Professionalism and

Transformative
Education

In this Module
1. The 21 st Century Teacher
a. The Changing Global Landscape and the 21st Century Skills for
Teachers
b. 21st Century Teacher Competencies / Standards
2. Transformative Education
3. Qualifications Framework
a. ASEAN Qualifications Framework (AQRF)
b. Philippine Qualification Framework (PQF)
4. The Philippine Professional Standard for Teachers
a. Development and Characteristics
b. Salient Features and Components
- Career Stages
- Domains
- Strands
- Indicators
c. Approaches of Curriculum Improvement

Introduction
 Globalization changed the educational landscape of the Philippines. Because
of the fast and easy transfer of information, knowledge, and culture,
teachers should be able to develop the essential skills needed in the
21st century. Thus, standards and competencies should be established
in order to create a transformative learning environment.
At the completion of this module, you should be able to:
• describe the evolution of competencies and standards in response to
changing societal demands on the teaching profession; and
• set plans for personal growth and professional development
based on the Philippine Professional Standards for Teachers (PPST).

Are you ready? Then start the lessons

now!

s
Lesso t
n The 21
Century
Teache
Objective
s:
r
 • Identify some key categories of the
different changes and development in the 21st century
teaching and learning.
•Identify the Competencies of the 21st
century teacher

Introduction
In this fast-changing world, education plays an important role in
empowering students. Teachers also play a critical role in preparing the
learners for the future, taking into consideration the different learning
styles and multiple intelligences of every learner in the 21st century.

This topic will tackle the changing global landscape in teaching and
learning in the 21st century that is brought about by several factors such as
learning environment, content and process of learning, types of learners,
and other parameters. The 21st century teacher needs to be prepared
to provide technology-supported learning opportunities for their students
and must know how technology can support students‟ learning. In addition,
this topic will also present how these changes will be addressed by the
principles underpinning the UNESCO‟s Pillars of Learning such as Learning to
Know, Learning to Do, Learning to Be, and Learning to Live Together.

Activity
The effectiveness An Enable students to
whenever you share
maximize
your ideas and
knowledge with
effective 21st the potential of
others. century their formal
educator must be and informal
List down some able to collaborate learning
and work well in a Experiences.
qualities that you team.
think an ideal 21st
They not only provide a framework for successful learning in
century teacher the classroom, but ensure students can thrive in a world where
should possess. change is constant and learning never stops.
You can discuss
you answer with a being able to collaborate effectively in the
partner. workplace has grown quite rapidly.
 Analysis

A 21st century education is about giving students the skills they need to succeed in this new world, and
helping them grow the confidence to practice those skills. With so much information readily available to
them, 21st century skills focus more on making sense of that information, sharing and using it in smart

For changing the globalizing world, the role of the teachers is essential to improve
the sustainable education. At the same time, inspiring and guiding the students in
increasing employability skills with the digital tools is the prerequisite for a teacher.

The most important qualities of a 21ST century teacher are to communicate,

collaborate and to keep learning also.

ABSTRACTION
A. The Changing Global Landscape and the 21st Century
Skills for Teachers

Globalization has opened opportunities for nations to become

interdependent. Through new information and communication, walls have
been broken between countries and allowed the smooth transfer of skills,
knowledge, and values.

As future educators of the 21st century, it is crucial to understand the new

landscape brought about by the changes in leaps and bounds of the century.
Furthermore, future teachers need to obtain and develop 21st century skills.
Without these skills, no teacher can survive. Zhou (2006) in the SEAMEO,
INNOTECH 2011, identified some key categories of the different changes
and development in the 21st century teaching and learning.
The New Learning Environment
• Learner-centered
• New spaces and borderless
• Enhanced opportunity for creativity and innovations
• Use of ICT.

 The New Learning Contents

• Integrated/interdisciplinary
• Demand-driven
• Emphasis on learning tools on how to retrieve knowledge
• Balance of scientific, technological, cultural, global, and local concept.
 The New Process of Learning and How These will be Facilitated
• Face-To-Face
• Distance Learning
• Blended modalities
• Experiential and Lifelong
The New Types of Learners
• Flexible and Adaptive
• Initiates and Self-directed
• Have Social and Cross-cultural skills
• Productive and accountable
• Leads and Responsible
The New Type of Teachers
• Clear standards and accountability
• Use broad pedagogies
• Skillful in the use of assessment
• Great understanding of local and global cultures
• Skillful in action research
• Practice the core values of inspiring teachers
• Develop life and career skills for the 21st century and beyond.

B. 21st Century Teacher Competencies / Standards

The UNESCO 21st Century Approach to Education Reform, which is

based on human capacity development, is applied to the six (6)
components of the education system, namely: policy, curriculum,
pedagogy, Information, and Communications Technologies (ICTs),
organization, and teacher training.

In addition, according to the UNESCO 21st Century Approach to

Education Reform, the following are the expected 21st Century teacher
competencies based on the UNESCO 21st Century Approach to Education
Reform:
1. Technology Literacy
2. Knowledge Deepening
3. Knowledge Creation
Technologic Knowledg Knowledg
Components
al e e
Literacy Deepenin Creation
g
On Policy be aware and must have deep must understand
must practice knowledge of the intention of
these policies in national policies national policies
practice and social and be able to
priorities, and contribute to the
must be able to discussion of
 design, modify, education reform
and implement policies and
classroom participate in the
practices that design,
support these implementation,
policies and revision of
programs
intended to
implement these
policies

On Curriculum have firm must have deep must know about

& Assessment knowledge of the knowledge of the complex
curriculum and their subject cognitive thought
assessment and the ability process, know how
standards of a to apply it students learn,
subject and must flexibly in a and understand
the difficulties
be able to variety of
students
integrate use of situations
encounter
technology and
technology
standards
On Pedagogy must know must have the role is to overtly
when, where, skills to help model learning
and how to use students create, processes,
technology in implement, and structure
the classroom monitor project situations in
(activities, plans and which students
presentation, solutions (since apply their
etc.) teaching is cognitive skills,
“student- and assist
centered” and the students in their
teacher‟s role is acquisition
to structure
problem tasks,
guide student‟s
understanding,
and support
student‟s
collaborative
projects)
On ICT must be well must be aware of must be able to
verse with basic a variety of design ICT- based
software & subject specific knowledge
hardware tools and communities and
operations, applications, and use ICT to support
able to flexibly
different the development
use this in a
applications, web variety of of students‟
browsing, etc. problem-based knowledge
and project-based creation skills and
situations; also their continuous,
must use network reflective learning
resources to help
students
collaborate,
access
information, and
communicate
with external
experts to
analyze and solve
their selected
problems
On Organization must be able to must be able should be able to
& use technology to create play a leadership
Administration with the whole flexible role in training
class, small classroom colleagues and in
creating and
groups, and environment
implementing a
individual vision of their
activities to school as a
assure equitable community based
access on innovation and
continuous
learning, enriched
by ICT
On Teacher must have the must have the must have the
Professiona technological skill skills and ability and
l and knowledge of knowledge to inclination to
Developme Web resources create and experiment and
nt necessary to manage complex continuously
projects, learn and use
improve subject
ICT to create
matter expertise collaborate with
professional
and pedagogical other teachers,
knowledge
knowledge in and make use of
communiti
support to own networks to
es
development. access
information,
colleagues, and
outside experts in
supporting their
own professional
development
Wrap up!
Instruction: Summarize the lesson using the letters of the word
TEACHER.
T-

trustworthy

E-

encourager

A-

approchable

C- creative

H-
Application
honorable Instruction: The class will be divided into 5 groups. Groups
will illustrate the competencies of a 21 st century teacher though a
graphic
E- educator
organizer. The graphic organizer can be created using manual or
R- digital art,
responsible depending on the availability st
of resources.
21 Century Teacher

Compentenci
Critical
es
thinkin
g Cross
cultural
Understandi
Comumunication Creativity ng

Collaboration

CONGRATULATIONS!!!!! You have just finished

Lesson 1 of this module. Should there be some
parts of the lesson which you need clarification,
please ask your teacher during the face-to-face
interactions.

You may now proceed to Module 7, Topic 2.

Lesso
n Transformati
ve

Objective Education
s:

a. Discuss transformative
theory; learning
and
b. Identifyeducation
application of transformative guiding principles in the
in the 21st
century.

Introduction
Transformative learning gives adult learners the ability to think
independently, that is, to think as individuals. It provides the learners
freedom to develop their sense of meaning in the world free from the
accepted purposes, beliefs, judgments, values, and feelings that we
received from our cultures, religions, family beliefs, personalities, and life
experiences.
In this topic, we will discuss transformative learning theory, its
application and principles, and its importance in the 21st century teaching
and learning. We will also identify several teaching strategies we can
use in the classroom, which are recommended by those that study the
effectiveness of transformative learning.
 Reframing
Activity
metamorphic practical

With a partner,
write the words philosophical strategic
that pop into your
mind when you
think of
It is an experience that
transformative inspires change or causes a
shift in viewpoint.
education. Discuss
your answer with
your partner.

ANSWERS:

1. I think the most related to transformative education implements major strategic

and cultural changes. Adopting radically different technologies. making significant
operating changes to meet new supply and demand.
[Link] Education is antiracist practice grounded in democratic
leadership.
It is the practice of fostering equitable treatment, developing empowering relationships
and ensuring academic achievement for all.
 Analysis

The concept of Transformative learning is to utilize the

disorienting dilemmas challenge by the students' thinking
because students are then encouraged to use critical
thinking and questioning to consider if their underlying
assumptions and beliefs about the world are accurate.

It can be fostered by asking open-ended questions to learners. This

will promote critical-thinking skills that will help learners relate new
knowledge to their own life experiences. Examples include the use
of blogs and internal social tools for online discussions and
responses to questions.

ABSTRACTION

A. Transformational Learning Theory

The Transformational Learning Theory initially developed by Jack Mezirow is
described as being “constructivist, an orientation which holds that the way
learners interpret and reinterpret their sense experience is central to
making meaning and hence learning” (Mezirow, 1991). The theory
has two basic kinds of learning: instrumental and communicative learning.

a. Instrumental learning- focuses on learning through task-oriented

problem solving and determination of cause and effect
relationships.
b. Communicative learning- involves how individuals
communicate their feelings, needs, and desires

Reasons Why We Teach with Transformative Education Theory

 • Transformative learning allows adult learners to develop their sense of
meaning free from the accepted purposes, beliefs, judgments, values,
and feelings that we received from our cultures, religions, family
beliefs, personalities, and life experiences. It gives learners the
ability to think autonomously, that is, to think as individuals.

• Autonomous thinking is vital for full participation in a democratic

society and for moral decision making (Mezirow, 1997, p. 7); thus,
it is the goal of higher education to produce autonomous thinkers
(Mezirow, 1997, p. 5).

• Transformative learning allows students and educators to develop

genuine relationships in which the educator makes a difference in the
students‟ lives and feels a difference in their own lives (Cranton, 2006,
p. 8).

• Adult learners will inevitably join the workforce after they complete
their college education, or more likely, while they are completing their
college education. The workforce's identified learning needs
implicitly recognize the importance of autonomous learning
(Mezirow, 1997, p. 7).

• For adults to truly take ownership of social and personal roles,

developing this self-authorship goes a long way towards helping our
society and world become a better place (TLT Website).

B. Strategies and Resources Use in Transformative Education

Oral/Verbal Group Process Individual
(Classroom Setting)

Deliberation Group Projects/Presentations Reading

Discussion Action Learning Personal
Speech Collaborative Inquiry (CI) Journaling
Case Studies Service Learning Writing
Life Concept
Mapping
Histories/Narratives/ Discovery/
Inquire
Storytelling/Critical Based Learning
Incidents Learning
Role Play/Simulations Contracts
C. Stances of Transformative
Learning
Cultural-Spiritual Focus □ Focuses on how learners
of the construct knowledge
Theory (narratives) as part of the
transformative learning
experience (Taylor, 2008,
p. 8)
□ Concerned with the connections
between individuals and
social structures (Tisdell,
2005 as cited
 in Taylor, 2008, p. 8)
Approach
□ Engaging storytelling on a personal
and social level through group
inquiry (Taylor, 2008, p. 9)
□ Teacher takes on the role of
collaborator with an
emphasis on group inquiry
and narrative
reasoning (Taylor, 2008, p. 9)

Purpose
□ Helps learners develop cross-cultural
relationships as well as spiritual
awareness (Taylor, 2008, p. 9)
Neurobiological Focus of
the Theory
□ Based on the discovery that the brain
structure actually changes
during the learning process
(Taylor, 2008, p. 8)
□ Learning is seen as volitional,
curiosity-based, discovery-
driven, and mentor-assisted
(Janik, 2005 as cited in Taylor,
2008, p. 8)
Approach
□ Learners must feel discomfort prior to
discovery (Janik, 2005 as cited in
Taylor, 2008, p. 8)
□ Learning is rooted in the individuals
experiences, needs, and
interests (Janik, 2005 as cited in
Taylor, 2008,
p. 8)
□ Strengthened by emotive, sensory,
and kinesthetic experiences
(Janik, 2005 as cited in Taylor,
2008, p. 8)
Purpose
□ Helps individual learners restructure
the ways that they make
meaning in the world
Phenomenological Focus of
□ Intellectual, psychological, and moral
the Theory
dimensions of learning foster
personal and social change
(Wyandotte and Huh, 2012)
Approach
□ Learners prepare themselves as
knowers, doers, and beings to
live meaningfully in the world
with others (Wyandotte and
Huh, 2012)
Purpose □ Develop learners‟
Planetary Focus of
the Theory
□ Address fundamental issues in the
field of education as a whole
(O‟Sullivan, 1999 as cited in
Taylor, 2008, p. 9)
□ Recognizes the interconnectedness
among universe, planet, natural
environment, human
community, and personal world
(Taylor, 2008, p. 9)
Approach
□ Reorganization of the political, social,
and educational systems in
which learners belong (Taylor,
2008, p. 9) counterparts as
view human
Purpose □ well
Helps the learner identify how they
as how they relate with
the physical world (Taylor,
2008, p. 10)
Psychoanalytic Focus of
the Theory
□ A process of individuation, a lifelong
journey of coming to
understand oneself (Taylor,
2008, p. 7)
□ Psychoanalytic theories originated
with the work of Sigmund
Freud
Approach
□ Individuals come to understand their
identity through reflection on
psychic structures (Taylor, 2008,
p. 7) Individuals come to
understand their identity
through reflection on psychic
structures (Taylor, 2008, p. 7)
Purpose
□ Helps individuals discover new talents

□ Gives individuals a sense of

empowerment and confidence,
a deeper understanding of
one‟s inner self, and a greater
sense of selfresponsibility
(Taylor, 2008, p. 7)
Psychocritical or Focus of
Cognitive- the Theory
□ Aims at effecting change in a frame
of reference which develops
Rational
autonomous thinking in adult
learners (Mezirow, 1997, p. 5)
□ Focus is on the individual learner
□ Cognitive and rational process
Approach
□ Learners must first become critically
 an opportunity for them to
critically examine evidence,
arguments, and
alternate points of view in
support of competing
interpretations (Mezirow,
1997, p. 6)
Purpose
□ Develops autonomous thinking in
adults, the ability for adults to
think independently
Psychodevelopment Focus of
al the Theory
□ Results in epistemological change,
change in how we make
meaning (Taylor, 2008, p. 7)
□ Examines how education can help
students make sense of their
lives (Baumgartner, 2001, p.
17)
Approach
□ Intuitive, holistic, and contextually
based (Baumgartner, 2001, p.
17)
□ Mentor guides students in a
learning
journey affected by the
student‟s social environment
(Baumgartner, 2001, p. 17)
Purpose
□ Students are able to move through
developmental transitions and
are changed in the process
(Baumgartner, 2001, p. 17)
Race-Centric Focus of
the Theory
□ People of African descent, most often
black women, are the subjects
of the transformative
experience (Taylor, 2008, p. 9)
□ Emphasizes the social-political
dimensions of learning (Taylor,
2008,
p. 9)
Approach □ Engages polyrhythmic realities,
the students‟ lived experience
within a sociocultural, political,
and historical context (Sheared,
1994 as cited in Taylor, 2008, p.
9)
Purpose
□ Promotes inclusion

and empowerment

□ Gives the learner the ability

Social- Focus of
Emancipatory or the Theory
□ Aimsat fostering

ConsciousnessRaisi Critical Consciousness – a

ng process in which learners
develop the abilityto
analyze, pose questions, and
take action on the social,
political, cultural, and economic
contexts that influence and
shape their lives (Dirkx, 1998,
p. 3)
□ Focuses on political liberation
and freedom from oppression of
individuals and groups
Approach
□ Learners engage in praxis with

one another, which included

dialog and problem-posing,
which is intended to help
learners develop awareness of
structures within their society
that may be contributing to
inequality and oppression (Dirkx,
1998, p. 3)
Purpose □ Fosters freedom among
learners by enabling them to
reflect on their world and
change it (Dirkx, 1998, p. 3)

Bumper Stickers:
Based on the discussion we have today, write a slogan-like bumper sticker
to illustrate transformative education. Explain your slogan in 2-3 sentences
only.
 Poverty demonstrates poor quality of life, illiteracy, malnutrition, lack of basic
necessities, low human resource development etc. This is a big challenge for the
developed countries especially in India. This is a fact in which a class of people in
society can not fulfill the basic needs of their life. But as a Filipino named as a strong
independent people, will pursue education no matter what happens. Because it gives
more confidence having trophies and diploma.

Application
Instruction: Write down three specific classroom
scenarios that would reveal the importance of
transformative education in the 21st century. What stances
of transformative learning are applied in the chosen
scenarios? Explain in 2-3 sentences.

Scenario 1: You should start for a prayer before

starting the class. Explanation:

Transformative learning refers to those learning experiences that cause a shift in an
individual's perspective. It is based on the idea that learning is “the process of making a
new or revised interpretation of the meaning of an experience”
 CONGRATULATIONS!!!!! You have just finished
Lesson 2 of this module. Should there be some parts of
the lesson which you need clarification, please ask your
teacher during the face-to- face interactions.

You may now proceed to Module 7, Topic 3.

Lesso Qualificatio
n3 ns
Framewor
Objective
s:
k
A. ASEAN Qualifications Framework
(AQRF)
B. Philippine Qualifications Framework
(PQF
a. Compare common features of the AQRF with the PQF
b. Discuss implications of the AQRF and the PQF to Higher
Education.

Introduction
Tuck (2007) described a qualifications framework as an instrument
for the development, classification and recognition of skills, knowledge and
competencies along a continuum of agreed levels. It is a way of structuring
existing and new qualifications, which are defined by learning outcomes.

Institutions are all working towards producing quality products, and

providing quality services. Educational institutions have to go with the tide if
they want to be significant at these present times. To have a common
reference, quality frameworks are established to anchor the curriculum
of schools. In this lesson on qualifications framework, you will consider
two frameworks that are at work in your institutions. You will analyze and
compare these two frameworks: the ASEAN Qualifications Framework
(AQRF) and the Philippine Qualifications Framework (PQF).
 Activity

Below are two KWL charts. The first chart is for your answers
on the ASEAN Qualifications Framework (AQRF), while the
second chart if for yaonusrwers on the Philippine
Qualifications Framework (PQF).

Support recognition What the ASEAN Me

of
is mber States
qualifications.
AMS andits (AMS)2 adopted
The ASEAN functions? the ASEAN Eco
Qualifications Refer nomic
ence Framework (A Community
QRF) is a common
reference framework (AEC) Blueprint
that enables (ASEAN 2007).
comparisons of It called for
education qualificati cooperation,
ons across
participating ASEAN including the
Member States recognition of
(AMS). professional
qualifications.
 It is governed by the PQF
PQF refers to the What National Coordinating
Philippine composes the Council (PQF NCC)
Qualifications Pqf National
composed of the
Department of Education
Framework, a Coordinating (DepEd),
national policy Commission on Higher
Council? Education (CHED),
which describes Technical Education and
the levels of Skills Development
educational Authority (TESDA),
Professional Regulations
qualifications Commission (PRC)
and sets the and Department of Labor
and Employment (DOLE).
standards for
qualification
outcomes.

Analysis

Let us answer these questions.

1. Look at your answers under, What I know? What significance do your
answers have on you as a pre-service teacher?

NO

2. Why do you want to find answers to your questions under, What I

want to know?
Because i want to learn more about the background of the said frameworks.

[Link] are your bases for asking those

questions? Because it has been mention in the
frameworks .
 ABSTRACTIO
N

ASEAN Qualifications Reference Framework (AQRF)

The ASEAN Qualifications Reference Framework, a common reference

framework, functions as a device to enable comparisons of qualifications
across ASEAN Member States.

Scope
AQRF addresses education and training sectors (Education and training
incorporates informal, non formal and formal learning. Formal learning
includes but is not limited to post compulsory schooling, adult and
community education, TVET and higher education) and the wider objective of
promoting lifelong learning.

Purpose
The purpose of the AQRF is to enable comparisons of qualifications across
AMS that will:
• Support recognition of qualifications
• Encourage the development of qualifications frameworks that can
facilitate lifelong learning
• Encourage the development of national approaches to validating
learning gained outside formal education
• Promote and encourage education and learner mobility
• Promote worker mobility
• Lead to better understanding of qualifications systems
• Promote higher quality qualifications systems
Components of the Framework
Globally, there has been a shift to learning outcomes as the basis of NQFs
and regional common reference frameworks. Learning outcomes emphasize
„the results of learning rather than focusing on inputs such as length of
study‟ (EC 2008), and support the transfer of qualifications, including
credit transfer and recognition of non-formal and informal learning.
The AQRF is a hierarchy of levels of complexity of learning which use
learning outcomes as the metric for the hierarchy.
Level descriptors
The level descriptors of the AQRF aim to provide a reference point for the
levels in NQFs and national qualifications systems. To facilitate the
referencing process, the AQRF is based on broad level descriptors which
include eight levels of complexity of learning outcomes.
The level descriptors include the notion of competence, which is the ability
that extends beyond the possession of knowledge and skills. It includes:
The level descriptors include two domains:

The Knowledge and Skills domain includes the various kinds of

knowledge such as facts and theories as well as the skills used, such as
practical and cognitive skills.

The Application and Responsibility domain defines the context in

which the knowledge and skills are used in practice as well as the level of
independence including the capacity to make decisions and the responsibility
for oneself and others.

Linking national qualifications frameworks

To establish the comparability of ASEAN country framework levels or
qualifications types, countries will need to refer their qualification
framework levels or qualification types to the AQRF.

Philippine Qualifications Framework (PQF)

□ The past President, Benigno S. Aquino III, signed Executive Order No.
83 dated October 1, 2012, entitled, The Institutionalization of the
Philippine Qualification Framework
SECTION 1. Establishment of the Philippine Qualifications Framework. ThleipPphini e
Qualifications Framework (PQF) is hereby established with the following objectives: 1)
To adopt national standards and levels for outcomes of education; 2) To support the
development and maintenance of pathways and equivalencies which, provsisdteoacce
qualifications and assist people to move easily and readily between the different
education and training sectors and between these sectors and the labor market; and, 3)
To align the PQF with international qualifications framework to support nthael anadtio
international mobility of workers through increased recognition of the value and
comparability of Philippine qualifications.

SECTION 5. Level Descriptors. The PQF shall incorporat-eleavnel8Qualifications

Descriptors defined in terms of ftohlelowing: knowledge, skills and values,
application, and degree of independence.

SECTION 7. Review of Licensure Examinations. The PRC and CHED shall review the
framework and contents of the licensure examinations of each of the professions and
align them with that of the PQF.

Alignment of the PQF to the

ARQF
PQF AQRF
 It is a national policy that This is a common reference
describes the levels of educational framework that will fuction as a
qualifications and sets the device to enable comparisons of
corresponding standards for qualifications across ASEAN countries.
qualification outcome It will:
Quality assured national system for 1. Support recognition of
the development, recognition and qualifications
award of qualifications based on 2. Encourage the development
standards acquired indifferent ways of qualifications framworks
and methods by learners & workers that can facilitate lifelong
learning
It is a contemporary-based; labor 3. Encourage the development
market driven, and assessment- of approaches to validating
based qualifications recognition learning gained outside
formal education
4. Promote education and
learner mobility
Its objective is to alogn with 5. Lead to a better
international qualifications understood
framework to support the national qualifications system
and international mobolity of 6. Promote higher quality
workers through increased qualifications system
Scoprecognition of the value and
e comparability
PQFof Philippine AQRF
qualifications
Covers all qualifications from lower Covers all qualifications from upper
secondary education, vocational secondary education, vocational
education and higher education educational and higher education
ASEAN member countries
Promotes lifelong learning Accomodates lifelong learning as
well as learner mobility
Recognizes prior learning, Is used to link learning paths of each
formal, homebased or work level of education & referencing in
experience-based experience all sections of education

Levels and
Domains PQF AQRF
Includes 8 levels of complexity of Includes 8 levels of complexity of
learning outcomes based on 3 learning outcomes based on 2
domains: domains:

1. Knowledge and Skills – 1. Knowledge and skills

kind of knowledge
involved 2. Application and responsibility
2. Application – context in – contexts in which
which the knowledge and knowledge and skills are
skills are applied demonstrated
3. Responsibility and
accountability – level of
independence
Benefit
s Persons Employers Education Authorities
&
Training
1. Encourag Assures that 1. Ensures 1. Provides the
es lifelong standards and transpar standards
learning qualifications are en taxonomy
consistent with and
2. Provides job cy typology of
access to requirements/dem qualification
an ds in s as basis
certificatio
n and training for granting
licenses provision approval to
recognized that providers
by the conforms and
governme with stakeholders
nt standard 2. Harmonize
& s
precisen qualificatio
es s of ns
accountab in education
i
lity for and
learning training
outcom across the
es country
2. Provides
common
understan
ding

of
policies &
guidelines
in

credit
transfer
articulatio
n,
portability
,
bridges
pathways
&
recognitio
n of prior
learning
Application

Answer the given questions:

1. What are the implications of these qualification frameworks
to Higher Education? a. AQRF
- The ASEAN Qualifications Reference Framework (AQRF) is a common
regional
reference framework (RQF) that enables comparisons of education qualifications
across ASEAN Member States (AMS).

b. PQF
- the PQF shall enhance workers’ employability by ensuring that their qualifications are
relevant to perceived social and economic needs. In addition, the national qualifications
framework supports the national and international mobility of workers as it strengthens
proper recognition of the value and comparability of skills and qualifications of Overseas
Filipino Workers.

2. Considering the Philippine Qualifications Framework, what could

be the challenges that Higher Education institutions might
experience?

- Nationwide the Philippines faces several issues when it comes to

the educational system, Quality of Education, Budget for Education,
Affordability of Education, Drop-out Rate (Out-of-school youth),
Mismatch, Brain Drain, Social Divide and Lack of Facilities and Teacher
Shortage in Public Schools.

CONGRATULATIONS!!!!! You have just finished

Lesson 2 of this module. Should there be some
parts of the lesson which you need clarification,
please ask your teacher during the face-to-face
interactions.

You may now proceed to Module 7, Topic 4.

 Lesso
Philippine
n
Professional
4 andards for Teachers
(PPST)
Objectives:
a. Demonstrate an understanding of the Philippine
Professional Standards for Teachers
b. Discuss the Philippine Professional Standards for
Teachers (PPST) Career Stage-1 Beginning Teachers
Competencies
c. Discuss how the PPST can assure teacher quality in
Introduction the Philippines.
In August DepEd Secretary, Leonor Magtulis Briones signed into
2017, policy No. 42, s. 2017,
Department
Implementation ofstipulating the Professional
the Philippine National Adoption
Standards and
for Teachers.
Order
According to Secretary Briones, this PPST can be utilized to help you
further find out and develop better ways of teaching your various fields.

These professional standards for teachers is a framework for teacher

quality and quality education. The PPST defines teacher quality through
well-defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement. As
pre-service teachers, you are expected to have the competencies of a
Beginning Teacher; thus it is important that you learn by heart what these
competencies are.
 Acti
kind
Friendly

Think of a teacher who

has made a positive
impact in your life as a thoughtful Grace
student. Write his/her
name in the middle of assessor
the bubble map. Write
descriptions in the
surrounding bubbles,
that made you like
him/her.
helpful
Patient

Analysis

1. What positive qualities of your teachers, motivate you to perform well

in school? Elaborate on these qualities.
- Because she is friendly and easy to be with. She doesnt give
favoritisms and she is very kind towards us as her students.

2. Do you think you can also cultivate similar qualities? How ?

- Yes, by applying it to my everyday life.

ABSTRACTION

The Philippine Professional Standards for

Teachers
 A. Development and Characteristics
The PPST was established following extensive consultations with key
stakeholders, in particular senior
officials of the Department of Education. The wide consultations
emphasized the rethinking of the National Competency-Based Teacher
Standards (NCBTS) due to changes brought about by various national and
global frameworks such as the K to 12 Reform and ASEAN Integration, as
well as globalization and the changing character of the 21st-century
learners.
The Department of Education, through the Joint Advisory Board
chaired by the Secretary of Education, has approved the development and
validation of developmental teacher standards comprising various career
stages.
The Philippine National Research Center for Teacher Quality (RCTQ),
based at the Philippine Normal University, led the research development
work, with support from the SiMERR National Research Centre in Australia.
B. Salient Features and Characteristics

The PPST captures teacher quality requirements in the K to 12. This

focuses, among others, on: (i) mother tongue to facilitate teaching and
learning; (ii) learners in difficult circumstances; (iii) strategies for promoting
literacy and numeracy; (iv) positive use of ICT; and (v) classroom
communication strategies.

PPST has a domain called Content Knowledge and Pedagogy. This is at

the core of the K to 12 curricula and sends a message to teachers that for
them to be considered quality teachers, they should know what to teach and
how to teach it, among others.

C. Career Stages

Beginning Teachers (Career Stage 1) are those who have gained the
qualifications recognized for entry into the teaching profession. Teachers at
this stage are supported to reach Career Stage 2 within two to three years.

Proficient Teachers (Career Stage 2) are professionally independent in the

application of skills vital to the teaching and learning process. This stage
shows the acceptable standards for all teachers, which should be reached
within the first two or three years of teaching.

Highly Proficient Teachers (Career Stage 3) consistently display a

high level of performance in their teaching practice. They are accomplished
practitioners who mentor and work collegially with other staff. This is the
stage that Master Teachers are expected to be at.

Distinguished Teachers (Career Stage 4) embody the highest standards

for teaching grounded in global best practice. They are recognized as
leaders in education, contributors to the profession and initiators of
collaborations and partnerships. D. Domains
E. Strands and Indicators
Newly qualified to teach as professional teachers are the Beginning
Teachers. You will soon be in this career stage. Let us look at the detailed
competency indicators on the domains and strands for the Beginning
Teachers.1, Content Knowledge and Pedagogy
Domain
Strands Competency Indicators for
Beginning Teachers
Strand 1.1 1.1.1 Demonstrate content
Content knowledge and its knowledge and its application
application within and across within and/or across curriculum
curriculum areas teaching areas.
Strand 1.2 1.2.1 Demonstrate an
Research-based knowledge and understanding of research-based
principles of teaching and learning knowledge and principles of
teaching and learning
Strand 1.3 1.3.1 Show skills in the positive use
Positive use of of ICT to facilitate the teaching and
ICT learning process.
Strand 1.4 1.4.1 Demonstrate knowledge of
Strategies for promoting teaching strategies that promote
literacy and numeracy literacy and numeracy skills.
Strand 1.5 1.5.1 Apply teaching strategies
Strategies for developing critical and that develop critical and creative
creative thinking, as well as thinking, and/or other higher-order
other higherorder thinking thinking skills.
skills
Strand 1.6 1.6.1 Use Mother Tongue, Filipino
Mother Tongue, Filipino and English and English to facilitate teaching and
in teaching and learning learning.
Strand 1.7 1.7.1 Demonstrate an understanding
 Classroom communication strategies the range of verbal and non-
verbal classroom communication
support
strategies that
learner
participatio understanding,
n, engagement and
achieveme
Domain 2, Learning Environment nt
Strands Competency Indicators for
Beginning Teachers
Strand 2.1 2.1.1 Demonstrate knowledge of
Learner safety and security policies, guidelines and procedures
that provide safe and secure learning
environments
Strand 2.2 2.2.1 Demonstrate understanding
Fair learning environment of learning environments that
promote fairness, respect and care
to encourage learning.
Strand 2.3 2.3.1 Demonstrate knowledge of
Management of classroom managing classroom structure that
structure and activities engages learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within the available physical
learning environments
Strand 2.4 2.4.1 Demonstrate understanding
Support for learner participation of supportive learning
environments that nurture and
inspire learner participation
Strand 2.5 2.5.1 Demonstrate knowledge of
Promotion of purposive learning learning environments that motivate
learners to work productively
by assuming responsibility for their
own learning.
Strand 2.6 2.6.1 Demonstrate knowledge of
Domain 3, Diversity of Learners
Management of learner behavior positive and non-violent discipline
Strands Competency
in Indicators for
the management of learner
behavior Beginning Teachers
Strand 3.1 3.1.1 Demonstrate knowledge
Learners‟ gender, and understanding of differentiated
needs, strengths, interests and teaching to suit the learners‟
experiences gender, needs, strengths, interests
and experiences.
Strand 3.2 3.2.1 Implement teaching strategies
Learners‟ linguistic, that are responsive to the learners‟
cultural, socioeconomic linguistic, cultural, socio-economic
and religious and religious backgrounds.
backgrounds
Strand 3.3 3.3.1 Use strategies responsive to
learners
Learners with disabilities, with disabilities, giftedness and
giftedness and talents talents.
Strand 3.4 3.4.1 Demonstrate understanding
of the special educational needs of
Learners in difficult circumstances
learners in difficult
circumstances, including:
geographic isolation; chronic
illness; displacement due to armed
conflict, urban resettlement or
disasters; child abuse and child labor
practices
Strand 3.5 3.5.1 Demonstrate knowledge of
Learners from indigenous groups teaching strategies that are
inclusive of learners from indigenous
Domain 4, Curriculum and Planning groups.
Strands Competency Indicators for
Beginning Teachers
Strand 4.1 4.1.1 Prepare developmentally
Planning and management of sequenced teaching and learning
teaching and learning process process to meet curriculum
requirements.
Strand 4.2 4.2.1 Identify learning outcomes
Learning outcomes aligned with that are aligned with learning
learning competencies competencies.
Strand 4.3 4.3.1 Demonstrate knowledge in
Relevance and responsiveness of the implementation of relevant and
learning programs responsive learning programs.
Strand 4.4 4.4.1 Seek advice concerning
strategies
Professional collaboration to that can enrich teaching practice.
enrich teaching practice
Strand 4.5 4.5.1 Show skills in the
Teaching and learning resources selection, development and use of
including ICT a variety of teaching and learning
resources, including ICT, to address
Domain 5, Assessment and Reporting
learning goals.
Strands Competency Indicators for
Beginning Teachers
Strand 5.1 5.1.1 Demonstrate knowledge of
Design, selection, organization the design, selection, organization
and utilization of assessment and use of diagnostic, formative
strategies and summative assessment
strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge
Monitoring and evaluation of of monitoring and evaluation of
learner progress and learner progress and achievement
achievement using learner attainment data.
Strand 5.3 5.3.1 Demonstrate knowledge of
Feedback to improve learning providing timely, accurate and
constructive feedback to improve
learner performance.
Strand 5.4 5.4.1 Demonstrate familiarity with a
Communication of learner needs, range of strategies for
progress and achievement to key communicating learner needs,
stakeholders progress and achievement.
Strand 5.5 5.5.1 Demonstrate an understanding
Use of assessment data to of the role of assessment data as
enhance teaching and learning feedback in teaching and learning
practices and programs practices and programs.
Domain 6, Community Linkages and Professional
Strands Competency Indicators for
Beginning Teachers
Strand 6.1 6.1.1 Demonstrate an
Establishment of learning understanding of knowledge of
environments that are responsive to learning environments that are
community contexts responsive to community contexts.
Strand 6.2 6.2.1 Seek advice concerning
Engagement of parents and the strategies that build
wider school community in the relationships with
educative process parents/guardians and the
wider community.
Strand 6.3 6.3.1 Demonstrate awareness of
Professional existing laws and regulations that
ethics apply to the teaching profession,
and become familiar with the
responsibilities specified in the Code
of Ethics for Professional Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge
School policies and procedures and understanding of school
policies and procedures to
foster harmonious relationship
with the wider school
Domain 7, Personal Growth and Professional Development
community.
Strands Competency Indicators for
Beginning Teachers
Strand 7.1 7.1.1 Articulate a personal
Philosophy of teaching philosophy of teaching that is learner-
centered.
Strand 7.2 7.2.1 Demonstrate behaviors that
Dignity of teaching as a profession uphold the dignity of teaching as a
profession by exhibiting qualities
such as caring attitude, respect and
integrity
Strand 7.3 7.3.1 Seek opportunities to
Professional links with colleagues establish professional links with
colleagues.
Strand 7.4 7.4.1 Demonstrate an understanding
Professional reflection and how professional reflection and
learning to improve practice learning can be used to improve
practice.
Strand 7.5 7.5.1 Demonstrate motivation to
Professional development goals realize professional development
goals based on the Philippine
Professional Standards for Teachers.

From this lesson on Philippine Professional Standards for Teachers,

complete the following:

1. I learned …
I learned that the Philippine Professional Standards for Teachers defines teacher quality in
the Philippines. The standards describe the expectations of teachers' increasing levels of
knowledge, practice and professional engagement.

2. I want to remember …
I want to remember that the Professional standards sets practices, ethics,
and behaviors that members of a particular professional group must adhere to.
These sets of standards are frequently agreed to by a governing body that represents
the interests of the group.

B. Answer these questions.

1. What are your reasons and motivations in taking a career in teaching?

- Because i do believe that to teach is to touch lives. And i want to
give good enfluence for the next generation.

2. What are your action plans to finish the pre-service program?

- I want to volunteer and learn more about it .
3. What are your action plans to continue your professional development
based on the PPST?
- My plans is to improve knowledge and skills in order to facilitate
individual,
school-wide, and district-wide improvements for the purpose of
increasing student achievement. Educators face continuously
increasing requirements from federal and state mandates.
Module
Summary

• It is crucial to understand the new landscape brought about by the

changes in the dynamics of the century. Thus, future teachers need
to obtain and develop 21st century skills to succeed in the profession.

• 21st century teachers should incorporate new methods of teaching

because the learners are also changing.
• It is important that 21st century teachers should be able to
understand the UNESCO 21st Century Approach to Education Reform
to further enhance their skills in teaching.

• Transformative Learning Theory focuses on learning through task-

oriented problem solving and determination of cause and effect
relationships and involves how individuals communicate their feelings,
needs, and desires.

• Several available resources can be used in the classroom in

teaching through transformative education.

• Several views concerning transformative education have been

identified, allowing greater appreciation in the said concept.

• Professionalism is a call in every field of work. Teachers are to

demonstrate professionalism in any aspect of their career.
Concerns about the quality of teachers has led to the development
of quality frameworks. As member of the ASEAN community,
Philippine education has to keep at par with its partner countries.
The ASEAN Quality Reference Framework is cascaded to our own
Philippine Professional Standards for Teachers.

• With the onset of these quality frameworks, comes transformative

education. The world continuously moves forward. This is the reason
why pre-service teachers are to be equipped with the needed
competencies to be attuned with the changing times. There has
been a paradigm shift from teaching-focused education to
competency-focused education. Pre-service teachers are the 21st
Century teachers. Thus, this module is a great help in preparing
pre-service teachers for future teaching opportunities.

REFERENCES:

• Janm H. 2017. Teacher of 21 st Century: Characteristics and

Development. Research on Humanities and Social Sciences. ISSN
(Paper)2224-5766 ISSN (Online)2225-0484 (Online) Vol.7, No.9,
2017. Retrieved from
[Link]
Teacher_of_21_st_Century_Characteristics_and_Development
• Panlilio, M. 2012. 21st Century Teacher Competencies/Standards:
Based on UNESCO: ICT Competency Standards for Teachers.
Education 4: Principles and
 Strategies of Teaching. Retrieved from [Link]
.[Link]
/document/31588834/21st-Century-Teacher-Competencies.
• Diversity
IU Southeast.and2012. Transformative
Inclusive Education . IU Southeast. Academy
Education. fro
of
Retrieved https:// m
[Link]/diversity/files/[Link]
□ Transformative Education Contents.
[Link]
[Link]  Mezirow model of transformative learning.
[Link]
model- oftransformative-learning/
• Transformative Education Contents. https://
[Link]/diversity/files/[Link]
□ National Qualifications Framework (NQF) |
International ....
[Link]
• ASEAN QUALIFICATIONS REFERENCE
terminology/n/nationalqualifications-framework-nqf
FRAMEWORK. [Link]
ASEAN-Qualifications- [Link]
• What is Philippine Professional Standards Teachers
for [Link] ....
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• EDUCATION – johnalcuin's [Link].
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