenous peoples and
children in vulnerable situations.
4.6 Universal youth literacy. Ensure that all youth and substantial proportion of
adults, both men and women achieve literacy and numeracy.
4.7 Education for sustainable development and global citizenship . Ensure all
learners acquire knowledge and skills needed to promote sustainable
development, including among others through education for sustainable
development and sustainable lifestyles, human rights, gender equality,
promote culture of peace and non-violence, global citizenship and
appreciation of cultural diversity and cultures contribution to sustainable
development.
One of the means to achieve the target is to increase the supply of qualified
teachers, through international cooperation for teacher training in developing countries,
especially the least developed countries and island developing states.
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 that system. It is a school curriculum that has a worldwide standard of
teaching and learning. This curriculum prepares learners in an international marketplace
with a world view of international understanding. In his article “Goals of Global Education,”
Becker emphasized that global education incorporates into the curriculum and educational
experiences of each student a knowledge and empathy of cultures of the nation and the
world. Likewise, students are encouraged to see the world as a whole, learn various
cultures to make them better and function effectively within various cultural groups.
Thus, to meet the various global challenges of the future, the 21 st Century Learning
Goals have been established as bases of various curricula worldwide. These learning goals
include:

1. 21st century content: emerging content areas such as global awareness; financial,
economic, business, and entrepreneurial literacy; civic literacy; health and
environmental awareness.
2. Learning and thinking skills: critical thinking and problem solving skills,
communication, creativity and innovation, collaboration, contextual learning,
information and media literacy.
  ICT literacy: using technology in the context of learning so students know how to
learn.
 Life skills: leadership, ethics, accountability, personal responsibility, self-direction,
others.
 21st century assessments: Authentic assessments that measure the areas of
learning.

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 21st century classrooms. Global teacher education addresses the need
of the smallest schools to the largest classrooms in the world. It responds to borderless
education that defines distance and geographical location. This makes education global.
Thus, glocal education provides equal opportunity and access to knowledge and
learning tools to which are the basic rights of every child in every community, locality
within the global community.

B. From Global Teacher to Glocal Teacher Professionals

Looking back at the concept of global education, how do we define now a glocal
teacher? Is this teacher someday who teaches abroad? Is this a person teaching anywhere
in the world, and is able to teach the 21 st century learning goals?
Hence, a glocal teacher is a global teacher who is competent and armed with enough
skills, appropriate attitude and universal values to teach learners at home or 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 someone who thinks and acts locally and
globally with worldwide perspectives, but is teaching in the communities, localities, towns,
provinces and regions where he or she is situated.
A glocal Filipino is characterized by several qualities and attributes in addition to in-
depth knowledge, functioning skills and embedded values. Global teachers:
 Understand how this world is interconnected;
 Recognize that the world has rich variety of ways of life;
 Have a vision of the future and sees what the future would be for himself-herself
and the students;
 Are creative and innovative;
 Understand, respect and tolerant of the diversity of cultures;
 Believe and take action for education that will sustain the future;
 Facilitate digitally-mediated learning;
 Possess good communication skills
 Aware of international teacher standards and framework;
 Master the competencies of the Beginning Teacher in the Philippine Professional
Standards for Teachers (PPST, 2017).

Characteristics and Core Values of Filipino teachers: (Master Plan for Teacher Education,
2017):
 and historical rootedness by building on the culture and the history of the learners
and the Cultural place;
 Ability to contextualize teaching –learning by using local and indigenous materials,
content and pedagogy whenever appropriate;
 Excellence in personal and professional competence, leadership, research,
technology, innovation and creativity;
 Responsiveness through social involvement and service, learner –centeredness,
respect and sensitivity for diversity and inclusiveness;
 Accountability and integrity by being a positive role model with strong moral
character, committed and conscientious, credible, honest and loyal;
 Ecological sensitivity by being resilient and a steward of the environment for
sustainability;
 Nationalism/Filipinism by being a responsible citizen and upholding the Filipino
identity amidst globalization (glocalization);
 Faith in the Divine Providence by being humane, just, peace-loving and respectful of
human rights.

Teacher’s Insight
A Glocal teacher is a global teacher who is competent and armed with
competent skills and appropriate attitude and values to teach learners at home or
 abroad and equipped with modern technologies in education. A glocal teacher is
one who thinks and acts both locally and globally.

References:

Becker, J. (1998). Global Education: An Overview. Social Studies Journal. New Orleans.
Bilbao, P., Corpuz, B., Llagas, A. Salandanan, G. (2018) The Teaching Profession. Lorimar
Publishing, Quezon City.
CHED-TPTE (2015) Unpublished Master Plan for Teacher Education 2015 to 2025
CHED- TPTE (2017) Master Plan for Teacher Education
Code of Ethics for Professional Teachers, Board for Professional Teachers’ Res.# 435, s.
1997
Delor, J. (1995) Learning the Treasure from Within. UNESCO report.
DepEd Order No. 42. S. 2017 _ National adoption and implementation of the Philippine
Professional Standards (PPST) for teachers
Navaro, R. L. (2018, Jan-June) “Developing the Filipino Professional Teacher: Journey of a
Hundred Years,” The Professional Teacher Magazine Vol. IX No. 1, pp. %-7.
OECD/ Asia Society (2018). Teaching for Global Competence in a Rapidly Changing World
Osford Dictionary of New Words. (1991-134)
Partnership 21 (2007). Framework for the 21st Century Learning. www. [Link].
RA 10968. Institutionalizing the Philippines Qualification Framework, establishing the PQF
national coordinating council
Robertson, R. (1992) Globalization: Social Theory and Global Culture

SEMI-FINAL COVERAGE

LESSON 8 – CHANGING GLOBAL LANDSCAPE FOR THE 21st CENTURY TEACHERS

Learning Outcomes:

 Identify the different changes occurring in the global teaching-learning

landscape.
 Identify the 21st century life and career skills for learners and teachers.
 A. Furthermore, the new type of learners, are those coming from diverse background,
multi-cultural, and multi-generational as coming from different age groups of
lifelong learners. In order for every learner to address the challenges of the century,
he/she has to develop life and career skills. Life and career The changing Global
Landscape and the 21st Century Skills for Teachers

We are in an era of borderless “flat” world. Barriers have been broken by new
information and communication technologies. Globalization has opened doors that led
nations to co- exist and be interdependent.
Zhou, 2006 identified some key categories of the different changes and developments
in the 21st century teaching and learning.

The categories are:

1. Describe the new learning environment,
2. Identify the new learning contents,
3. Explain the new processes of learning and how these will be facilitated,
4. Describe the new learner, and
5. Describe the new teachers.

The New Learning Environment. The idea of learning environment has broadened
from the confines of the four walls of the classroom to places and spaces that support
learning. It is a place where interactions of the learners among one another, with the
teacher and the surroundings happen. It is characterized by the following:

 Learner-centered,
 New spaces and borderless,
 Enhanced opportunity for creativity and innovations, and
 use of ICT.

The New Learning Contents. With the new learning environment and the
explosion of knowledge, content or subject matter of learning has been modified. From a
specific discipline or subject area, the subject matter of learning has the following
characteristics:

 integrated/ interdisciplinary;
 demand-driven;
 emphasis on learning tools on how to receive knowledge;
 balance of scientific, technological, cultural, global, local, concepts.

The New Process of Learning. How These will be Facilitated. With advancement
in the study of the mind and cognition, various processes of learning evolved with human
intervention of teachers and peers as well as non-human intervention of artificial
intelligence of robots. With these advancements, different processes of learning and the
methods to facilitate these have evolved. These include the idea of multiple ways of
learning which can be mediated by the following.

 Face-to-face – when learners and teachers are confined in the same learning
space at the same time with the teacher facilitating learning.
 Distance learning – when teaching-learning is mediated by traditional (modules in
print) or modern technology (on-line or off-line) without the physical presence of the
teacher in a virtual class. It can be synchronous or asynchronous.
 Blended modalities – when teaching and learning is facilitated through face -to –
face of distance learning which enable to the teachers and learners to have both
physical presence or physical absence in the teaching-learning process.
 Experiential and lifelong – when learners are immersed into the real life
situation, such that learning becomes more authentic and meaningful.

The New Type of Learners - The new breed of learners does not have age
boundaries. Learners maybe are in an informal, formal or informal setting. The new type of
learner is:

 A confident person who thinks independently and critically and who communicates
effectively;
 Self-directed and who questions, reflects and takes responsibility for his/her own
learning;
 A concerned citizen, informed about the world and local affairs, has a strong sense
of civic responsibilities and participates actively in improving the lives of others;
 A member of the new generation: pop-culture, different ways of thinking,
responding.
skills are enhanced in schools as part of the learning outcomes. Life and career
skills include the following: ([Link];OECD,2008).

What are the characteristics of learners who have developed life and career skill?
How can teachers enhance these skills in every learner? What are these life and career
skills?

Life and Career Skills

 Flexibility and Adaptability

Learners adapt to various roles, responsibilities and schedules. Despite the complex
condition, they are able to do the different task at one time. Recognition of this potential
will give a signal to the teacher to provide all learners the opportunities to develop their
individual potential of being adaptable and flexible. Rigidity runs counter to the
development of this skill.

 Initiative and Self-direction

A self-directed learner demonstrates life and career skills. Goals are set and
managed by themselves. There is a commitment to learning as a lifelong process. Many of
the young learners are capable of doing things without being told. They take initiatives.
They do not need to be given instructions. They plan and work out their plans. Like the
learners, the teachers should also possess the same skills.

 Social and Cross-cultural skills

This life and career skills require learners to respect cultural differences and work
effectively with others, to be open-minded to different ideas in order to innovate and
improve quality of work. If one understands the other’s culture, it will be easy to respect.
Disrespect may spring from ignorance and bias. To be able to appreciate the mores,
tradition, history of others, one needs to be open and willing to accommodate and
compromise.

 Productivity and Accountability

Individuals who possess these skills are able to produce results. They respect
teamwork and cooperation. They manage time very well and can do multitask. The most
tangible proof that one has done something is the product or result. It can be an idea, or a
material product. When one is tasked to do something, that person has an accountability
to produce results as evidence of a job done. Better results are accomplished if done
together through collaboration and cooperation.
  Leadership and Responsibility

Good leaders use interpersonal and problem-solving skills with integrity and ethical
behavior to influence and guide others. Leadership and responsibility are life skills that
should be developed by all learners and teachers. Leadership is not assigned, it is earned.
As the saying goes: “Leaders are born, but they can also be made.”

The New Type of Teachers – As teachers are currently preparing students for jobs
and technologies that don’t even exist yet, the challenge then is to produce the new type
of teachers. Teachers for the 21st century learners teach within the context of new
environment new content or knowledge and new processes of teaching and learning.
Hence the new type of teachers must possess the following characteristics:

 Clear standards and accountability that their learners should know and be able to
do at the end of their schooling;
 Use broad pedagogies including inquiry-based learning, cooperative learning, other
pedagogies;
 Skillful in the integration of ICT in pedagogy;
 Skillful in the use of assessment to guide teaching and learning;
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems based on
evidence;
 Practice the core values of inspiring teachers;
 Develop life and career skills for the 21st century and beyond.

Teacher’s Insight
As future teachers of the 21st century, there is an urgent need to understand the new
landscape that is brought about by the changes in leaps and bounds of the century. The
development of the 21st century skills is necessary tool for teachers. Without these 21 st
century tools, no teacher can survive.

References:

CHED- TPTE (2017) Master Plan for Teacher Education

Danielson, C. (2010) Enhancing Professional Practice: A Framework for Teaching. (2 nd ed.)
Alexandria: Va: Association for Supervision, Curriculum and Development.
DepEd Order No. 42. S. 2017 _ National adoption and implementation of the Philippine
Professional Standards (PPST) for teachers
Gubler, C. F. (2014) “The Special Place in Heaven”, Teacher, Teacher: A Tribute to
Teachers Everywhere, Technological Institute of the Philippines, Quezon City.
Navaro, R. L. (2018, Jan-June) “Developing the Filipino Professional Teacher: Journey of a
Hundred Years,” The Professional Teacher Magazine Vol. IX No. 1, pp. %-7.
OECD/ Asia Society (2018). Teaching for Global Competence in a Rapidly Changing World
Osford Dictionary of New Words. (1991-134)
Partnership 21 (2007). Framework for the 21st Century Learning. www. [Link].
RA 10968. Institutionalizing the Philippines Qualification Framework, establishing the PQF
national coordinating council
Robertson, R. (1992) Globalization: Social Theory and Global Culture
Service Manual 2002. Deped, Pasig City
ityWebsite:
[Link];OECD,2008

LESSON 9 FOUR PILLARS OF LEARNING

Learning Outcome:

 Demonstrate understanding of the four pillars of learning.

UNESCO’S four pillars of Learning from Delor’s Report: Learning: A Treasure

from Within

A desire to learn continuously through one’s lifetime is a mark of a 21st century learner.
The International Commission on Education for the Twenty-first Century to UNESCO,
headed by Jacques Delors, identified learning throughout life as a key to meet the
challenges of the 21st century. The Commission’s 1996 report, Learning: The Treasure
Within, highlighted the need for individuals to"learn how to learn” to cope with the
rapid changes and challenges of the present and the future. It describes a holistic
approach to learning that encompasses more than what occurs in the classroom. This is
referred to as lifelong learning - a philosophy that involves the development of
knowledge, skills, attitudes, and values throughout one’s life—from early childhood
through adulthood. Learning is seen not just as an intellectual process, but one that
encompasses all aspects of an individual’s life, including their role in the community,
performance in the workplace, personal development, and physical well-being.
The report presented a framework that organized lifelong learning into four
pillars: learning to know, learning to live together, learning to do, and learning to
be. The four pillars of learning are seen as fundamental principles for reshaping 21st
century education.
The Four Pillars of Learning is proposed as a framework to understand what students need
to acquire and develop in themselves. Knowing these pillars and applying them to your
own learning can help you develop the KSAVs required to fulfill your tasks and roles as a
provider of quality and relevant education to your students.

Learning to know. This implies thirst for knowledge and acquisition of such
knowledge. More so, it is learning how to learn throughout one’s life. After completing
formal education, there should be a great desire to gain more understanding of the world
and other people. An individual who is knowledgeable is literate. Being literate is always
related to being knowledgeable. Thus the definition of the word literacy evolved through
time. Here are definitions made by the UNESCO.

Literate – one who can, with understanding, both read and write a short simple statement
on his or her everyday life. In 1970, a functionally literate person is one who can engage
in all activities to use reading, writing and calculation for the community’s development. In
2000, literacy was defined as the ability to read and write with understanding a simple
statement related to one’s daily life. It involves a continuum of reading and writing skills
and often includes, numeracy. However, the UNESCO international expert meeting in
2003, redefined literacy as the ability to identify, understand, interpret, create,
communicate and compute using printed and written materials associated with varying
contexts.
 21st Century Brief Descriptions
Literacies
The Arts and Creativity Creativity and innovation are the 21st century skills, thus in
solving problems and creating art works are part of this
literacy.
Eco-literacy Acquisition of knowledge about climate change, pollution, loss
of natural habitats and biodiversity. Solutions on how these
environmental problems could be addressed must be
practiced.
Cyber literacy/Digital Being in the rapid changes in the use of technology for
Literacy (Information teaching and learning, teachers and learners need to develop
and ICT Knowledge) and enhance the use of digital gadgets whether on-line or off-
line.
Financial Literacy Basic knowledge about the basics of economics and financial
management. This is necessary for every learner and teacher
to be able to handle income, expenses and investments to be
economically secure.
Media Literacy Teachers and learners must learn how to discern about any
information which are transmitted via various forms of media.
Social/ Emotional Knowledge about social dimensions and social skills that are
Literacy appropriate in the context of society. Emotional intelligence
must also be developed to be able to effectively manage the
stresses due to the changing environments of the 21 st century
society.
Globalization and Multi- If you respect multi-cultural diversity, aware of the global
cultural Literacy trends, acknowledge differences and similarities, respect each
other’s dignity, then you are multi-cultural literate.

Learning to Do. Learning to Do involves the acquisition of skills that would enable
individuals to effectively participate in the global economy and society. These skills are
often linked to occupational success, such as vocational and technical skills,
apprenticeships, and leadership and management competencies.

Learning to Be. Learning to Be involves activities that promote holistic personal

development (body, mind and spirit), for an all-round ‘complete person.’ These include
cultivating one’s self analytical and socials skills, creativity, personal discovery and an
appreciation of the inherent value provided by these pursuits. An example under this pillar
is a teacher who participates in training workshops that will enhance his/her knowledge
and skills in the teaching learning process.
Did you notice the arrow that spans across the four pillars of learning? What do you think
does this arrow represent? If you mentioned “lifelong learning,” you are correct! The
framework takes into account that learning in the 21st century is a continuous building of
skills and knowledge throughout the life of an individual. It occurs through experiences
encountered in the course of a lifetime.
 Learning to live Together. Learning to Live Together involves the development of
social skills and values such as respect and concern for others, social and inter-personal
skills and an appreciation of the diversity among people. These skills would enable
individuals and societies to live in peace and harmony. This refers to the relationships
among people.

Application:
The following table provides Zhou’s descriptions for each of the four pillars. The list shows
some of the competencies and skills associated with the four pillars. In the last column,
place a check mark (√) against the elements that you think you are already good at. Put a
cross mark (X) if the elements do not apply to you. This is not a test, so try to be as honest
as you can in completing this checklist.

I think I am
Pillars Involves... good at this
√ X
 mastering the skills and strategies of knowing and
understanding
 learning to learn and discover

 understanding about one’s environment

Learning to  thinking in a coherent and critical way

Know
 acquiring a knowledge of the scientific method
and instruments
 developing a scientific spirit and an inquiring mind

 acquiring independence of judgement

 knowing oneself

 discovering others

 appreciating the diversity of the human race

Learning to live  being receptive to others and open to others’

together ideas during dialogues and debates
 caring and sharing

 working toward common objectives in cooperative

undertakings
 managing and resolving conflicts

Learning to do  shifting from skill and ‘practical knowhow’ to

competence
 applying in practice what has been learned

 developing the ability to transform knowledge into

innovations and job-creation
 developing competence, a mix of higher skills, of
social behavior, of an aptitude for team work, and
initiative/readiness to take risks
 acquiring new types of skills, more behavioral
than intellectual
  learning that is no longer limited to work but
responds to participation in development
 communicating, working with others, and
managing and resolving conflicts
 developing the mind and body, intelligence,
sensitivity, aesthetic sense, personal
responsibility, and spiritual values
 nurturing imagination and creativity
Learning to be
 being complete in oneself, in all the richness of
one’s personality
 developing one’s full potentials and tapping the
hidden treasure within oneself

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________

Teacher’s Insight
Our common future will depend on the degree to which we all become better
citizens. Education is the heart of our personal development. Each of us have our own
mission. We should develop our talents to the fullest and realize our creative potential,
including responsibility for our own lives.

References:
Graphics adapted from “Four Pillars of an Effective Sales Service (2011).”
Delor’s report: UNESCO (Delors, 1996)

CHAPTER 6

LESSON 10 QUALITY TEACHERS AND TEACHER QUALITY

Learning Outcomes:

 distinguish between quality and quality teachers.

 Relate the Competency Framework for Teachers in Southeast Asia to teacher
quality.
 Discuss the Philippine Professional Standard for Teachers (PPST) Career Stage 1
– Beginning Teacher Competencies and how it can assure teacher quality in the
Philippines.

A. Quality Teachers and Teacher Quality Defined

What is a quality teacher?

Quality teachers are characterized by the skills needed in the 21 st century education.
Berliner (2005) describes teacher quality as a teacher who shows evidence of certain
qualities of teaching in the lives of students. These qualities include more than assessing
knowledge on a certification test. Teacher qualities also must include: “the logical acts of
teaching (defining, demonstrating, modeling, explaining, correcting, etc.); the
psychological acts of teaching (caring, motivating, encouraging, rewarding, punishing,
planning, evaluating, etc.); and the moral acts of teaching (showing honesty, courage,
tolerance, compassion, respect, fairness, etc.).” IDRA’s construct of teaching quality
encompasses this current research.

Quality teachers possess:

a) Global awareness;
b) Financial, Economic, Business and Entrepreneurial Literacy;
c) Civic Literacy;
d) Health Literacy;
Also included are knowledge and values

The 21st century skills framework are clustered into three:

 Learning and Innovation Skills Framework include critical thinking and Problem
solving. Creativity and innovation and Communication and Collaboration and
Technology Skills.
 Information, Media and Technology Skills Framework include Information Literacy,
media Literacy, ICT
 Life and Career Skills Framework

Quality teachers are competent teachers. Teachers with global competence are able to
demonstrate knowledge, skills, values and dispositions as described below:

1. Understand one’s own cultural identity and its influence on personal dispositions
and classroom practices;
2. Know and integrate global dimensions in the subject one teachers;
3. Engage students in learning;
4. Use real-life local and global examples;
5. Value the inputs of culturally and linguistically diverse learners;
6. Create environment that encourage positive cross-cultural interactions;
7. Model social responsibility in local and global context;
8. Help learners find appropriate actions to improve local and global conditions.

The Core elements of teacher – quality standards should include:

 Planning and Preparation: including knowledge of content and pedagogy,

knowledge of students, coherent instructional plans, and knowledge on how to
assess student learning;
 Classroom environment: including creating a culture for learning and managing
student behavior;
 Instruction: including communicating effectively, using appropriate discussion
techniques, engaging students, and providing responsive feedback to learners;
 Professional responsibilities: including reflecting on teaching, communicating with
families, contributing to the school and community and developing professionally.
Quality Teachers are defined by their attributes and characteristics.

Teacher Quality is defined by standards set for the profession and are validated by the
students learning outcomes.

Teacher competencies make up quality teachers. Competencies are combination of skills,

knowledge, behavior and attributes that enable effective or superior job performance.

Four Essential Competencies

1. Knowing and understanding what to teach. It is the ability of teachers to

deepen and broaden their knowledge on what to teach, understand education
trends, policies and curricula and be updated on local, national, regional and global
developments.
2. Helping students to learn. It is the ability to know students, use the most
effective teaching and learning strategies, assess and give feedback on how
students learn.
3. Engaging the community. It is the ability to partner with parents and caregivers,
involve the community to help students learn, and encourage respect and diversity.
4. Becoming a better teacher everyday. This is the ability to know oneself and
others, practice human goodness and then master the teaching practice.

1.0 KNOW AND UNDERSTAND WHAT I TEACH

General competencies Enabling competencies

1.1 deepen and broaden my 1.1.1 master my subject content
knowledge 1.1.2 use research based knowledge.
1.2 understand education 1.2.1 update myself on educational trends
trends, policies and curricula 1.2.2 study educational policies and how they affect
teaching
1.2.3 understand how to implement the curriculum
1.3 know my students 1.3.1 check new changes in education environment.
2.0 HELP MY STUDENTS
LEARN
2.1 know my students 2.1.1 Identify my students’ needs and strengths to help
them learn better
2.1.2 Understand how my students learn
2.1.3 Value what makes my students unique.

2.2 use the most effective 2.2.1 Select appropriate teaching and learning strategy.
teaching and learning 2.2.2 Design clear and effective lessons my students can
strategy. understanding.
2.2.3 Create a positive and caring learning space.

2.3 assess and give feedback 2.3.1 Design assessment process and tools.
2.3.2 Monitor my students’ progress and provide
appropriate support.
2.3.3 Use results from assessment to improve
instruction.

4.0 BECOME A BETTER

TEACHER EVERYDAY

4.1 Know myself and others 4.1.1 Continue to grow by knowing oneself more
4.1.2 Become more aware and responsible for my
emotions and health.
4.1.3 Nurture my relationships with care and respect.

4.2 Practice human goodness 4.2.1 Be kind and compassionate.

in my life and in my work. 4.2.2 Inspire my students and colleagues by setting my
best example.
4.2.3 Nurture my students’ confidence on what they can
do and become.
 4.3 Master my teaching 4.3.1 Keep alive my passion for teaching.
practice 4.3.2 Take responsibility in my own personal and
professional growth.
4.3.3 Inspire other teachers by setting my best example.

Competency Framework for Teachers in Southeast Asia (2017)

THE PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)

The Philippines adopts national standards and levels for outcomes in education. This is
called the Philippine Qualifications Framework (PQF) which is provided by law. (RA10968,
s. 2018). Based on the level of education as PQF levels, the PQF describes the career path
for baccalaureate degree programs including teacher education degrees.

Philippines Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors

PQF 6 LEVEL OF PQF DESCRIPTOR OF OUTCOMES

OUTCOMES
knowledge, Skills and values Graduates possess a broad level of coherent knowledge
and skills in their field of study for professional work
(teaching) and lifelong learning.
Application (of knowledge, Application of professional work (teaching) in a broad
skills and values) range of discipline and /or for further study.
Degree of independence Independent (as a teacher) and / or in terms of related
field.

What are the purposes of the Philippine Qualifications Framework?

The PQF is a legal document that adopts national standards and levels of outcomes
of education in the country. It assists individuals to move easily between different
education and training sectors and the labor market. Further, the PQF aligns the
international qualifications for full recognition of the value of Philippine Qualifications.
Also, the PQF will be used as basis for accrediting certificates and licenses recognized by
the government.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

Based on the Teacher Development and Development map in 2006, the Philippine
Teacher Education is defined as a lifelong journey from entry to basic education in the
DepEd to entry to teacher Education Institutions of the CHED to licensing as professional
teachers of the PRC to employment to DepEd with attestation of the Civil Service or
private basic education.
The professional teacher standards, known as National Competency Based
Standards (NCBTS, 2006) and now known as (PPST, 2017, DepEd order 42, s. of 2017).
Both are framework for teacher quality.
Being responsible for the pre-service development of teachers, teacher education
institutions have responsibility of graduating students with PQF 6 qualifications and to
master the PPST Beginning Teacher Standards as well as the Program Outcomes of the
CHED’s PSG’ for teacher education (CMO 74-82, s. 2017).

PPST, 2017 particularly on the Beginning Teacher’s Competencies for Career

Stage Level 1.

Career stages
Career stage 1 – Beginning teachers
Career stage 2 - Proficient teachers
Career stage 3 - Highly Proficient teachers
Career stage 4 – Distinguished Teachers

Career stage 1 – Beginning Teachers. Newly qualified to teach as professional teachers.

They have passed the LET. They are assumed to have competencies in terms of content,
knowledge and pedagogy, as well as 21 st century skills and values to support teaching and
learning.

PPST domains

Domain 1 content knowledge and Pedagogy

Domain 2 Learning Environment
Domain 3 Diversity of Learners
Domain 4 Curriculum and Planning
Domain 5 Assessment and Reporting
Domain 6 Community Linkages and Professional Engagement
Domain 7 Personal Growth and Professional Development

Domain 1: CONTENT KNOWLEDGE AND PEDAGOGY

STRANDS COMPETENCY INDICATORS FOR

BEGINNINGTEACHERS

1.1 Content Knowledge and 1.1.1 Demonstrate content knowledge and its
its application within and application within/and or across curriculum areas.
across curriculum areas.
1.2 Research-based 1.2.1 Demonstrate an understanding of research-based
knowledge and principles of knowledge and principles of teaching and learning.
teaching and learning.
1.3 Positive use of ICT 1.3.1 Show skills in the positive use of ICT to facilitate
the teaching and learning process.
1.4 Strategies for promoting 1.4.1 Demonstrate knowledge of teaching strategies
literacy and numeracy. that promote literacy and numeracy skills.

1.5 Strategies of developing 1.5.1 apply teaching strategies that develop critical and
critical and creative thinking, creative thinking/ and or other higher order thinking
as well as other higher order skills.
thinking skills.
1.6 Mother tongue, Filipino 1.6.1 Use of mother tongue, Filipino and English to
and English in teaching and facilitate teaching and learning.
learning
1.7 Classroom communication 1.7.1 Demonstrate an understanding of the range of
strategies verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
Domain 2: Learning
Environment
2.1 Learner safety and 2.1.1 Demonstrate knowledge of policies, guidelines
security and procedures that provide safe and secure learning
environments.
2.2 Fair learning environment. 2.2.1Demonstrate understanding of learning
environments that promote fairness, respect and care
to encourage learning.
2.3 Management of classroom 2.3.1 Demonstrate knowledge of managing classroom
structure and activities. structure that engages learners, individually or in
groups, in meaningful exploration, discovery and hands-
on activities within the available physical learning
environments.
2.4 Support for learner 2.4.1 Demonstrate understanding of supportive learning
participation. environments that nurture and inspire learner
participation.
2.5 Promotion of purposive 2.5.1 Demonstrate knowledge of learning environments
learning that motivates learners to work productivity by
assuming responsibility for their own learning.
2.6 Management of learner 2.6.1 Demonstrate knowledge of positive and non-
behavior. violent discipline in the management of learner
behavior.
DOMAIN 3: DIVERSITY OF
LEARNERS

3.1 Learner’s gender, needs, 3.1.1 Demonstrate knowledge and understanding of

strengths, interests and differentiated teaching to suit the learner’s gender,
experiences. needs, strength, interests and experiences.
3.2 Learner’s linguistics, 3.2.1 Implement teaching strategies that are responsive
cultural, socio-economic and to the learner’s linguistic, cultural, socio-economic and
religious backgrounds. religious backgrounds.
3.3 Learners with disabilities, 3.3.1 Use strategies responsive to learners with
giftedness and talents. disabilities, giftedness and talents.
3.4 Learners in difficult 3.4.1 Demonstrate understanding of the special
circumstances. educational needs of learners in difficult circumstances,
including geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement
or disasters, child abuse and child labor practices.
3.5 Learners from indigenous 3.5.1 Demonstrate knowledge of teaching strategies
groups. that are inclusive of learners from indigenous groups.

DOMAIN 4: CURRICULUM
AND PLANNING

4.1 Planning and 4.1.1 Prepare developmentally sequenced teaching and

management of teaching and learning process to meet curriculum requirements.
learning process.
4.2 Learning outcomes 4.2.1 Identify learning outcomes that are aligned with
aligned with learning learning competencies.
competencies.
4.3 Relevance and responsive 4.3.1 Demonstrate knowledge in the implementation of
of learning progress. relevant and responsive learning program.
4.4 Professional collaboration 4.4.1 Seek advice concerning strategies that can enrich
to enrich teaching practice. teaching practice.
4.5 Teaching and learning 4.5.1 Show skills in the selection, development and use
resources including ICT of variety of teaching and learning outcomes, including
ICT to address learning goals.
DOMAIN 5: ASSESSMENT
AND REPORTING

5.1 Design, selection, 5.1.1 Demonstrate knowledge of the design, selection,

organization and utilization of organization and use of diagnostic, formative and
assessment strategies. summative assessment strategies consistent with
curriculum requirements.
5.2 Monitoring and evaluation 5.2.1 Demonstrate knowledge of monitoring and
of learner progress and evaluation of learner progress and achievement using
achievement. learner attainment data.

5.3 Feedback to improve 5.3.1 Demonstrate knowledge of providing timely,

learning. accurate and constructive feedback to improve learner
performer.
5.4 Communication of learner 5.4.1 Demonstrate familiarity with a range of strategies
needs, progress and for communicating learner needs, progress and
achievement to key achievement.
stakeholders.
5.5 Use of assessment data to 5.5.1 Demonstrates an understanding of the role of
enhance teaching and assessment data as feedback in thanking and learning
learning practices and practices and programs.
programs.

DOMAIN 6: COMMUNITY
LINKAGES AND
PROFESSIONAL
ENGAGEMENT

6.1 Establishment of learning 6.1.1 Demonstrate an understanding of knowledge of

environments that are learning environments that are responsive to
responsive to community community contexts.
contexts.
 6.2 engagement of parents 6.2.1 Seek advice concerning strategies that build
and the wider school relationships with parents / guardians and the wider
community in the educative community.
process.

6.3 Professional ethics 6.3.1 Demonstrate awareness of existing laws and

regulations that apply to the teaching profession, and
become familiar with responsibilities specified in the
Code of Ethics for Professional Teachers

6.4 School policies and 6.4.1 Demonstrate knowledge and understanding of

procedures school policies and procedures to foster harmonious
relationship with the wider school community.

DOMAIN 7: PERSONAL
GROWTH AND
DEVELOPMENT
7.1 Philosophy of teaching 7.1.1 Articulate a personal philosophy of teaching that is
learner-centered.
7.2 dignity of teaching as a 7.2.1 Demonstrate behaviors that uphold the dignity of
profession teaching profession by exhibiting qualities such as
caring attitude, respect and integrity.
7.3 Professional links with 7.3.1 Seek opportunities to establish professional links
colleagues. with colleagues.
7.4 Professional reflection and 7.4.1 Demonstrate an understanding of how
learning to improve practice. professional reflection and learning can be used to
improve practice.
7.5 Professional development 7.5.1 Demonstrate motivation to realize professional
goals development goals based on the Philippine Professional
Standards for Teachers.
7.3 Professional links with 7.3.1 Seek opportunities to establish professional links
colleagues. with colleagues.
7.4 Professional reflection and 7.4.1 Demonstrate an understanding of how
learning to improve practice. professional reflection and learning can be used to
improve practice.
7.5 Professional development 7.5.1 Demonstrate motivation to realize professional
goals development goals based on the Philippine Professional
Standards for Teachers.

Berliner, D.C. “The Near Impossibility of Testing For Teacher Quality,” Journal of Teacher
Education (2005) 56 (3), 205-213.
Teacher Quality (2013)

LESSON 11 CONTINUING PROFESSIONAL DEVELOPMENT

Learning Outcomes:

 Explain why CPD is necessary for professional teachers

 Discuss pertinent provisions of the CPD Act of 2016 and other related legal
documents
 Commit to continuing professional education

The Philosophical basis of CPD

“Growth is an evidence of life.” this implies that anything that is alive grows or
anything that grows is alive. So a teacher who is alive grows physically, psychologically,
mentally, socially, emotionally and spiritually. If he/she doesn’t grow, it means he/she is no
longer alive.
No person, no professional can claim he/she has already “arrived” at a state of perfection.
Every professional is expected to continue developing.

Historical and Legal bases of CPD in the Philippines

Section 5, paragraph 4 of the 1987 Philippine Constitution states that: “The state shall
enhance the right of teachers to professional advancement.

Other Laws cited CPD

[Link] Pambansa 232, the Education Act of 1982, chapter 3. duties and Obligations,
Section 16, (4) states as one of the teacher’s obligations to assume the responsibility to
maintain and sustain his professional growth and advancement.
2. RA 9155, An Act Instituting a Framework of Governance for Basic Education,
Establishing Authority and Accountability, renaming the DECS as DepEd. In the
enumeration of duties and functions of the Sec. of Education, Sec. 7 A. Enhancing the
employment status, professional competence, welfare and working conditions of all
personnel of the Department.
3. RA 7836 the Teachers’ Professional Act, also provided for mandatory Continuing
Professional Education now CPD.
4. The Board for Professional Teachers also passed resolution no. 435, s. 177 to adopt the
Code of Ethics for Professional Teachers pursuant to the provisions of paragraph Article 11
of RA 7836, otherwise known as the Philippine Teachers’ Professionalization Act of 1994.
this Code of Ethics states that: Every teacher shall participate in the CPE program of the
PRC and shall pursue such other studies as will improve his efficiency, enhance the
prestige of his profession, and strengthen his competence, virtues, and productivity in
order to be nationally and internationally competitive.
5. Executive Order # 266, Institutionalization of the CPE Programs of the various
Professional Education Boards Under Supervision of the PRC. The completion of
professional licenses of the CPE programs adopted by all Boards is hereby imposed as a
mandatory requirement for the renewal of professional licenses.
6. RA 10912 CPD Act of 2016.

CPD units can be earned in 4 ways

1. Professional track – this includes trainings provided by CPD providers accredited

by PRC. You can earn credit units as a participant to a training approved by the CPD
council. You earn more credit units if you serve as a resource speaker, trainer or
demonstration teacher. You earn units as panelist/ reactor, facilitator/ moderator.
More units if are assigned by the CPD council to monitor the conduct of an approved
CPD program.
2. Academic track. – completion of Master’s degree, completion of candidacy to the
doctorate program, completion of doctorate program.
3. Self- directed track. – this includes trainings offered by non-accredited CPD
providers. It refers to “learning activities” such as online training, local/international
seminars / non-degree courses, institution/company sponsored training programs.
4. Productive scholarships. - this means that the professional teacher has
developed program/training module, curriculum guide or any other resource
materials. Or the professional teacher has written an article in a professional
magazine or a technical/ research paper and even better if that technical paper is
published in a refereed / peer – reviewed professional journal. Best if the
professional teacher writes a book or a monograph or comes up with an invention or
creative work, the latter entitles him/her 45 credit units.

1. Formulate your annual personal CPD plan. Make sure that:

a. The CPD plan responds to your need to improve yourself as a person and as a
professional. Use the space below.
 Teacher’s insight
One cannot give what one does not have. As a teacher who embraces Continuing
Professional Development will have more to give his students. It is expected for a
professional to continue developing after obtaining a degree.

References:

CHED-TPTE (2015) Unpublished Master Plan for Teacher Education 2015 to 2025
Delor, J. (1995) Learning the Treasure from Within. UNESCO report.
DepEd Order No. 42. S. 2017 _ National adoption and implementation of the Philippine
Professional Standards (PPST) for teachers
Gubler, C. F. (2014) “The Special Place in Heaven”, Teacher, Teacher: A Tribute to
Teachers Everywhere, Technological Institute of the Philippines, Quezon City.
OECD/ Asia Society (2018). Teaching for Global Competence in a Rapidly Changing World
Osford Dictionary of New Words. (1991-134)
Partnership 21 (2007). Framework for the 21st Century Learning. www. [Link].
RA 4670, The Magna Carta for Public School Teachers
RA 10968. Institutionalizing the Philippines Qualification Framework, establishing the PQF
national coordinating council
Robertson, R. (1992) Globalization: Social Theory and Global Culture
Tailand Teacher Council, SEAMES, SEAMEO Innotech (2017) Competency framework for
teachers in Southeast Asia.
The 1987 Constitution
UNESCO Education 2030, SGD 4
Walker, R. J. “Twelve Characteristics of an Effective Teacher: A Longitudinal, Qualitative,
quasi- Research Study of In-Service and Pre-Service Teachers’ Opinions’. Educational
Horizons v87 pp. 1-68 Fall 2008. http:/[Link]/?id

FINAL COVERAGE

CHAPTER 10 – PHILOSOPHIES OF EDUCATION

Learning Outcome:

 Explain at least seven philosophies of education

Seven Philosophies of Education

CONSTRUCTIVISM

Why teach. Constructivists sees to develop intrinsically motivated and independent

learners adequately equipped with learning skills for them to be able to construct
knowledge and make meaning of them.
What to teach. The learners are taught how to learn. They are taught learning processes
and skills such as searching, critiquing and evaluating information, relating these pieces of
information, reflecting on the same, making meaning out of them, drawing insights, posing
questions, searching and constructing new knowledge out of these bits of information
learned.

How to teach. In the constructivist classroom, the teacher provides students with data or
experiences that allow them to hypothesize, predict, manipulate objects, pose questions,
research, investigative, imagine, and invent. The constructivist classroom is interactive. It
promotes dialogical exchange of ideas among learners and between teacher and learners.
The teacher’s role is to facilitate this process.
Knowledge isn’t a thing that can be simply deposited by the teacher into the empty
minds of the learners. Rather, knowledge is constructed by learners through an active,
mental processes of development; learners are the builders and creators of meaning and
knowledge. Their minds are not empty. Instead, their minds are full of ideas waiting to be
“midwifed” by the teacher with his skillful facilitating skills.

ESSENTIALISM

Why teach. This philosophy contends that teachers teach for learners to acquire basic
knowledge, skills and values. Teachers teach “not to radically reshape society but rather
to transmit the traditional moral values and intellectual knowledge that students need to
become model citizens.”

What to teach. Essentialist programs are academically rigorous. The emphasis is on

academic content for students to learn the basic skills or the fundamental r’s – reading,
‘riting, ‘rithmetic, right conduct – as these are essential to the acquisition of higher or
more complex skills needed in preparation for adult life. The essentialist curriculum
includes the traditional disciplines such as math, natural science, history, foreign
language, and literature. Essentialists frown upon vocational courses”… or other courses
with watered down academic content …. The teachers and administrators decide what is
most important for the students to learn and place little emphasis on student interests,
particularly when they divert time and attention from the academic curriculum.

How to teach. Essentialist teachers emphasize mastery of subject matter. They are
expected to be intellectual and moral models of their students. They are seen as
“fountain” of information and as “paragon of virtue,” if ever there is such a person. To
gain mastery of basic skills, teachers have to observe “core requirements, longer school
day, a longer academic year.”
With mastery of academic content as primary focus, teachers rely heavily on the
use of prescribed textbooks, the drill method and other methods that will enable them to
cover as much academic content as possible like the lecture method. There is a heavy
stress on memorization and discipline.

PROGRESSIVISM

Why teach. Progressivist teachers teach to develop learners into becoming enlightened
and intelligent citizens of the democratic society. This group of teachers teaches learners
so they may live life fully now not to prepare them for adult life.
What to teach. The progressivists are identified with need-based and relevant
curriculum. This is a curriculum that “responds to students’ needs and that relates to
students’ personal lives and experiences.”
Progressivist accept the impermanence of life and the inevitability of change. For
the progressivists, everything else changes.

Change is the only thing that does not change. Hence, progressivist teachers are more
concerned with teaching the learners the skills to cope with change. Instead of occupying
themselves with teaching facts or bits of information that are true today but become
obsolete tomorrow, they would rather focus their teaching on the skills or processes in
gathering and evaluating information and in problem-solving.
The subjects that are given emphasis in progressivist schools are the “natural and
social sciences.” teachers expose students to many new scientific, technological, and
social developments, reflecting the progressivist notions that progress and change are
fundamental. In addition, students solve problems in the classroom similar to those they
will encounter outside of the schoolhouse.
How to teach. Progressivist teachers employ experiential methods. They believe that one
learns by doing. For John Dewey, the most popular advocate of progressivism, book
learning is no substitute for actual experience. One experiential teaching method that
progressivist teachers heavily rely on is the problem-solving method.
Other “hands –on – minds – on” teaching methodology use are field trips during
which students interact with nature or society. Teachers also stimulate students through
thought provoking games and puzzles.

PERENNIALISM

Why teach. We are all rational animals. Schools should, therefore, develop the students’
rational and moral powers. According to Aristotle, if we neglect the students’ reasoning
skills, we deprive them of the ability to use their higher faculties to control their passions
and appetites.

What to teach. The perennialist curriculum is a universal one on the view that all human
beings possess the same essential nature. It is heavy on the humanities, on general
education. It is not a specialist curriculum but rather a general one. There is less emphasis
on vocational and technical education. Philosopher Mortimer Adler claims that the Great
Books of ancient and medieval as well as modern times are a repository of knowledge and
wisdom, a tradition of culture which must initiate each generation.” What the perennialist
teachers teach are lifted from Great Books.

How to teach. The perennialist classrooms are centered around teachers. The teachers
do not allow the students’ interests or experiences to substantially dictate what they
teach. They apply whatever creative techniques and other tried and true methods which
are believed to be most conducive to disciplining the students’ minds. Students engage in
Socratic dialogues, or mutual inquiry sessions to develop an understanding of history’s
most timeless concepts.

EXISTENTIALISM

Why teach. The main concern of the existentialists is to help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their
thoughts, feelings and actions. Since existence precedes essence’, the existentialist
teacher’s role is to help students define their own essence by exposing them to various
paths they take in life and by creating an environment in which they freely choose their
own preferred way. Since feeling is not divorced from reason in decision making, the
existentialist demands the education of the whole person, “not just the mind.”

What to teach. In an existentialist curriculum, students are given a wide variety of

options from which to choose. Students are afforded great latitude in their choice of their
subject matter. The humanities, however, are given tremendous emphasis to provide
students with vicarious experiences that will help unleash their own creativity and self-
expression.
Moreover, vocational education is regarded more as a means of teaching students about
themselves and their potential than of earning a livelihood. In teaching art, existentialism
encourages individual creativity and imagination more than copying and imitating
established models.
How to teach. Existentialist methods focus on the individual. Learning is self-paced, self –
directed. It includes a great deal of individual contact with the teacher, who relates to
each student openly and honestly. To help students know themselves and their place in
society, teachers employ values clarification strategy. In the use of such strategy, teachers
remain non-judgmental and take care not to impose their values on their students since
values are personal.

BEHAVIORISM

Why teach. Behaviorist schools are concerned with the modification and shaping of
students’ behavior by providing for a favorable environment, since they believe that they
are a product of their own environment. They are after students who exhibit desirable
behavior in society.

What to teach. Because behaviorist look at people and other animals… as complex
combinations of matter that act only in response to internally or extremely generated
physical stimuli, behaviorist teachers teach students to respond favorably to various
stimuli in the environment.
How to teach. Behaviorist teachers ought to arrange environmental conditions so that
students can make the responses to stimuli. Physical variables like light, temperature,
arrangement of furniture, size and quantity of visual aids have to be controlled to get the
desired responses from the learners.
Teachers ought to make the stimuli clear and interesting to capture and hold the learners’
attention. They ought to provide appropriate incentives to reinforce positive responses
and weakens or eliminate negative ones.

Linguistic philosophy

Why teach. To develop the communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things that one obtains from his/her
experience of life and the world is the very essence of man. It through his/her ability to
express himself/herself clearly, to get his/her ideas across, to make known to others the
values that he/she has imbibed, the beauty that she/he has seen, the ugliness that he/she
rejects and the truth that she/he has discovered. Teachers teach to develop in the learner
the skill to send messages and receive messages correctly.

What to teach. Learners should be taught to communicate clearly – how to send clear,
concise messages and how to receive and correctly understand messages sent.
Communication takes place in three ways.

Verbal component refers to the content of our message, the choice and arrangement of
our words. This can be oral or written.

Nonverbal component refers to the message send through our body language.
Paraverbal component refers to how we say what we say – the tone, pacing and volume of
our voice.

How to teach. The most effective way to teach language and communication is the
experiential way.
Make them experience sending and receiving messages through verbal, non-verbal and
para-verbal manner. Teacher should make the classroom a place for the interplay of minds
and hearts. The teacher facilitates dialogue among learners and between him/her and his
his/her students because in the exchange of words there is also an exchange of ideas.

Teacher’s insight
Teachers have their own philosophies of education. We should know what to teach,
why do we teach and how do we teach students. How our students learn is our
responsibility as their teachers. We are expert facilitators of the learning process.
+

Lesson 11 - FORMULATING MY PHILOSOPHY OF EDUCATION

Learning Outcome:

 Formulate my philosophy of education

Here is a sample of a philosophy of education. Study the example of Teacher Macrina’s

Philosophy of Education. Study and analyze:

My philosophy of education as a grade school teacher.

I believe that every child

 Has a natural interest in learning and is capable of learning?
 Is an embodied spirit.
 Can be influenced but not totally by his/her environment.
 Is unique, so comparing a child to other children has no basis
 Does not have an empty mind, rather is full of ideas and it is my task to draw out
these ideas.

I believe that here are unchanging values in changing times and these must be passed on
to every child by me modelling, value inculcation and value integration in my lessons.
I believe that my task as a teacher is to facilitate the development of every child to the
optimum and to the maximum by:

 Reaching out to all children without bias and prejudice towards the “least” of the
children
 Making every child feel good and confident about himself/herself through his/her
experiences of success in the classroom.
 Helping every child master the basic skills of reading, communicating in oral and
written form, arithmetic and computer skills.
 Teaching my subject matter with mastery so that every child will use his / her basic
skills to continue acquiring knowledge, skills and values for him/her to go beyond
basic literacy and basic numeracy.
 Inculcating or integrating the unchanging values of respect, honesty, love and care
for others regardless of race, ethnicity, nationality, appearance and economic status
in my lessons.
 Consistency practicing these values to serve as model for every child
 Strengthening the value formation of every child through “hands-on-minds-on-
hearts –on” experiences inside and outside the classroom
 Providing every child activity meant to develop the body, the mind and the spirit
 Teaching not only what to learn but more important how to learn.

Abstraction:

My Philosophy of Education

Your philosophy of education is your concept of the learner, concept of what must
be taught and how must be taught. These thoughts are the bases of your actions and
decisions when you prepare to teach and when you teach.
Teacher Macrina subscribes to Christian philosophy because she believes that the
learner is an embodied spirit and she wants to provide every child with activities that are
meant to develop the learner’s body, mind and spirit. The fact that she is mindful of the
development of the mind makes her a rationalist. Because she is after the holistic
development of the learner – body, mind and spirit – she is also humanist in thinking and
in practice.
She also believes in the behaviorist philosophy because she accepts that the learner
can be influenced by the environment. However, she does not totally adhere to the
behaviorist philosophy because she does not agree that the learner can be totally
influenced by his environment. Teacher Macrina is constructivist in philosophy because
she does not agree that the learner has an empty mind (John Locke’s tabula rasa), rather
she believes that the child is full of ideas and it is her task to draw out these ideas.
Teacher Macrina is also essentialist in orientation. She is convinced that her primary
task is the child’s mastery of the basic skills of reading, communicating in oral and written
form, arithmetic and computer skills. She believes that mastery of these basic skills
prepares the child to go beyond the basics. Her behaviorist philosophy makes her work
hard for every child to experience success which surely contributes to a favorable learning
environment.
Teacher Macrina is also essentialist and perennialist in thinking. She believes in
unchanging values of respect, honesty, love and care, for others regardless of gender,
race, ethnicity, nationality, appearance and economic status and therefore inculcates
them in her lessons.
She is also cognitivist in thinking and practice because like Bruner, she believes that
modeling these values is the most effective way to teach these values.
She wants to make use of hands-on-minds-on-hearts-on experiences inside and
outside the classroom. This makes her a progressivist. Teacher Macrina applies the
progressivist’s dictum, learning by doing and the whole world (outside the classroom) is a
classroom. She is also a progressivist in the sense that she teaches learners not only
subject matter but also how to learn.
This is how one’s philosophy of education governs one’s practice as a teacher.
Code of Ethics for Professional Teachers, Board for Professional Teachers’ Res.# 435, s.
1997
Delor, J. (1995) Learning the Treasure from Within. UNESCO report.
DepEd Order No. 42. S. 2017 _ National adoption and implementation of the Philippine
Professional Standards (PPST) for teachers
Gubler, C. F. (2014) “The Special Place in Heaven”, Teacher, Teacher: A Tribute to
Teachers Everywhere, Technological Institute of the Philippines, Quezon City.
Navaro, R. L. (2018, Jan-June) “Developing the Filipino Professional Teacher: Journey of a
Hundred Years,” The Professional Teacher Magazine Vol. IX No. 1, pp. %-7.
OECD/ Asia Society (2018). Teaching for Global Competence in a Rapidly Changing World
Osford Dictionary of New Words. (1991-134)
Partnership 21 (2007). Framework for the 21st Century Learning. www. [Link].
RA 4670, The Magna Carta for Public School Teachers
RA 10968. Institutionalizing the Philippines Qualification Framework, establishing the PQF
national coordinating council
Robertson, R. (1992) Globalization: Social Theory and Global Culture
Tailand Teacher Council, SEAMES, SEAMEO Innotech (2017) Competency framework for
teachers in Southeast Asia.
The 1987 Constitution
UNESCO Education 2030, SGD 4
Walker, R. J. “Twelve Characteristics of an Effective Teacher: A Longitudinal, Qualitative,
quasi- Research Study of In-Service and Pre-Service Teachers’ Opinions’. Educational
Horizons v87 pp. 1-68 Fall 2008. http:/[Link]/?id.

CHAPTER 12 – TEACHING, THE NOBLEST OF ALL PROFESSIONS

Learning Outcomes:

 Cite reasons why teaching is said to the noblest of all professions

 Commit to the teaching profession, the noblest of all profession

Abstraction:
 The story of Teddy must have touched you a lot. I have seen it and presented it to
audiences of teachers a number of times and it has always touched me. Let us remember
that there are a lot of “Teddy’s” in our class. But there may be just a few “Ms. Thompson’s
in the classroom. The like of “Ms. Thompson” as a teacher is said to be an “endangered,
disappearing species.” “Hopefully, the story touched you so much that starting from now
you vowed to be like of “Ms. Thompson” multiplies.
Convinced of the nobility of the teaching profession, Henry Adams also said, “A
teacher also affects eternity; no one knows where his influence stops.”
John Steinbeck, Nobel and Pulitzer Prize-winning American novelist, claims
“Teaching might even be the greatest of the arts since the medium is the human
mind and spirit.” While the artist works on canvass, the teacher works on the human mind
and heart.
The greatest men and women in history were teachers – Socrates, Plato, Aristotle,
Confucius, Laotsu, Siddharta, Gautama,Jesus Crist. Their teachings have transformed the
individual and collective lives of their followers and their worlds. Their teachings
reverberate up to the present.
An old anecdote about teaching and teacher may convince you more that you are
preparing for a profession which is the noblest of all professions. It is considered as the
mother of all professions. Teachers have a special place in heaven. Agree or disagree?
Read “Their Special Place in Heaven” lifted from Teacher Teacher: A Tribute to Teachers
Everywhere published by the Technological Institute of the Philippines on the special
occasion of its 50th Foundation Anniversary. This an old story told again and again, but let
me share it with you.

Their Special Place in Heaven

By: Cynthia Ferrer Gubler

At the gates of heaven, Saint Peter stood, resplendent, holding the keys to heaven. Before
him snaked a very long line of people eager to pass through the portals of heaven.

Saint Peter asked the man at the head of the line

Saint Peter asked the man at the head of the line a simple question: “Why, dear sir, should
I let you enter in heaven?” The man replied I am a doctor: In my lifetime, I saved lives,
cured the sick and gave them and their families a better quality of life.”

To which Saint Peter commented: “Remarkable. You may enter through the gates of
Paradise and enjoy your rightful place.”

Next in line was a woman dressed in a no-nonsense business suit. Saint Peter asked her
the same. “Why should I let you enter heaven, dear woman?” And she replied: “I’m an
entrepreneur. I gave people decent jobs, paid them well enough for them to feed, clothe,
shelter and afford their families the niceties of life.”

“Ah,” said Saint Peter. “Indeed, that is remarkable as well. But, of course, you may enter
heaven.”

A young man in uniform stepped up and faced Saint Peter and to the same question, he
responded: “I am a policeman. In my lifetime, I came to the succor of the citizenry,
protected it against criminals who plagued the streets down on earth.”

Saint Peter was impressed, and gave the young man a pass to enter through the gates of
heaven.

Soon, it was the turn of a dignified elderly man, who did not wait for Saint Peter to pose
him the question, and offered his reason: “I am a lawmaker. I crafted laws and policies for
the benefit of all the stakeholders of society, prescribing their rights and violations
thereof.”

Impressed with the lawmaker’s credentials, Saint Peter let him through, without any
hesitation.

Fast on heels of the lawmaker, a young woman, austerely dressed, came up front. “Tell
me, young lady, why should I let you in?” Saint Peter asked. She replied, “I am a lawyer,
Saint Peter. To the best of my abilities, I defended the rights of victims and, at times, the
rights of the accused, just as vigorously.”

“Commendable!” roared Saint Peter in delight.

Saint Peter now faced a middle-aged man with rimmed glasses. The man had heard the
question that St. Peter had posed those ahead of him, and he had a ready answer: “I am a
scientist, dear St. Peter. I helped unlock the secrets of life and the secrets of the fields:
research, technology, communications, medicine, transportation, galactic travel, among
others. And in doing to, I assure you, I never lost my awe and wonder of the Creator of
such majesty and grandeur as the universe.”

Saint Peter could not contain his delight and permitted the man to enter heaven.

In stark contrast to the scientist who left, a tall, dignified man in a well-cut Italian suit and
handmade silk tie stepped up in front of the line. My dear man, Saint Peter said, feeling
more loquacious. “You must agree that I did well letting the scientist into heaven. Pray, tell
me, why I should let you through the gates of heaven: And to this, the man replied: I am a
diplomat. With all my God-given skills very hard to eradicate the scourge of war that has
visited peoples time and time again and devastated scores and scores of generations to
the human race.”

“But of course, a peacemaker,” Saint Peter murmured appreciatively. “Do take your place
in heaven as promised to peacemakers.”

This line of questioning continued down the line of souls who stood before Saint Peter,
eager to disclose to him their rights to enter heaven: farmer, architect, fisherman,
engineer; bus driver, household help, actor, comedian; banker, parent, computer analyst,
financier; politician, chief executive officer, country president, chef.

Finally, the last person in the line stood before Saint Peter. It had been a long day, and he
was pleased that he did not have to turn anyone away. He looked at the simple woman
before him and asked the same question for the last time that day. “My dear lady, thank
you so much for waiting so patiently for your turn. Now, tell me, why should I let you into
heaven?”

And the elderly woman responded, without rancor or recriminations at being heard last:
“Dear Saint Peter… This is why you asked let me through the gates into heaven. Those
people who entered a head of me… they became who they were… because of me.”

In a mixture of pride and humility, she continued: “I am their teacher.

Saint Peter silently nodded, breaking into a smile. His job for the day had ended. He locked
the gates of heaven, only after the teacher stepped in for her just deserved reward.

Teacher’s Insight
Teaching is the noblest of all professions because in teaching we help develop people.
We work with human minds and hearts to help persons become more human. Teaching
is touching lives.

APPENDICES

RUBRICS

Rubrics for reflection journal

Reflective thinking Analysis Making connections

10 10 5

Rubrics for Essay writing

 Ideas organization Word choice Mechanics
10 20 10 10

Additional References:

Becker, J. (1998). Global Education: An Overview. Social Studies Journal. New Orleans.
Bilbao, P., Corpuz, B., Llagas, A. Salandanan, G. (2018) The Teaching Profession. Lorimar
Publishing, Quezon City.
CHED-TPTE (2015) Unpublished Master Plan for Teacher Education 2015 to 2025
CHED- TPTE (2017) Master Plan for Teacher Education
DepEd Order No. 42. S. 2017 _ National adoption and implementation of the Philippine
Professional Standards (PPST) for teachers
Gubler, C. F. (2014) “The Special Place in Heaven”, Teacher, Teacher: A Tribute to
Teachers Everywhere, Technological Institute of the Philippines, Quezon City.
OECD/ Asia Society (2018). Teaching for Global Competence in a Rapidly Changing World
Osford Dictionary of New Words. (1991-134)
Partnership 21 (2007). Framework for the 21st Century Learning. www. [Link].
RA 10968. Institutionalizing the Philippines Qualification Framework, establishing the PQF
national coordinating council
Robertson, R. (1992) Globalization: Social Theory and Global Culture
Tailand Teacher Council, SEAMES, SEAMEO Innotech (2017) Competency framework for
teachers in Southeast Asia.
UNESCO Education 2030, SGD 4
Walker, R. J. “Twelve Characteristics of an Effective Teacher: A Longitudinal, Qualitative,
quasi- Research Study of In-Service and Pre-Service Teachers’ Opinions’. Educational
Horizons v87 pp. 1-68 Fall 2008. http:/[Link]/?id.

Disclaimer

All information written in this Instructional Learning Guide is a collection from the different
views of authors. This ILG is prepared by the subject teacher only for the students College
of Arts Sciences and Teacher Education of the International School of Asia and the Pacific.