CHAPTER
VII
Personal Growth
and
Professional
Development
Group 7 Discussants
Gloria Bon Jane Tricia Lo Chywien Martinez Goergina Real
Thalia Taduran Regine Templonuevo
Thought of the Day
“Don't let someone else's opinion of you
become your reality” — Les Brown
Tongue Twisters
EASY HAR
Top chopstick D sat on a
A skunk
stump and thunk
shops stock top the stump stunk,
chopsticks. but the stump thunk
the skunk stunk.
LESSON
1
Philosophy of
Teaching
This lesson will help you understand that teachers' practices are
guided by beliefs and values. These beliefs and values form part of
the teacher's philosophy of teaching. This lesson will focus on the
different philosophies of teaching. The objectives of this lesson are
the following:
1. identify the different philosophies of teaching; and
2. determine the teaching philosophy that can address the needs of
the 21st century learners.
Education Theory
How a teacher views teaching and learning is dependent
on exposure, culture, and training (Pajares 1992).
Teachers' practices in the classroom are basically an
offshoot of education and exposure. All these
experiences form part of beliefs that become a basis of
the teacher's philosophy.
Teaching philosophies can be categorized into two
1. Teacher-centered philosophy
underscores the relevance of teachers in education . This kind of
philosophy places an emphasis on the teachers role in
transmitting knowledge,skills,attitudes, and values.
Essentialism and perennialism are two examples of a teacher centered
philosophy.
Essentialism
advocates the teaching of basic skills in order to train the mind period this
skills gradually becomes complex as students progress to the next level or
knowledge in different disciplines is essential and the teachers should use
lectures,memorization,drills and assessment.
Perennialism
focuses on the developing critical thinking skills , mastery of
content in a sequential order and reasoning skills by (Lynch 2016)
2. Student-or learner - centered philosophy
Put emphasis on how students learn. Teachers focus on individual needs of
students to make sure that they will benefit from the teaching-learning
process. Teachers who adhere to this philosophy focuses on maximizing the
potential of the students in order to keep them with knowledge, skills, and
attitudes that will help them to face and overcome the challenges of the real
world.
Examples of student or learner centered philosophy are:
Progressivism
believes in equipping students with the ability to learn through hands- on
engagement. Teachers are regarded as facilitators rather than
the source of information.
Existentialism
believes giving the students opportunities to learn concept that interest them
teachers of believe in existentialism believe that students should be able to
find meaning and whatever it is that they are learning.
Social reconstructionism -
believes that schools can contribute to solving social problems. Teachers
of believe in social reconstruction with engage students and projects or
activities that will enable them to address a social issue and create an
impact in society (Lynch 2016)
In responding to the needs of the 21st century learners, a student or learner
centered philosophy is essential so that communication, creativity, collaboration,
critical thinking, and problem-solving skills will be developed
LESSON 2
DIGNITY OF
TEACHING AS
A PROFESSION
Education theory
Teachers play a big role in the lives of students. Thus, teachers should possess personal
and professional qualities that will help students succeed in school and develop the love
for learning.
Pearson (2018) conducted a study to determine the personal qualities that students are looking
for in a teacher. Based on this study, students aged 15-19 site the following characteristics of
effective teachers: relates well with students; nurturing understanding and kind; know students
well; committed to the profession; and engages students in learning in order to motivate them.
In other words students are not really focused on how much knowledge the teachers can share,
but are more concerned with how teachers can connect and establish relationship with them.
This just goes to show that when teachers are able to establish a rapport with students, it will
be easier for students to learn (Peterson- DeLuca 2016)
In terms of professional qualities effective teachers possess the
following characteristics: taking time to listen and help students,
manages class well, collaborates with other professionals to share
expertise, constantly seeks ways to grow professionally, uses
appropriate instructional methods, has mastery of content, and is
decisive (Goldberg 2003). This professional qualities reveal that
effective teachers go beyond the call of duty . Teachers should continue
to update self with knowledge and skills for the good of their students.
LESSON 3
Professional
Links With
Colleagues
Education theory
It is a recognized fact that teachers need to collaborate with one another to
grow professionally. Collaboration among teachers means working together to
reflect on practices and improve teaching (DuFour 2005).
In recent years, schools have emphasized the need for students to collaborate.
In the same manner, educational leaders have also seen the importance of
collaboration in professional development (Robbins and Alvy 2003).
A study by Peterson in 2002 reveals that collaboration with colleagues is more
significant than short-term workshops or seminars. The reason behind this is that
short-term workshops may inspire teachers for a moment but will have little
impact on the way they teach. However, when teachers are given the opportunity
to work together for a period of time, they establish a relationship that can greatly
impact the way they teach. When teachers share practices, reflections, and
experiences with colleagues whom they have been working with for quite some
time, they tend to learn more. Thus, conversing about professional practice is
necessary as it provides novice teachers some kind of mentoring. It also allows
seasoned teachers to renew their interest in teaching as they are given the
opportunity to share their expertise (Williams 2010).
LESSON 4
Professional Reflection
and Learning to Improve
Practice
Education Theory
People do not learn from experiences unless they reflect on these
experiences (Dewey 1933). One of the ways in which teachers can
improve the way they teach is to reflect on their own practice.
Reflective practice is a term used when teachers study their own
experiences to improve the way they teach. It is a deliberate act to
think about past, present, and future actions in order to improve
teaching (Harvey et al. 2016).
There are various ways of reflecting on one's practice. This can be done using
an autobiography, student evaluation, peer observation, and research
(Brookfield 1995).
Autobiography is a way of documenting practices. This can be done in the
form of journal writing, portfolio, and other forms of writing that teachers can
use to reflect on their practices in class.
Students are the direct recipients of teaching. They are in the best
position to gauge how teachers perform in class and how effectively
they teach. Thus, student evaluations, which can be done formally
or informally, can best inform teachers about their practices.
Peer observation can inform teachers about the practices that they need
to keep and improve. Through peer observation, teachers can learn the
best practices of their colleagues, ponder on their own practices, and
determine the ways to improve these practices.
In trying to improve their own practices, the teachers can also resort to
studying researches and theories. Teachers are guided on how practices
can be further improved based on the results of studies conducted.
LESSON 5
Professional
Development Goals
Education Theory
Teachers need to be life-long learners because of the constant
changes in the education landscape brought about by developments
in the field of research.
In a study of teachers' professional goals, it was found that teachers
focus on different objectives at each level of their career. Early and
mid-career teachers are interested in knowing more about curriculum
and instruction and becoming a specialist in the subject or area that
they are currently teaching.
Teachers who are in the late career stage are no longer
interested in improving their teaching skills. Rather, their
goals are focused on learning more about technological
innovations and how these changes can be applied in the
classroom (Louws et al.2017).
Domain 1 - Content Knowledge and Pedagogy
1. Content knowledge and its application within and across curriculum
areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
6. Mother tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2-Learning Environment
1. Learner safety and security
2. Fair learning environment
[Link] of classroom structure activities and
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3- Diversity of Learners
[Link]' gender, needs, strengths, interests, and experiences
2. Learners' linguistic, cultural, socio-economic, and religious
backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4- Curriculum and Planning
1. Planning and management of the teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich the teaching practice
5. Teaching and learning resources including ICT
Domain 5-Assessment and Reporting
[Link], selection, organization, and utilization of assessment
strategies
2. Monitoring and evaluation of learner progress and
achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices
and programs
Domain 6-Community Linkages and Professional Engagement
1. Establishment of learning environments that are responsive to
community contexts
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures
Domain 7 Personal Growth and Professional
Development
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice 5.
Professional development goals