UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan

Philippines

MODULE IN PROFESSIONAL EDUCATION

Course Title: The Teaching Profession

Credit Units: 3 units
Couse 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, 21st Century skills, Professional Ethics, core values, professional
rights, 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:

At the end of this module, students are expected to:

1. Explain the elements of teaching as a profession

2. Trace the historical development of teaching as a profession in the Philippines
3. Discuss the demands of the teaching profession from the teacher as a professional
4. Discuss the demands of the teaching profession from the teacher as person
5. Discuss the provisions of and internalize the Code of Ethics for Professional
Teachers
6. Cite the rights and privileges of professional teachers in the Philippines
7. Describe the global and the glocal teacher and the demands of globalization in the
21st century
8. Describe the professional teacher in the ASEAN and beyond
9. Explain the life and career skills of learners and teachers in the global landscape
of the 21st century
10. Discuss that teacher competency framework and professional standards assure
teacher quality
11. Commit to continuing professional development
12. Formulate a personal learner-centered philosophy of education
13. Commit to the teaching profession, the noblest of all professions

Philippine Professional Standards for Teachers

1. Demonstrate awareness of existing laws and regulations that apply to the teaching
profession, and become familiar with the responsibilities specified in the Code of
Ethics for Professional Teachers
2. Articulate a personal philosophy of teaching that is learner–centered

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 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

Competency Framework for Southeast Asian Teachers for the 21st century

1. Facilitating the development of learners’ life and career skills

2. Equip oneself with knowledge, skills, values and attitudes (KSVAs) of the 21st
century
3. Facilitate the development of students Learning to Know KSVAs
4. Facilitate the development of students Learning to Do KSVAs
5. Facilitate the development of students Learning to Be KSVAs
6. Facilitate the development of Learning to Live Together KSVAs
7. Assess students’ KSVAs on the four pillars of education
8. Enhancing ethical and moral values
9. Internalize teachers’ professional code of ethics as specified in one’s country
10. Uphold and model teacher’s professional code of ethics
11. Educate learners and co-teachers with ethics and moral values
12. Engaging in professional development
13. Conduct development needs analysis
14. Prepare one’s professional development plan
15. Engage in professional development
16. Reflect on the relevance of professional development undertaken
17. Apply, share and disseminate new knowledge and skills gained from professional
development activities, study visits and exchange programs
18. Mentor, coach novice student teachers
19. Assess the impact of development activities

Course Content

LESSONS 1. THE TEACHING PROFESSION

2. CODE OF ETHICS FOR TEACHERS

Intended Learning Outcomes:

1. Examine the teaching profession against the elements of a profession;

2. Trace the historical development of teaching as a profession in the Philippines;
3. Explain teaching as a mission and as a vocation;
4. Discuss the meaning of a teacher as a professional;
5. Explain the professional competencies that a teacher should possess;
6. Explain what a teacher must do, must have and must be to cope with society’s
high expectations from a teacher as a person;
7. Discuss the Preamble and Article I of the Code of Ethics for Teachers in the
Philippines; and
8. Explain how professional teachers should relate to the state, community and
parents and all education stakeholders.

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Learning Activities:

Welcome to the Teaching Profession!

“Teaching is the noblest profession in the world,” stated President David O.

McKay. But teaching is a profession that only appeals to a special type of person—a
person who is concerned about others, one who has a desire to touch the lives of his
students and somehow leave them better than they were. The richest rewards of teaching
come when a teacher can observe growth.

Teaching can be regarded in 3 ways: Teaching as a profession. Teaching as a

mission. Teaching as a vocation.

TEACHING AS A PROFESSION

“Teaching is a noble profession.” When we say profession it refers to ‘work’,

‘job’, ‘career’, ‘occupation’.

If you consider teaching as a profession then: You must be willing to go through

a long period of preparation. You must be willing to go through continuing education.
(continuous development of potentials). You have to strive for excellence. You commit
yourself to moral, ethical, and religious values and dedicate yourself to service.

HISTORICAL DEVELOPMENT OF TEACHING AS A PROFESSION

The first legal document that professionalized teaching was Presidential Decree
1006 issued by then President Ferdinand E. Marcos. It was only in 1976 with PD 1006
known as the Decree Professionalizing Teaching that teachers in the Philippines became
professionalized. The need to professionalize teaching was felt “to insure that in the
immediacy and urgency of teacher recruitment, qualitative requirements are not
overlooked….” And “although teaching requires a number of years of collegiate study, it
is the only course that is not yet considered a profession” (PD 1006).

Then in 1994, R.A. 7836, otherwise known as the Philippine Teachers

Professionalization Act of 1994, was passed to ….”promote quality education by proper
supervision and regulation of the licensure examination and professionalization of the
practice of the teaching profession.” (Section 2)

During the pre-Hispanic period, there was no established formal schooling in the
country. So there was no formal preparation for teachers, too. The mothers and fathers
and tribal leaders served as teachers at home and in the community.

During the Spanish period and by virtue of Educational Decree of 1863 free
public school system was established. There was one school for boys and another school
for girls in every municipality. The Spanish missionaries served as teachers.

At the end of the Spanish rule, schools during the Spanish era were closed for a
time by Aguinaldo’s government. So there was no teacher preparation that took place.

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 During the American regime, American soldiers served as the first teachers. In
1901, the Philippine Commission enacted into law Act 74 which created the Department
of Public Instruction, laid the foundations of the public school system and offered free
primary education for Filipinos.

There was a shortage of teachers. The Philippine Commission authorized the

Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They
were the Thomasites. Due to urgent need for teachers, the Americans gave bright young
Filipino students opportunity to take up higher education in American colleges and
universities financed by the Philippine government.

Act 74 of 1901 also provided for the establishment of Philippine Normal School
(PNS) in Manila. The Philippine Normal School formally opened in September 1901, as
an institution for the training of teachers. For more than two decades, PNS offered a two-
year general secondary education program. In 1928, it became a junior college offering a
two-year program to graduates of secondary schools. In 1949, the Philippine Normal
School, renamed Philippine Normal College, offered the four – year Bachelor of Science
in Elementary Education. Other four-year teacher education courses followed after. This
means that the present four-year preparation for the professional teacher began as a two-
year program only. Teacher preparation became four years only in 1949 and thereafter.

TEACHING AS A VOCATION

Vocation comes from the Latin word “vocare” which means to call. Based on the
etymology of the word, vocation, therefore, means a call. If there is a call, there must be a
caller and someone who is called.

If teaching is your vocation then it means: You said YES to your call to teach!
You commit yourself in the total transformation of the learner. You consider teaching as
a lifetime commitment thus aim through the years towards quality teaching.

TEACHING AS A MISSION

The word mission comes from the Latin word “mission” which means “to send.”
You are sent to accomplish an assigned task.

If teaching is your mission, then it means: It is a “task” entrusted to you in this

world. It is your assigned task, thus, you have to prepare for it. It calls for a continuing
professional education.

Teaching may not guarantee financial security but love of teaching has served as
a motivating factor to many teachers through the years. Teaching has remained inspiring
and fulfilling.

THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL

AND AS A PERSON

THE DEMANDS FROM A TEACHER AS A PROFESSIONAL

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 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 (LET) 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 h/she shows 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.

The word “teacher” suggests that the main responsibility of a professional teacher
is to teach. The teacher’s primary customer is the learner. So let us concentrate on
effective teaching, the professional teacher’s primary responsibility.

There are many models/frameworks of effective teaching. There are four models of
effective teaching presented below.

A. Robert Marzano’s Causal Teacher Evaluation Model

There are hundreds of ways to make sure your classroom is running as effectively as
possible—from setting rules to establishing relationships with students. But if you’re new
to teaching—or could use a fresh start in your classroom—where do you start?

In your studies, you’ll no doubt hear the name Robert Marzano. A leading
educational researcher and authored or co-author of more than 40 books and 150 articles,
Marzano has provided a model for teaching effectiveness that many educators refer to
during their practice. His Marzano Research website outlines his strategies and gives
teachers and administrators tools to help teachers become more effective. He also created
an evaluation tool to measure the success of highly effective teachers.

Below, you’ll find an overview of his teachings and how you can employ his
strategies.

Ensuring success with Marzano’s strategy

According to his research data, good, effective teachers:

 Set goals.
 Provide feedback.
 Help students interact with new knowledge.
 Provide students with simulations and low-stakes competition.
 Engage with students, allowing them to talk about themselves and noticing when
they aren’t engaged.
 Establish and maintain classroom rules.
 Maintain relationships with students.
 Communicate high expectations.
To elaborate: Marzano believes that teachers who set goals and check for
understanding will be effective. Teachers should also give positive feedback for student

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progress. If students don’t understand, a teacher should need to go back and re-teach
certain concepts. He also suggests that teachers should help students interact with new
information by chunking smaller sections and then checking for understanding, using
media, making predictions, and responding in writing. The more engagement and
ownership of the learning, the more students will retain.

Include simulation and games

Marzano teacher effectiveness also includes the use of games and simulations to
encourage student interest. He believes students should be physically active, encounter
friendly controversy, and relate content to their own lives. Establishing rules and
procedures at the beginning of the year will create a classroom atmosphere that fosters
learning, and of course, creating effective and appropriate relationships with students are
also key to teacher effectiveness.

Communicating high expectations in this arena is another aspect of Marzano

teacher effectiveness. Encouraging all students to participate in the simulation and games
will help ensure everyone in the classroom is learning. And again, the more you can
connect a lesson to real-world situations, the more effective the lesson will be. Teachers,
he says, should also be aware of their own bias. First, identify students of whom you
have low expectations. Next, identify those students with similarities. Third, identify
different treatment for low-expectation students and finally, make a conscious decision to
treat all students the same.

B. Charlotte Danielson Framework for Teaching

The Framework for Teaching is a common language for instructional practice that
is grounded in a philosophical approach to and understanding of great teaching and the
nature of learning. It is a vision of excellence as well as a set of discrete practices.
The Framework was developed not only to define great teaching and elevate the
profession but also to outline a comprehensive approach to teacher professional learning
across the career continuum – from pre-service teacher preparation through teacher
leadership. This comprehensive approach was built around a specific conceptualization of
the nature of the profession, its complexity, and the pursuit of great teaching and a
stronger profession.

The Framework’s full value is realized when used as a foundation for professional
conversations among educators and administrators. The Framework can guide a school or
district’s mentoring, coaching, professional development, and teacher evaluation
processes, providing a common language for all activities.

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 Danielson Framework for Teaching

DOMAIN 1: PLANNING AND DOMAIN 2: CLASSROOM

PREPARATION ENVIRONMENT
 Demonstrating knowledge of  Creating an environment of respect
content and pedagogy and rapport
 Demonstrating knowledge of  Establishing a culture for learning
students
 Setting instructional outcomes  Managing classroom procedures
 Demonstrating knowledge of  Managing student behavior
resources
 Designing coherent instruction  Organizing physical space
 Designing student assessments
DOMAIN 3: INSTRUCTION DOMAIN 4: PROFESSIONAL
RESPONSIBILITIES
 Communicating with students  Reflecting on teaching
 Using questioning and discussion  Maintaining accurate records
techniques
 Engaging students in learning  Communicating with families
 Using assessment in instruction  Participating in the professional
community
 Demonstrating flexibility and  Growing and developing
responsiveness professionally
 Demonstrating professionalism

The Charlotte Danielson Framework is a valid educational instrument for defining

effective teaching. Several large research studies have shown that when teachers
demonstrate high levels of proficiency in the Framework, their students show greater
learning gains versus the students of teachers who do not perform highly on the
Framework. This tool focuses on teachers' own self-assessment and reflection, teacher
preparation, teacher evaluation, and professional development.

C. James Stronge - Teacher Effectiveness Performance Evaluation System

(TEPES)

Remember those great teachers who made you excited about learning? Remember
how it felt to be in their classes and to experience how they made their classrooms come
alive? What made those teachers special? What qualities and skills did they have to ignite
student learning? Most important, how did those teachers help their students become
successful?

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 In Qualities of Effective Teachers, 2nd edition , James H. Stronge shows
educators how to recreate this same excitement and enthusiasm in their own classrooms
by describing the characteristics and skills of effective teachers. Stronge synthesizes
research to identify specific teacher behaviors that contribute to student achievement.
Rather than look at outside factors like demographics, district leadership, and state
mandates, Stronge focuses specifically on what teachers can control: their own
preparation, personality, and practices.

Seven performance standards:

Professional Knowledge
Instructional Planning
Instructional Delivery
Assessment of/for Learning
The Learning Environment

Professionalism maintains a commitment to professional ethics, communicates

effectively and takes responsibility for and participates in professional growth that results
in enhanced learning.

Student Progress. The work of a teacher results in acceptable, measurable and

appropriate student academic progress.

D. The McREL Model (Mid-Continent Research for Education and Learning)

1. Teachers demonstrate leadership

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

NOTE: For comparison of details, visit

[Link]

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 Philippine
Professional Standards for Teachers (PPST) 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; 2) execute or deliver that
instruction plan very well because he/she has professional knowledge (mastery of subject
matter); 3) create a conducive or favourable learning environment for diverse groups of
learners; 4) assess and report learners’ progress; and 5) demonstrate professionalism as
he/she deals with superiors, colleagues, students and parents.

DEMANDS OF SOCIETY FROM THE TEACHER AS A PERSON

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 The personal qualities which a person brings to the teaching profession are as
important as their education and experience. A wonderful teacher is one who could be
heard saying, “I teach because being around children makes my heart sing!”
Great Teachers have these qualities:

1. kind, joyful manner

2. is seen smiling a lot
3. listens with heart and mind
4. emotionally mature and stable
5. energetic, enthusiastic
6. passionate about kids’ learning
7. patient and not easily frustrated
8. pleasant personal manner – interesting, motivating

Other personal characteristics:

1. Positive – have optimistic attitudes about teaching and about students

2. Hold high expectations – set no limits on students and believe everyone
can be successful
3. Creative – resourceful and inventive on how they teach their classes
4. Fair – handle students and grading fairly
5. Display a personal touch – approachable
6. Cultivate a sense of belonging – have a way to make students feel
welcome and comfortable in their classrooms
7. Compassionate – concerned about students’ personal problems and can
relate to them and their problems
8. 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
10. Forgiving – do not hold grudges
11. Admit mistakes – quick to admit being wrong

CODE OF ETHICS FOR TEACHERS: PREAMBLE, ARTICLES I, II, III, IX

The Code of Ethics for Professional Teachers serves as guide for teachers
specifically to new teachers for them to exhibit proper behavior to the learning
community at all times. It is imperative that you observe and practice this set of ethical
and moral principles, standards, and values.

In everyday life, you are confronted with the challenges to do the right thing.
When you are faced with professional decisions that seem to have ethical implications,
there are conditions and provisions of the Code of Ethics that will guide you to determine
the best actions.

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 Teachers have the responsibility to push their learners to their full potential and to
develop their personality.

Code of Ethics for Professional Teachers

Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836.
otherwise known as the Philippines Professionalization Act of 1994 and Paragraph (a),
section 6. P.D. No. 223. as amended, the Board for Professional Teachers hereby adopt
the Code of Ethics for Professional Teachers.

PREAMBLE

Teachers are duly licensed professionals who possess 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 institution

shall offer quality education for all competent teachers committed of its full realization
The provision of this Code shall apply, therefore, to all teachers in schools in the
Philippines.
Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary. and secondary levels
whether academic, vocational, special, technical, or non-formal. The term “teacher” shall
include industrial arts or vocational teachers and all other persons performing supervisory
and /or administrative functions in all school at the aforesaid levels, whether on full time
or part-time basis.

ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future 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
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 and 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 a 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

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receive any money or service or 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 responsibility.

Section 7. A teacher shall not use his position or official authority or 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.

ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the

youth: he shall, therefore, render the best service 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 counseling 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.

ARTICLE IX – THE TEACHERS AND PARENTS

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 Section 1. Every teacher shall establish and maintain cordial relations with
parents, and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner 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 the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.

Teachers and parents provide a vital support system to help students flourish.
Both groups are important. When parents and teachers communicate and work together
effectively, it can significantly impact each student’s long-term success.

A recent study investigated how the relationships between parents and teachers
can influence student progress. Researchers found that a positive, effective relationship
between parents and teachers can help students prosper, and a teacher training program
can help strengthen the quality of these relationships.

Researchers found that children whose parents were identified by teachers as

more positively involved had higher levels of prosocial behaviors and more academic
success. This demonstrates that teachers and parents who work together to empower
students could help improve student performance.

This study further illustrates that positive relationship between parents and
teachers leads to improved community perceptions of the school. Teachers can take steps
to strengthen their relationships with parents. Academic leaders should support these
efforts.
Consider the following when it comes to positive parent-teacher relationships.

 Encourage teachers to open the lines of communication. Parents often want to

know what’s happening in the classroom and how their children are faring.
Ensure teachers share information about their classroom activities and projects.
They can do this in ways that makes sense for their classroom management style
—electronically, in print, or both.

 Provide professional development opportunities focused on parent

communication. Helping teachers understand different styles of working with
parents can help them improve their strategies and skills. Ensure the training you
offer fits your school’s mission and strategic direction.

 Incorporate parent communication into teachers’ growth and evaluation

plans. Work together with each faculty member to set parent communication
benchmarks that make sense for them in their growth and evaluation plan. This
shows continued support for this initiative and helps give teachers a pathway to
success when it comes to parent communication.

Assessment Strategies:

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Instruction: Answer the following questions.

[Link] professionalization synonymous to professionalism?

2. Why do we say that teaching is a vocation? (3-4 sentences) Why is it called a mission?
(3-4 sentences)

3. Discuss the challenges of the teaching profession in the 21st century.

4. When does a teacher education graduate become a professional teacher? (2-3

sentences)

5. The following education experts gave models of an effective teaching.

Robert Marzano
Charlotte Danielson
James Stronge
McREL Model

Based on your experiences and observations, which areas should be strengthened

among teachers today?

[Link] should a teacher possess high moral values? (3-4 sentences)

7. What is technical competence? Why is this skill very important in the 21 st century? (2-
3 sentences)

8. What is nursery in the field of agriculture? Why are schools called the “nurseries of
the citizens of the state?’ (3-5 sentences)

[Link] what ways can the professional teacher help elevate national morality, promote
national pride and cultivate love of country? ( 5-7 sentences)

10. How can a teacher show respect for community customs and traditions?

Assignment:

[Link] a diagram, show the historical development of the teaching profession in the
Philippines.

2. State 3 DO’s and 3 DON’T’s on how you should relate to parents for the sake of the
learners.

LESSONS : 3. CODE OF ETHICS FOR TEACHERS (CONT.)

4. RIGHTS AND PRIVILEGES OF TEACHERS IN THE

PHILIPPINES

5. ON BECOMING A GLOCAL TEACHER

Intended Learning Outcomes:

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[Link] how the professional teacher should relate to the learners, the teaching
community and higher authorities;
2. Explain how a professional teacher should conduct himself/herself as a person, in the
teaching profession and in business;
3. Describe the teacher’s ethical response in given situations;
4. Discuss the rights and privileges of teachers in the Philippines;
5. Describe global and glocal teachers;
6. Infer the demands of globalization in the 21st century on teacher professionals;
7. Draw a holistic picture of the teachers and the teaching profession in the ASEAN;
8. Appreciate the similarities of the characteristics of the ASEAN teachers and teaching
9. profession as these respond to global standards;
10. Compare the ASEAN teachers and teaching profession with three other countries in
the world: Japan, China and the United States of America; and
11. Review the Global Teacher Status Index and learn lessons from it.

Learning Activities

The learners are our primary internal stakeholders. They have no choice over the
kind of teacher given them. Fortunate are the learners who are in the classes of
professional caring teachers. Unfortunate are those whose teachers are a contrast of the
caring and compassionate teachers.

A. The Teacher and the Learners

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of
first and foremost concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate

against a 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 undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration

from tutorials other what is authorized for such service.

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

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 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 manifestation of poor scholarship.

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

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

B. The Teacher and the Teaching Community

Article V: The Teachers and the Profession

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 credit or 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 for whoever assumes the
position 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 has not been
officially released, or remove records from files without 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.
However, 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 the 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.

The Teacher and Higher Authorities

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every 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 personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations 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 special conditions

15
are advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek
redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.

Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed 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 employment terms and conditions.

The Teacher and the Profession

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine 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 preparations for the career of teaching, and shall be at his
best at all times and 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 from the
school, but shall not 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 dignified means for earning a decent living.

C. The Teacher as a Person

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is
the highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary
principle of personal behavior in all relationships with others and in all situations.

16
 Section 3. A teacher shall maintain at all times a dignified personality which
could serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.

The Teacher and Business

Article X: The Teacher and 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 as a
teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private 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 they shall be in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the distribution and
sale of such commodities

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

The 1987 Philippine Constitution states: …The state shall enhance the right of
teachers to professional advancement. 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
fulfilment.”

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.

REPUBLIC ACT No. 4670, June 18, 1966

I. DECLARATION OF POLICY COVERAGE

Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act

to promote and improve the social and economic status of public school teachers, their
living and working conditions, their terms of employment and career prospects in order
that they may compare favorably with existing opportunities in other walks of life, attract
and retain in the teaching profession more people with the proper qualifications, it being
recognized that advance in education depends on the qualifications and ability of the

17
teaching staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance.
Section 2. Title Definition. This Act shall be known as the "Magna Carta for
Public School Teachers" and shall apply to all public school teachers except those in the
professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including guidance
counselors, school librarians, industrial arts or vocational instructors, and all other
persons performing supervisory and/or administrative functions in all schools, colleges
and universities operated by the Government or its political subdivisions; but shall not
include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Section 3. Recruitment and Qualification. Recruitment policy with respect to the

selection and appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the
following shall constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in
Elementary Education ([Link].);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its
equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at
least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
Bachelor's degree in the field of specialization with at least eighteen professional units in
education;
(d) For teachers of courses on the collegiate level, other than vocational, master's
degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may
appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they possess
the minimum educational qualifications or not, be required to take competitive
examinations, preference in making appointments shall be in the order of their respective
ranks in said competitive examinations: And provided, finally, That the results of the
examinations shall be made public and every applicant shall be furnished with his score
and rank in said examinations.

Section 4. Probationary Period. When recruitment takes place after adequate

training and professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher
possesses the appropriate civil service eligibility: Provided, however, That where, due to
the exigencies of the service, it is necessary to employ as teacher a person who possesses
the minimum educational qualifications herein above set forth but lacks the appropriate
civil service eligibility, such person shall be appointed on a provisional status and shall
undergo a period of probation for not less than one year from and after the date of his
provisional appointment.

18
 Section 5. Tenure of Office. Stability on employment and security of tenure shall
be assured the teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional
status for lack of necessary civil service eligibility shall be extended permanent
appointment for the position he is holding after having rendered at least ten years of
continuous, efficient and faithful service in such position.

Section 6. Consent for Transfer Transportation Expenses. Except for cause and as
herein otherwise provided, no teacher shall be transferred without his consent from one
station to another.

Where the exigencies of the service require the transfer of a teacher from one
station to another, such transfer may be effected by the school superintendent who shall
previously notify the teacher concerned of the transfer and the reason or reasons therefor.
If the teacher believes there is no justification for the transfer, he may appeal his case to
the Director of Public Schools or the Director of Vocational Education, as the case may
be. Pending his appeal and the decision thereon, his transfer shall be held in
abeyance: Provided, however, That no transfers whatever shall be made three months
before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.

Section 7. Code of Professional Conduct for Teachers. Within six months from
the approval of this Act, the Secretary of Education shall formulate and prepare a Code of
Professional Conduct for Public School Teachers. A copy of the Code shall be furnished
each teacher: Provided, however, That where this is not possible by reason of inadequate
fiscal resources of the Department of Education, at least three copies of the same Code
shall be deposited with the office of the school principal or head teacher where they may
be accessible for use by the teachers.

Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or
by his organization, adequate time being given to the teacher for the preparation of his
defense; and
d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a

teacher during the pendency of his case.

Section 9. Administrative Charges. Administrative charges against a teacher shall

be heard initially by a committee composed of the corresponding School Superintendent
of the Division or a duly authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a representative of the local
or, in its absence, any existing provincial or national teacher's organization and a

19
supervisor of the Division, the last two to be designated by the Director of Public
Schools. The committee shall submit its findings and recommendations to the Director of
Public Schools within thirty days from the termination of the
hearings: Provided, however, That where the school superintendent is the complainant or
an interested party, all the members of the committee shall be appointed by the Secretary
of Education.

Section 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of
services, based on other than professional consideration.

Section 11. Married Teachers. Whenever possible, the proper authorities shall
take all steps to enable married couples, both of whom are public school teachers, to be
employed in the same locality.

Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and classroom
methods.

III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction
shall not be required to render more than six hours of actual classroom teaching a day,
which shall be so scheduled as to give him time for the preparation and correction of
exercises and other work incidental to his normal teaching duties: Provided, however,
That where the exigencies of the service so require, any teacher may be required to render
more than six hours but not exceeding eight hours of actual classroom teaching a day
upon payment of additional compensation at the same rate as his regular remuneration
plus at least twenty-five per cent of his basic pay.

Section 14. Additional Compensation. Notwithstanding any provision of existing

law to the contrary, co-curricula and out of school activities and any other activities
outside of what is defined as normal duties of any teacher shall be paid an additional
compensation of at least twenty-five per cent of his regular remuneration after the teacher
has completed at least six hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an additional
compensation of at least twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation
required under this section.1âшphi1 Education authorities shall refuse to allow the
rendition of services of teachers for other government agencies without the assurance that
the teachers shall be paid the remuneration provided for under this section.

Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the
following criteria:
(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves
and their families; and

20
(c) they shall be properly graded so as to recognize the fact that certain positions require
higher qualifications and greater responsibility than others: Provided, however, That the
general salary scale shall be such that the relation between the lowest and highest salaries
paid in the profession will be of reasonable order. Narrowing of the salary scale shall be
achieved by raising the lower end of the salary scales relative to the upper end.

Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular increments,
granted automatically after three years: Provided, That the efficiency rating of the teacher
concerned is at least satisfactory. The progression from the minimum to the maximum of
the salary scale shall not extend over a period of ten years.

Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries
are appropriated by a city, municipal, municipal district, or provincial government, shall
not be less than those provided for teachers of the National Government.

Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least,
keep pace with the rise in the cost of living by the payment of a cost-of-living allowance
which shall automatically follow changes in a cost-of-living index. The Secretary of
Education shall, in consultation with the proper government entities, recommend to
Congress, at least annually, the appropriation of the necessary funds for the cost-of-living
allowances of teachers employed by the National Government. The determination of the
cost-of-living allowances by the Secretary of Education shall, upon approval of the
President of the Philippines, be binding on the city, municipal or provincial government,
for the purposes of calculating the cost-of-living allowances of teachers under its employ.

Section 19. Special Hardship Allowances. In areas in which teachers are exposed
to hardship such as difficulty in commuting to the place of work or other hazards peculiar
to the place of employment, as determined by the Secretary of Education, they shall be
compensated special hardship allowances equivalent to at least twenty-five per cent of
their monthly salary.

Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid
in legal tender of the Philippines or its equivalent in checks or treasury
warrants. Provided, however, That such checks or treasury warrants shall be cashable in
any national, provincial, city or municipal treasurer's office or any banking institutions
operating under the laws of the Republic of the Philippines.

Section 21. Deductions Prohibited. No person shall make any deduction

whatsoever from the salaries of teachers except under specific authority of law
authorizing such deductions: Provided, however, That upon written authority executed by
the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School
Teachers Association, and (2) premiums properly due on insurance policies, shall be
considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Section 22. Medical Examination and Treatment. Compulsory medical examination shall
be provided free of charge for all teachers before they take up teaching, and shall be

21
repeated not less than once a year during the teacher's professional life. Where medical
examination show that medical treatment and/or hospitalization is necessary, same shall
be provided free by the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
necessary medical care with the right to be reimbursed for their traveling expenses by the
government entity concerned in the first paragraph of this Section.

Section 23. Compensation For Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects of the
physical and nervous strain on the teacher's health shall be recognized as a compensable
occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Section 24. Study Leave. In addition to the leave privileges now enjoyed by
teachers in the public schools, they shall be entitled to study leave not exceeding one
school year after seven years of service. Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly
salary: Provided, however, That no teacher shall be allowed to accumulate more than one
year study leave, unless he needs an additional semester to finish his thesis for a graduate
study in education or allied courses: Provided, further, That no compensation shall be due
the teacher after the first year of such leave. In all cases, the study leave period shall be
counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to
the condition that the teacher takes the regular study load and passes at least seventy-five
per cent of his courses. Study leave of more than one year may be permitted by the
Secretary of Education but without compensation.

Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted
to teachers when the nature of the illness demands a long treatment that will exceed one
year at the least.

Section 26. Salary Increase upon Retirement. Public school teachers having
fulfilled the age and service requirements of the applicable retirement laws shall be given
one range salary raise upon retirement, which shall be the basis of the computation of the
lump sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to freely
and without previous authorization both to establish and to join organizations of their
choosing, whether local or national to further and defend their interests.

Section 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or coercion. It
shall be unlawful for any person to commit any acts of discrimination against teachers
which are calculated to (a) make the employment of a teacher subject to the condition
that he shall not join an organization, or shall relinquish membership in an organization,

22
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his
membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within school
hours, and (c) to prevent him from carrying out the duties laid upon him by his position in
the organization, or to penalize him for an action undertaken in that capacity.

Section 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional standards,
and in the formulation of national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Section 30. Rules and Regulations. The Secretary of Education shall formulate
and prepare the necessary rules and regulations to implement the provisions of this Act.
Rules and regulations issued pursuant to this Section shall take effect thirty days after
publication in a newspaper of general circulation and by such other means as the
Secretary of Education deems reasonably sufficient to give interested parties general
notice of such issuance.

Section 31. Budgetary Estimates. The Secretary of Education shall submit to

Congress annually the necessary budgetary estimates to implement the provisions of the
Act concerning the benefits herein granted to public school teachers under the employ of
the National Government.

Section 32. Penal Provision. A person who shall willfully interfere with, restrain
or coerce any teacher in the exercise of his rights guaranteed by this Act or who shall in
any other manner commit any act to defeat any of the provisions of this Act shall, upon
conviction, be punished by a fine of not less than one hundred pesos nor more than one
thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the
Government service.

Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and
their implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.

Section 34. Separability Clause. If any provision of this Act is declared invalid,
the remainder of this Act or any provisions not affected thereby shall remain in force and
in effect.

Section 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

ON BECOMING A GLOCAL TEACHER

Our world has been called a “global village”. Satellite communications make
possible television, telephone and documents transmitted through fax and electronic
mails across thousands of miles in thousandths of a second. Global education poses a
variety of goals ranging from increased knowledge about the peoples of the world to
resolutions of global problems, from increased fluency in foreign languages to the

23
development of more tolerant attitudes towards other cultures and peoples. Global
education embraces today’s challenges as national borders are opened. It paves the way
for borderless education to respond to the needs of educating children of the world they
are entering. It offers new curricular dimensions and possibilities, current scientific and
technological breakthroughs for completely new frontiers in education.

Hence, future teachers like you should prepare to respond to these multiple
challenges. To become a global teacher you should be equipped with a wider range of
knowledge of the various educational systems outside the country; master skills and
competencies which can address global demands; and possess attitudes and values that
are acceptable to multicultural communities.

But why a shift in the use of GLOBAL to GLOCAL?

Roland Robertson (1992) a sociologist, in his article “Glocalization: Time- Space

and Homogeneity-Heterogeneity, suggests replacing the concept of globalization to
glocalization with the view in mind to blur the boundaries between global and local.
Robertson offers to see the local as one aspect of globalization. It may mean, a global
outlook adapted to the local condition or a local outlook adapted to the global condition.
Further, he said that the term glocalization means it is local culture which assigns
meaning to global influences, and that the two are interdependent and enable each other.

As future teachers, you have to blend both global and local perspective. As the
saying goes: “think globally but act locally” or “think local but act global”. You can be a
global teacher and at the same time a glocal teacher, if the local perspectives based on the
culture, traditions and contexts are considered.

The Global and Glocal Teacher Professional: Is there a Difference?

Global Teacher Education. Global education has been best described by two
definitions:
1. UNESCO defines global education as a goal to develop countries worldwide
and is aimed at educating all people in accordance with world standards.
2. Another definition is that 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.
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:

21st century content: emerging content areas such as global awareness; financial,
economic, business and entrepreneurial literacy; civic literacy; health and environmental
awareness.

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.

24
 Life skills: leadership, ethics, accountability, personal responsibility, self-
direction, others
21st century assessments: Authentic assessments that measure the areas of learning

GLOCAL EDUCATION

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
defies distance and geographical location. This makes education glocal.

Thus, glocal education provides equal opportunity and access to knowledge and
learning tools which are the basic rights of every child in every community, locality
within the global community.

From Global Teacher to Glocal Teacher Professionals

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.

More specifically, a glocal Filipino is characterized by several qualities and

attributes in addition to in-depth knowledge, functioning skills and embedded values.

Glocal 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 (for Filipino teachers to be multilingual)
 aware of international teacher standards and framework; and
 master the competencies of the Beginning Teacher in the Philippine Professional
Standards for Teachers (PPST, 2017).

Further, glocal teachers, in addition to the above qualities must possess the
following distinct characteristics and core values of Filipino teachers: (Master Plan for
Teacher Education, 2017)
 cultural and historical rootedness
 ability to contextualize teaching-learning;
 excellence in personal and professional competence;
 responsiveness through social involvement and service;

25
  accountability and integrity;
 ecological sensitivity;
 nationalism/Filipinism; and
 faith in the Divine Providence

The need for glocal teachers is on the rise in several countries worldwide. Even
developed countries are in dire need of competent teachers who will teach in rural and
urban classrooms imbued with the characteristics and attributes of a glocal teacher.

A Closer Look at the Teachers and the Teaching Profession in the ASEAN and
Beyond

Referencing is looking into each country’s educational practices in order to

harmonize as the ASEAN converge with One Vision, One Identity and into One
Community.

We shall now look into the description of teacher professionals in the ASEAN
and beyond. The current situation, circumstances, teaching work place qualifications,
career pathways, benefits and other factors that influence quality education shall also be
discussed. We shall see a clear landscape of how it is to be a teacher here and abroad.

THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

Let us now look closely at the teaching profession and professional of the ten
ASEAN member countries as a whole.

A. The Levels of Schooling as a Teacher Milieu

Variations in the number of years in basic education level

across the ASEAN members

Variations Levels of Schooling and Number of Years*

Primary/Ele- Lower Upper Total Countries (as
mentary Secondary Secondary Number of 2013)
Of Years
Version 1 5 years 4 years 3 years 12 years Lao PDR
Version 2 5 years 4 years 2 years 11 years Myanmar
Version 3 6 years 3 years 2 years 11 years Malaysia
Version 4 6 years 3 years 3 years 12 years Brunei,
Cambodia,
Indonesia,
Thailand,
Vietnam
Version 5 6 years 4 years 2 years 12 years Singapore,
(pre Philippines
University

26
 for
Singapore

*ASEAN State of Education Report, 2013

In summary, basic education levels in most ASEAN countries have 12 years of

formal schooling, divided into primary, lower secondary and upper secondary levels.

Tertiary level is the college level which is beyond the basic education in all
countries in the ASEAN. It is the ladder of educational system where the student earns a
bachelor’s degree in teacher education, which is a requirement to take the licensure
examination to become a professional teacher.

In the Philippines, the Technical Education and Skills Development Authority

(TESDA) provides diploma and training certificates for lifelong learning. The agency
also assists in the implementation of the senior high school technical-vocational tracks.

The Teacher Professionals Across the ASEAN

Academic Preparations of Teacher Professionals in Basic Education

Almost all teacher education institutions provides a teaching practicum, student

teaching or field experiences course. This will provide them the opportunity to apply the
theories and concepts in the content and pedagogy courses in real class situations.

ASEAN countries have comparable academic teacher education preparations,

however, there are those who have gone beyond their borders, while others are still
strengthening their programs.

Components of Teacher Preparation

Common to all the ASEAN countries, are four important components which are
being addressed in the preparation of teachers.

General Knowledge and Understanding – this cluster of knowledge and

understanding are embedded in the general education or liberal arts education subjects in
college as preparatory to the core content subjects in the professional education.

Pedagogy – This component provides variety of teaching delivery approaches

beyond the traditional methods of teaching.

Teaching Practicum/Experiential Learning – In this cluster, knowledge, theories,

principles and pedagogies learned are validated in real life situation as teachers. In all
ASEAN countries, teaching practicum and experiential learning are required as a
component of training or for certification to teach.

27
 Specialized knowledge/Major courses – For those who will teach the content or
discipline in the upper elementary or the secondary levels, major content courses are
learned.

B. The Teaching Profession Practices in the ASEAN

[Link]’s Major Responsibilities – There are three major responsibilities of

professional teachers across the different countries. These are (1) actual teaching, (2)
management of learning and (3) administrative work.

2. Teacher Licensing and Recruitment – Most teachers are licensed as professionals or

are certified to teach by the country’s appropriate agencies. Those who are not certified
or licensed become paraprofessionals or assistant teacher.

C. The Teacher and the Teaching Profession Beyond the ASEAN

“Benchmarking is learning the best from the best practices of the world’s best
educational systems”.

There are three examples of counties beyond the ASEAN. These are China, Japan
and the United States of America. Research on the teaching profession practices of the
three countries and find out how their teaching profession practices are similar to the
ASEAN.

D. The Global Teacher Status Index of 2013

In 2013, the Varkey GEMS Foundation, a non-profit organization registered with the
Charity Commission for England and Wales conducted the first ever Global Teacher
Status Index. The study polled 21 countries all over the world.

Global Teacher Status Index, 2013

Country Index Rank Country Index Rank

Rating Rating
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 16
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech 12.1 19
Republic
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing
Follows

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 Some of the key questions asked in the survey were:

1. How are teachers respected in relation to other professions?

2. What is the social standing of teachers?
3. Will parents encourage their children to be teachers?
4. Is it perceived that children respect their teachers?
5. What do people think on what ought to be the pay of teachers?
6. Should teachers be paid according to the performance of their pupils?
7. How much are teachers trusted to deliver a good education to children?
8. What is the degree of trust that people have on their education system?

As future teachers you have seen how teachers are respected, trusted, how much
they are paid, and how much influence they have on the educational system. Data vary
from country to country.

What Does Global Competence Look Like in a Teacher?

We began by gathering exemplary examples of knowledge, skills, and

dispositions that spell out global competence in educators:

[Link] one's own cultural identity and its influence on

personal dispositions and classroom practice
2. Knowing and integrating global dimensions within the disciplines one teaches
3. Engaging students in learning about the world and in exploring their place in it
4. Using real-life global examples, materials, and resources when considering local,
national, and human issues
5. Valuing the input of culturally and linguistically diverse learners, families, and
colleagues, and modeling cultural sensitivity
6. Creating environments that encourage positive cross-cultural interaction
7. Modeling social responsibility in local and global contexts
8. Helping learners find appropriate actions to improve local and global conditions
9. Assessing learners' global competence and providing growth opportunities based on
their levels of development
10. Advocating for global education and social responsibility

Global competence in teachers is a set of essential knowledge, critical

dispositions, and performances that help foster development of learners' global
competence. A globally competent teacher has knowledge of the world, critical global
issues, their local impact, and the cultural backgrounds of learners; manifests intercultural
sensitivity and acceptance of difference; incorporates this knowledge and sensitivity into
classroom practice; and, develops the skills to foster these dispositions, knowledge, and
performances in learners. The teacher models socially responsible action and creates
opportunities for learners to engage in socially responsible action." © NAFSA:
Association of International Educators, 2015.

Assessment Strategies:

29
1. Research on the steps a professional teacher should take if she decides to raise her
grievances against her superior.

2. Will filing a justified complaint against a fellow teacher do well for a community of
professional teachers? If you were the one intending to file a complaint, would you do
so? Explain your answer.

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

4. There are more women than men in the teaching profession. Does this indicate that less
men are able to face the challenge of the teaching profession? Discuss your answer.

5. Pretend that you belong to a team that campaigns for Senior High School graduates to
enrol in teacher education. Mention the privileges and benefits as stated in the Magna
Carta for Teachers.

[Link] one be a global teacher without teaching abroad? Explain your answer in 4-5
sentences.

[Link] on the statement: As a glocal teacher, act locally but think globally.” Give
examples.

8. As a future teacher, how can you prepare yourself to become globally competitive?

[Link] you were given the chance to teach abroad, which country will you choose? Why?

[Link] an essay on the topic: How does a Filipino teacher compare with a teacher in the
ASEAN and Beyond?

Assignment:

[Link] do you want your teachers to be? Give five wishes on how you want your teachers
to be. After doing this activity read Article VIII. Are your wishes found in article VIII?

[Link] this website: [Link] a

champion. Based on the video, discuss how a teacher can make a difference in the life of
students.

4. Compose a song/poem on how professional teachers should relate to one another to

form a genuine teaching community.

5. Interview teachers who have taught for at least 5 years (50% female, 50% male). What
do they consider to be the biggest challenge in their life as teachers?

LESSONS : [Link] CHANGING GLOBAL LANDSCAPE FOR THE 21ST

CENTURY TEACHERS

30
 [Link] PROFESSIONAL DEVELOPMENT

[Link] OF EDUCATION

Intended Learning Outcomes:

1. Identify the different changes occurring in the global teaching-learning landscape;

2. Identify the 21st century life and career skills for learners and teachers;
3. Demonstrate understanding of the UNESCO’s Four Pillars of Learning as these apply
to the 21st century;
4. Distinguish between teacher quality and quality teachers;
5. Relate the Competency Framework for Teachers in Southeast Asia (CFT SEA) to
teacher quality;
6. Discuss the Philippine Professional Standards for Teachers (PPST) Career Stage 1 – 7.
Beginning Teachers Competencies and how it can assure teacher quality in the
Philippines;
7. Explain why Continuing Professional Development (CPD) is necessary for
professional teachers;
8. Discuss pertinent provisions of the CPD Act of 2016 and other related legal
documents;
9. Commit to continuing professional development;
10. Explain at least seven philosophies of education;
11. Formulate one’s philosophy of education;
12. Cite reasons why teaching is said to be the noblest of all professions; and
13. Commit to the teaching profession, the noblest of all professions.

Learning Activities:

The 21st Century’s Changing Landscape

The Philippines experienced many changes as it approached the 21st century.

These changes have encompassed all aspects of life in the country - from political to
economic, technology, society, and the environment. Comparable changes have occurred
in other Southeast Asian countries. All these will definitely have a significant impact on
teachers and students as you face life in the 21st century. It is important that you
understand these changes so that you will be better equipped to adapt to them. In turn,
you will also be better at helping yourself adapt to these changes as well. Always
remember that you cannot give what you do not have.

Changes and challenges fall under five categories. These are social, technological,
economic, ecological, and political changes. Kyler (2003) developed a tool to describe
these change areas, aptly named STEEP. This tool has five elements, with each letter in
the tool’s name representing an element. These are:

S – Social,
T – Technological,
E – Economic,
E – Ecological/Environmental, and

31
 P – Political.

Analyzing the STEEP changes and challenges will help you obtain a better picture
and understanding of how these will affect your life as a 21st century student, and its
impact on you, and your school.
Read on and find out more about STEEP changes and challenges and how these
affect your life as a student.

1. Social

This element describes society as a whole. Changes under this category may
include demographics, lifestyles, religion, education, and age distribution of the
population. When the social environment changes, people’s lives are usually affected by
these changes. For example, the increasing migration within a country and from one
country to another has been observed in many countries in the region and in the world.
This has led to students becoming more diverse in terms of their cultural background,
making it more challenging for schools to adjust to their individual needs.
Can you think of other impacts that increasing migration and other social changes has on
you and in the school system in general? Write your answer below.

Remember that you must be able to recognize and monitor changes in society
so that you will be better equipped in helping you adapt to these changes.

2. Technological

The new millennium was ushered in by a dramatic technological revolution (21st

Century Schools, 2008). You need only to look around to see that ours is a world that is
immersed in technology. Computers, mobile phones, and other modern-day gadgets are
seen not only in schools and in the work place, but also in homes and in communities.
Twenty-first century schools are now becoming more infused with technology -
computers and the internet are being increasingly used in instruction at all levels and in
almost all subjects. It is your task as a 21st century teacher to monitor and take note of the
effects the changes within the technological environment will have on students and in the
way teaching-learning is delivered.

How have technological changes affected you and your school? Write your ideas
on the lines below.

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3. Economic

A key change in the Southeast Asian region is economic. In 1996, Thailand’s

General Prem Tinsulanonda said that “in merely five decades, Asia has become the
region with the highest rate of economic growth.” Since then, a rapid growth in economy
in most countries in the region has been observed, resulting in other changes in Asian
societies. The 20th century saw the rise of China and India, but the 21st century may well
see Southeast Asia as having stronger economies (New Straits Times, 2010).

What impact do you think a stronger economy will have on you as a student?
What about the impact on your school? Write your ideas on the lines below.

Did you mention that the increase in income might mean more access to
education in families? If so, you are correct. More parents will be able to send their
children to school. Schools will have more resources to strengthen their instruction,
including acquisition of technologies used for teaching and learning.

4. Ecological/Environmental
The ecological element considers the present-day situation of the physical and
biological environments that you as well as your school, can face. It is imperative for you
to become aware of the changes in the environment, such as pollution, deforestation, and
global warming, and how these affect your life and those around you. You will learn later
on that knowledge about the environment, or ecoliteracy, is one of the 21st century
literacies that students need to develop.

For example, teachers can encourage students to do “paperless” assignments by

asking them to submit their outputs through email. You may also encourage them to use
both sides of the paper for their school work. This way, students learn the value of
conservation of natural resources.

What are some other ways that you, as a 21st century student become more aware
of environmental issues and changes in the 21st century and how to address them? Write
your ideas on the space below.

5. Political/Legal

This element consists of understanding the political and legal environments of a

country or region where your school operates. As a student, you have to understand and
adapt to the political and legal changes in your school’s environment. For example,
changes in locally-elected officials in your community may affect the support that the
local government gives to your school. Some public officials are education champions,
while others relegate education as among their least priorities.

33
 Remember that this task - of understanding the political landscape in your school -
is not the sole responsibility of your school head. Once you understand the political
environment in your school, you will be in a better position to cope with 21st century
changes in this area.

Reflect on the most recent political changes in your country. How have these
political changes affected your daily life and your life as a student? Write your ideas on
the space below.

THE CHANGING GLOBAL LANDSCAPE AND THE 21 ST CENTURY SKILLS

FOR TEACHERS

[Link] New Learning Environment. The learning environment 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 Information Communications Technology (ICT)

[Link] 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, subject matter of learning has the following characteristics:
 Integrated/interdisciplinary;
 Demand-driven;
 Emphasis on learning tools on how to retrieve knowledge; and
 Balance of scientific, technological, cultural, global, local concepts.

[Link] New Processes of Learning and How These will be Facilitated. With the
different advancements in the society, 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
* Distance Learning
* Blended modalities
* Experiential and lifelong

[Link] New Types of Learners. The new breed of learners does not have age boundaries.

Learners maybe are in an informal or formal setting. The new type of learner is:

 A confident person who thinks independently and critically and who

communicates effectively;

34
  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; and
 A member of the new generation: pop culture, different ways of thinking,
responding.

[Link] 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; and
 Develop life and career skills for the 21st century and beyond

Understanding UNESCO’s 4 Pillars of Education

In 1990, the World Conference on Education for All (Jomtien, Thailand) launched the
“Education for All” movement, a precursor to the Education for All goals set in 2000. One of the
most important outcomes of this meeting was the notion of lifelong learning, to be supported
by four pillars of knowledge:

[Link] to know, by combining broad general knowledge with the opportunity to

work in depth on a small number of subjects. This also means learning to learn, to
benefit from the opportunities education provides throughout life. It aims to provide
individuals with the cognitive tools required to better comprehend the world and its
complexities, and an adequate foundation for future learning.

35
 In the field of education, when we were just taking our academic units, we really
had to be equipped with book-presented theories and principles associated with learning,
including but not limited to theories of human development, characteristics of young
Filipinos, various foundations of education, and the different approaches in teaching.
Initially, we tried asking ourselves whether we really had to master these. Eventually, we
discovered that the discussions we had inside the classrooms all have relevance in the teaching
profession.

2. Learning to be, to develop one’s personality and act with greater autonomy,
judgement and personal responsibility. The aim is to provide individuals with the self
analytical and social skills to develop to their fullest potential. Accordingly, education
must not disregard any aspect of a person’s potential, including memory, reasoning,
aesthetic sense, physical capacities and communication skills.

After years of in-campus education, months of practice teaching and passing the
Licensure Examinations for Teachers (LET), we realized that teaching is really our
profession. We became what we dreamt of and worked for to become.

3. Learning to do, to acquire not only occupational skills but also, more broadly, the
competence to deal with many situations and work in teams. It also means learning to do
in the context of young people’s various social and work experiences. These can be
informal, as a result of the local or national context, or formal, involving courses,
alternating study and work. This pillar aims to provide individuals with the skills to
effectively participate in the global economy and society.

During our practicum, those which we had learned from our academic subjects
were actually applied. Upon considering the collective abilities and skills of our students,
we were able to choose from among the approaches, one planned which was really
effective and appropriate. We could also determine learning flaws, and consider factors
suppose to hinder and contribute to learning process. With all of these since we were
equipped well with almost everything, we were able to complete successfully our practice
teaching

4. Learning to live together, by developing an understanding of other people and an

appreciation of interdependence – carrying out joint projects and learning to manage
conflicts – with respect for the values of pluralism, mutual understanding and peace. This
exposes individuals to the values implicit within human rights, democratic principles,
intercultural understanding and respect, and peace in society and human relationships. It
enables individuals and societies to live harmoniously.

We, teachers are not just facilitators of learning. As we become members of

academic institutions, we undertake responsibilities of being catalysts of positive change.
We unify the whole faculty. We communicate with parents regarding our concerns with
students. We participate in all programs of the institution dedicated for the welfare of all.
We even go beyond the walls and establish strong relationships with the whole society
either by personal or group means.

Lifelong learning is central to these four pillars of knowledge; they cannot be

anchored solely in one phase in a person’s life or in a single place. When and what to
teach should be complementary and interrelated in such a way that all people can get

36
the most out of their specific educational environment throughout their lives.
Unfortunately, many education systems around the world still emphasize the acquisition
of knowledge over other types of learning. As promoted by UNESCO and many others, a more
holistic approach to education is needed to enable each and every person to become a
lifelong learner.

THE COMPETENCY FRAMEWORK FOR TEACHERS IN SOUTHEAST ASIA

(CFT SEA)

In collaboration with the Thailand’s Teacher Education Council, SEAMEO

Secretariat and the SEAMEO Regional Center for Educational Innovation and
Technology (INNOTECH) initiated the Competency Framework for Teachers in
Southeast Asia which was developed in 2017. The framework was agreed upon by the
Ministers of Education of the Southeast Asian countries including the Philippines.

The figure below captures all the elements of the Competency Framework for
Teachers in Southeast Asia.

37
 For more knowledge and understanding of the Competency Framework, open the
website below:
[Link]

THE PHILIPPINE QUALIFICATIONS FRAMEWORK

The Philippine Qualifications Framework describes the levels of educational

qualifications and sets the standards for qualification outcomes. It is a quality assured
national system for the development, recognition and award of qualifications based on
standards of knowledge, skills and values acquired in different ways and methods by
learners and workers of the country.

Qualifications - It refers to the formal certification that a person has successfully

achieved specific learning outcomes relevant to the identified academic, industry or
community requirements. A Qualification confers official recognition of value in the
labor market and in further education and training.

Objectives:

(a) To adopt national standards and levels of learning outcomes of education;

(b) To support the development and maintenance of pathways and equivalencies that
enable access to qualifications and to assist individuals to move easily and readily
between the different education and training sectors and between these sectors
and the labor market; and

(c) To align domestic qualification standards with the international qualifications

framework thereby enhancing recognition of the value and comparability of Philippine
qualifications and supporting the mobility of Filipino students and workers.

Open the website below for a better understanding of the Philippine

Qualifications Framework
[Link]

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

DepEd Order No. 42, S. 2017 stipulates the national adoption and implementation
of the Philippine Professional Standards for Teachers (PPST). The Order was signed on
August 11, 2017 by DepEd Secretary Leonor Magtolis-Briones.

The DepEd recognizes the importance of professional standards in the continuing

professional development and advancement of teachers based on the principle of lifelong
learning. It is committed to supporting teachers, and taking cognizance of unequivocal
evidence that good teachers are vital to raising student achievement. Quality learning is
contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost
importance for long term and sustainable nation building.

38
 The changes brought about by various national and global frameworks such as the
K to 12 Reform, ASEAN Integration, globalization, and the changing character of the
21st century learners necessitate the improvements and call for the rethinking of the
National Competency-Based Teacher Standards (NCBTS); hence, the development of the
PPST.

For better understanding of the PPST, open the websites below:

[Link]
125410012
[Link]
[Link]

The Philippine Professional Standards for Teachers includes personal growth and
professional development as the seventh domain. With the enactment of RA 10912, the CPD Law
of 2016, CPD for all the professions regulated by PRC is now mandatory. Mandating CPD is the
only way all professionals including teachers are made to go through CPD. CPD for professional
teachers is not an option. It is a necessity. Continuing professional development for professional
teachers sharpens the professional teachers’ competitive edge in a highly competitive global
world.

Read more about RA 10912 in the website below:

[Link]

The Historical and legal Bases of Continuing Professional Development

1. Batas 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 – In addition to his/her powers under existing laws, the Secretary of
Education shall have authority, accountability and responsibility among other things
for…”Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department….
3. RA 7836 – The Teachers’ Professionalization Act, also provided for mandatory
Continuing Professional Education (CPE), now referred to as Continuing Professional
Development (CPD),

4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to
adopt the Code of Ethics for Professional Teachers pursuant to the provisions of
paragraph 9e0 Article 11 of RA 7836,

5. Executive Order # 266, Institutionalization of the Continuing Professional Education

(CPE) Programs of the Various Professional Regulatory Boards (PRBs).

[Link] 10912, Continuing Professional Development Act of 2016. With the enactment of
this law, CPD for all the 43 professions regulated by PRC including the teaching
profession has become mandatory.

PHILOSOPHIES OF EDUCATION

39
 We are heirs to a rich philosophical heritage. Many philosophers passed on to us
questions like “why do I teach?’ “what should I teach?” “how should I teach?” and
“what is the nature of the learner?” These questions are philosophical and they are
tackled below.

There are seven philosophies that we shall look into. Below is just a brief
description of these philosophies.

1. Constructivism
Why teach. Constructivists seek to develop intrinsically motivated and independent
learners adequately equipped with learning skills for them to be able to construct
knowledge and 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, researching 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, investigate, imagine and invent.

Constructivism is ‘an approach to learning that holds that people actively

construct or make their own knowledge and that reality is determined by the experiences
of the learner’ (Elliott et al., 2000). In elaborating constructivists’ ideas Arends (1998)
states that constructivism believes in personal construction of meaning by the learner
through experience, and that meaning is influenced by the interaction of prior knowledge
and new events. Constructivism's central idea is that human learning is constructed, that
learners build new knowledge upon the foundation of previous learning.

This prior knowledge influences what new or modified knowledge an individual

will construct from new learning experiences (Phillips, 1995). The second notion is that
learning is an active rather than a passive process.

Read more about constructivism in the website below.

[Link]

2. 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.

40
 How to teach. Essentialist teachers emphasize mastery of subject matter. They are
expected to be intellectual and moral models of their students. 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.
Essentialism rests upon the philosophical ideas of realism and idealism. It
demands that schools should not attempt to reshape the educational foundation of the
society. Hence is refers to 'traditional' approach to education. It is a conservative
philosophy that accepts political social and economic structure of the American society.
It teaches students the 'essentials' of academic understanding and character building. In
this chain of thought, it is also believed that traditional American virtues such as respect
for authority, fidelity to duty, perseverance, and practicality should be instilled in all
students.

3. Progressivism

Why teach. Progressivist teachers teach to develop learners into becoming

enlightened and intelligent citizens of a 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 relate to
studetns’ personal lives and experiences.”

How to teach. Progressivist teachers employ experiential methods. They believe

that one learns by doing. One experiential teaching method that progressivist teachers
heavily rely on is the problem-solving method.

Progressive education is a reaction to the traditional style of teaching. It's a

pedagogical movement that values experience over learning facts at the expense of
understanding what is being taught. When you examine the teaching styles and
curriculum of the 19th century, you understand why certain educators decided that there
had to be a better way.

Learning How to Think

The progressive education philosophy says that educators should teach children
how to think rather than relying on rote memorization. Advocates argue that the process
of learning by doing is at the heart of this style of teaching. The concept, known as
experiential learning, uses hands-on projects that allow students to learn by actively
engaging in activities that put their knowledge to use.

Progressive education is the best way for students to experience real-world

situations, say advocates. For example, the workplace is a collaborative environment that
requires teamwork, critical thinking, creativity, and the ability to work independently.
Experiential learning, by helping students develop these skills, better prepares them for
college and life as productive members of the workplace.

3. Behaviorism
The theory according to which mental states can be analyzed in terms of
observable behavior or dispositions to engage in such behavior.

41
 What to teach. Behaviorist teachers teach students to respond favourably to
various stimuli in the environment.
Why teach. Behaviorist schools are concerned with te modification and shaping
of students’ behaviour by providing for a favourable environment, since they believe that
they are a product of their environment..

How to teach. Behaviorist teachers “ought to arrange environmental conditions

so that students can make the responses to stimuli. Teachers ought to make the stimuli
clear and interesting to capture and hold the learners’ attention.

Behaviorism is a branch of psychology that, when applied to a classroom

setting, focuses on conditioning student behavior with various types of behavior
reinforcements and consequences called operant conditioning. There are four types of
reinforcement: positive reinforcement, negative reinforcement, presentation punishment
and removal reinforcement, and each can be applied effectively to get your students to
behave in the classroom.
Compliment Good Behavior

The simplest way in which to apply positive reinforcement is to praise a student

when she behaves well or successfully completes a task. You could employ a system of
giving gold stars that result in a small prize when enough have been earned. Take
advantage of the effectiveness of simple statements of praise. When offering praise,
however, opt for a specific statement such as, "you really showed mature insight right
there" as opposed to a vague statement such as "nice work." The fact is that students can
sense when praise is generic or disingenuous. Reserve such comments for when you
really mean them, so your students won't take them as empty words.
Support Praise With Evidence

Saying nice things to your students will work fine for a while, but they might stop
believing you unless you can show them exactly why their behavior warrants praise in the
first place. Whenever possible, show them the proof: point out the specific act and
explain why it was so important. Another way to provide concrete examples of good
behavior is to have them keep their work in portfolios for you to review regularly. The
routine of reviewing keeps you from appearing as though you've gone out of your way to
issue some praise, and having their work right in front of you gives you the opportunity
to cite specific, concrete examples of their accomplishments.
Utilize Negative Reinforcement

Negative reinforcement isn't punishment. Rather, it's when reward good behavior
by taking away something your students see as negative. For example, your class clown
always makes inappropriate comments during health lessons and disrupts the class. He
also really doesn't like writing book reports because the writing is boring. You could
offer to let him do his book report another way, perhaps as a diorama, on the condition he
behaves appropriately during health lessons. By removing something he sees as negative,
you've reinforced a separate, positive behavior.

4. Perennialism

42
 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.

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. How to teach. The perennialist classrooms are “centered
around teachers.” They apply whatever creative techniques and other tried and true
methods which are believed to be the most conducive to disciplining the students’ minds.
It is the educational philosophy which says that the importance of certain works
transcends time. Perennial works are those considered as important and applicable today
as they were when they were written, and are often referred to as great books. Common
examples include Melville’s Moby Dick, Shakespeare’s Macbeth, Dickens’s Great
Expectations, and Dante’s Inferno. Perennialism is sometimes referred to as “culturally
conservative,” because it does not challenge gender stereotypes, incorporate
multiculturalism, or expose and advocate technology, as would be expected of
contemporary literature.

The goal of a perennialist education is to teach students to think rationally and

develop minds that can think critically. A perennialist classroom aims to be a closely
organized and well-disciplined environment, which develops in students a lifelong quest
for the truth. Perennialists believe that education should epitomize a prepared effort to
make these ideas available to students and to guide their thought processes toward the
understanding and appreciation of the great works, works of literature written by
history’s finest thinkers that transcend time and never become outdated.

Perennialists are primarily concerned with the importance of mastery of the

content and development of reasoning skills. The old adage “the more things change, the
more they stay the same” summarizes the perennialists’ perspective on education. Skills
are still developed in a sequential manner. For example, reading, writing, speaking, and
listening are emphasized in the early grades to prepare students in later grades to study
literature, history, and philosophy.

5. Existentialism

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
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.

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.

43
How to teach. “Existentialist methods focus on the individual. Learning is self-paced,
self-directed. 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 not to impose their values on their students since values are
personal.”

“Because I exist, because I think, therefore, I think that I exist.” According to the
statement ‘I think’ it is clear that ‘I’ exists and it has existence. ‘I’ that exists is always
subjective and not objective. Now the person because of knowing the object does not
desire to know the object, but he emerges himself in knowing the self. (Kierkegaard)

Existentialism is the most individualistic of all modern philosophies. Its

overriding concern is with the individual and its primary value is the absolute freedom of
the person, who is only what he, makes himself to be, and who is the final and exclusive
arbiter of the values he freely determines for himself. Great emphasis is placed on art, on
literature, and the humanistic studies, for it is in these areas that man finds himself and
discovers what values he will seek to attain.

6. Linguistic Philosophy

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. There is
need to teach learners to use language that is correct, precise, grammatical, coherent,
accurate so that they are able to communicate clearly and precisely their thoughts and
feelings.

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.

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 his learners.

Linguistic philosophy is a unique approach towards understanding languages and

philosophy. It is a methodical and analytical study of a language to understand it better
and includes the analyses of its structure, meaning, development and evolution through
times and its varied interpretation accordingly. Linguistic philosophy believes and wants
its students to believe that solutions to philosophical problems can be found by
reformation of the language or a deeper and better comprehension of the language. This
discipline of study has gained popularity in the 20 th century and mostly among American
and British philosophers and research scholars on philosophy.

Linguistics, going by the word, implies anything related to language and

philosophy is a subject that inculcates an attitude of logical reasoning and a critical assay
of the regular life activities, human nature, life, knowledge and humanitarian ethics. The
coming together of both is with an intention of building a comprehensive grasp on a
language and in turn the relevant philosophies.

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 You have been acquainted with various philosophies. With which do you identify
yourself? What is your personal philosophy of education? You are now expected to
formulate your own philosophy of education.

TEACHING: THE NOBLEST OF ALL PROFESSIONS

Teaching has a lot of demands. That is why only a few answer the call to teach.
You are in a very noble profession where you help others become what they want to be.
You are in a profession where you can touch lives and so affect eternity. A teacher has
the power to touch lives and make a difference in people’s lives. “The influence of a
good teacher can never be erased,: says one quotable quote.

View the moving story of Teddy and Ms. Thompson at YouTube titled “Three
Letters from Teddy.”

May you be a “Ms. Thompson” to all your students in the future. If you do that,
you prove to the world that teaching, indeed, is a noble profession.

Congratulations, you chose the noblest of all professions. May you find
fulfilment in your profession!

Assessment Strategies:

1. What qualities are expected of teachers based on the domains of the PPST?

2. What are the four career stages of the PPST?

3. When you become a professional teacher in the future, how can you enhance the state
of quality of teachers in the Philippines?

4. After studying the different domains and competencies of the PPST, which domain do
you find easy to master? Why? Which domain seems to be difficult for you to master?
Why?

5. How does this proverb relate to CPD? “A much-used plow shines; stagnant waters
stink.”

6. Teaching is a “learning profession.” What does this mean?

7. Which philosophy of education is very relevant in the 21 st century? Choose three and
explain their relevance to 21st century teaching and learning.

8. Search for a sample philosophy of education in the internet. Formulate your own
philosophy of education in 7-10 sentences.

[Link] the moving story of Teddy and Ms. Thompson entitled “Three Letters from Teddy,”
what do you like most in the story? Why? Did you ever have a “Ms. Thompson” in your
life?

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10. In two to three sentences, connect the line below to the teaching profession being the
noblest of all professions.
“One looks back with appreciation to the brilliant teachers but with
gratitude to those who touched our human feelings.” – Carl Jung

Assignment:

1. Research on the difference between quality teacher and teacher quality.

2 .Interview teachers with 3 years, 5 years and more than 5 years of teaching. Ask each of
them how they go through Continuing Professional Development.

3. Review the Pillars of Learning. What are some of your observations in the school
where you came from that indicate a Pillar of Learning that is being practiced? Place in
the matrix below.

Pillars of Observed Practices in the School

Learning
Learning to Know
Learning to Do
Learning to Be
Learning to Live Together

1. Make a comparison of the global teaching-learning landscape before and in the

21st century. (10 pts.)
Parameters Before 21st Century
Learners
Teachers
Learning
Environment
Ways of Learning
Learning Content

References:

Textbook

Bilbao, P., et al., (2018). The Teaching Profession. Lorimar Publishing Inc.

Internet Sources

[Link]
lang=eng

[Link]
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[Link]
profession/23053
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philippine-educational-system
[Link]
[Link]
[Link]

[Link]
of-teaching-effectiveness/

[Link]
%20for%[Link]

[Link]

[Link]

[Link]

[Link]

[Link]
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teacher-relationships

[Link]
p=Code+of+Ethics+for+Teachers+in+the+Philippines+preamble&fr=yfp-
t&fp=1&toggle=1&cop=mss&ei=UTF-8
[Link]

[Link]

[Link]
parents/
*[Link]
[Link]
[Link]
framework-2/the-sustainable-development-goal-4/sdg4s-10-targets/
[Link]
[Link]
[Link]
the_top_10_characteristics_of_globally_competent_teachers.html
[Link]
[Link]
[Link]
[Link]

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[Link]
References:
[Link]
[Link]

[Link]
[Link]
[Link]
[Link]
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[Link]
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[Link]
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2012TeachingCompetencyStandards/[Link]
[Link]
[Link]
[Link]
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teachers-125410012
[Link]
[Link]
[Link]
[Link]
[Link]

Prepared by:

Olivia B. Pasicolan, PhD

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