Teaching Profession Module PDF

Republic of the Philippines OFFICE OF THE VICE- PRESIDENT FOR BRANCHES AND SATELLITE CAMPUSES SANTA ROSA BRANCH BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH, MATHEMATICS AND FILIPINO Course Title: THE TEACH...

Republic of the Philippines OFFICE OF THE VICE- PRESIDENT FOR BRANCHES AND SATELLITE CAMPUSES SANTA ROSA BRANCH BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH, MATHEMATICS AND FILIPINO Course Title: THE TEACHING PROFESSION Course Code: EDUC 012 Course Credit: 3 units/3 hours a week Pre-Requisite: NONE Adapted and Enhanced by: KIER JOHN A. MAGINANG Course Facilitator 1  UNIT 1 –TEACHING AS A PROFESSION and THE TEACHER OVERVIEW: “To teach is to touch a life forever” is one of the best quotations about teaching because as a profession, teaching demands the total commitment of a teacher to total transformation of the learners. A great teacher loves educating students, seeks to inspire students in all aspects of their lives, and teaches them through experiences and commitment how to realize their full potential to become the best they can be. There should be a continuous development of the teachers’ potential for a satisfying life as a person and as a member of the community. Teachers play a crucial role in the continuous development of society as it tries to meet the challenges of the tines; thus, teachers develop the rare passion for teaching that makes it above any other divine profession. To be the best educator is the principal goal of many teachers; thus, teachers give their best in performing their roles because to most of them, the success of every learner is their success. LEARNING OUTCOMES: After successful completion of this unit, you should be able to: 1. Generate concepts and ideas on Teaching as profession and the Teacher 2. Describe the professional and personal attributes of a teacher 3. Identify the teacher’s 21st century skills and competencies 4. Identify the qualities of a teacher in a global education 5. Describe the roles of teachers in the multi-Cultural classes COURSE MATERIALS: In this modern day, the word “teaching” and “teachers” are always associated with schooling and schools. Teachers do the teaching of the learners in schools. Thus, it is the job of the teacher to teach learners. How? By imparting knowledge, or instructing (someone) as to how to do something or cause someone to learn or understand something by example or experience. Thus, teaching here is described as a job, an occupation of a teacher. And when it is an occupation, it becomes means to earn a living. Lesson 1a. DIFFERENT VIEWS ON TEACHING as a PROFESSION However, to many teachers, teaching is not just a job or a paid occupation. Most of the time, teachers become class advisers, class counsellors, parent surrogates, coaches in academic contests, event coordinators for the school, and a special public relation officers for the community. Teaching as a profession demands total commitment of a teacher to shape the character and the future of the learner and to transform the learner into a meaningful citizen of the world where he lives. Teaching does not stop as fulfilling the role of imparting knowledge, skills and attitudes for it demands more. To do this, teachers must attend to the learners’ needs, experiences, feelings, aspirations or dreams to succeed in life and to make interventions so that they learn particular things and go beyond the given. (https://infed.org:education, community building and change). Teachers are always called to serve as chairman, administrators or watchers during election periods, examiners for professional board exams, and initiators of 2 community linkages with less and delayed pay or sometimes no pay at all. That is why teaching is considered the most exalted form of social services and the noblest profession. One may also view Teaching as a “science and an art”. Like science, teaching needs body of knowledge—scientifically, philosophically, socially, etc. --- because this body of knowledge is what the teachers transfer to the learners as part of imparting of knowledge and competencies. It is based on the “cause and effect relationship between teaching and learning”. In order to update, expand and enhance the body of knowledge, teachers do a lot of simple/complex researches, attending seminars-workshops, updating their skills in rapid changes of technology, and the like. The art of teaching calls for the creativity, resourcefulness, industriousness, among others, to find means to deliver the knowledge or build competencies among learners. When a teacher starts teaching in front of the students, she/he needs to act—give gestures, have good facial expressions, and teach with emotions plus making creative, one-of-a-kind audio-visuals or instructional materials. These are the “art” part of teaching. Teaching involved various activities associated with teaching – learning process. Employing different approaches, methods/strategies, and techniques to make students acquire the knowledge, develop the skills and internalize values/attitudes are the most mind and heart blowing experiences of the teachers. Not to mention the mechanical works of making and checking quizzes and good examinations for assessment of learning of students, preparing reports to be submitted, home-visitations and doing all other interventions for the students to learn the particular things. Teaching is the responsibility of the Teacher; while Learning is the responsibility of the Students. The main function of a teacher is instructions—to teach is the work of the teachers. As mentioned, teachers do a lot of interventions for the students to learn. But some students care less of what their teachers are doing and just go to school for the sake of going to school. Whatever is their reason, teachers still have that patience to do the teaching. Thus, it is now the responsibility of the students to do their share to learn. What are your responsibilities as learners? Lesson 1b. THE TEACHER We mentioned that behind the profession of teaching are the Teachers who are given the duty to transform the students’ knowledge, competencies, and attitudes. Thus, how do we describe a teacher? In the code of Ethics for Professional Teachers, it clearly defined a professional teacher and its broad requirements: 3  Teachers are duly licensed professionals--who undergone prolonged training and formal qualifications (minimum of 4-years Bachelor’s degree; and must passed the Licensure Examination administered by the Philippine Regulation Commission). In all levels of education, teachers are encouraged to pursue their education beyond Bachelor’s degree, but all are required to pass the Licensure Examination especially in Government Educational Institutions. Teachers possess dignity and reputation with high moral values. This is the most difficult quality a teacher must have because teachers are the role models of society --since they always integrate the moral values of the lessons to the students and instill good character traits among the learners. They are one of the most trusted people among professionals because teachers are always called upon to administer professional licensure examinations, and watch & conduct the election process of the country. They must have that good reputation in the community, with high moral values – no vices, no monkey-business, no corruptions, etc. Teachers are expected to have technical and professional competence that includes the competencies and skills in the field of specialization (technical). Professional competencies imply the teacher’s broad knowledge, expertise, wisdom, skills, and proficiency in a certain field of specialization (Professional Ethics by Gualdo). The quotation: To Teach is to Touch Lives Forever” become a reality since we remember our teachers at times when we can relate our present situations to what we have experienced before with them. Teachers are the masters inside their classrooms and they are the role models of the students. This is very evident for the Kinder and Elementary pupils, who looked up their teachers as somebody who never made mistakes and whom they prefer, in some instances, to believe than what their parents are saying. Thus, learners behave in response to the teacher’s methods, techniques, attitudes, and the way she interacts with the students. These interactions have great impact on their success and achievements of the students. Actually, the best teachers are those who have good personality and good behavior towards their students; thus creating harmonious rapport between teachers & students inside the class room. (The Impact of Teacher’s Personality and Behavior on Students’ Achievement By Dr. Karima Maazouzi, 2019. Global Journal of HUMAN-SOCIAL SCIENCE: Linguistics & Education Volume 19 Issue 9 Version 1.0 Year 2019Type: Double Blind Peer Reviewed International Research Journal Publisher: Global Journals). READINGS What are your teaching fundamentals? By Suzanne Farrel Smith. January 31, 2018. Retrieved from https://www.edutopia.org/article/what-are-your-teaching-fundamentals Teaching as a Profession: All You Need to Know by Shruti Verma | Mar 27, 2020. Retrieved from https://idreamcareer.com/blog/teaching-as-a-profession/ The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research for Better Teaching, Inc. USA Principles of Teaching 1. Acero, Victorina, et al. 2007. Rex Book Store 4 Lesson 2: TEACHERS’ QUALITIES OR ATTRIBUTES Teacher’ personality traits are much important and influential than just academic intelligence. The way in which the teacher’s personality interacts with the students’ personality help to determine the kind of behavior which emerges from the learning situations. Therefore, what do you need for a teaching career? Educational Institutions, especially in basic education both public and private, require its teachers to prepare lesson plans to be used in while teaching. A good, well-prepared lesson plans served as a guide to teachers so that focus on the delivery of the subject matter will be ensured. Of course, execution or implementation of what is in the lesson plan is another story and will determine the effectiveness of teaching. Added to lesson plan, the following are ones needed to prepare before going to teaching career: 1. Teacher’s Professional and Personal Qualities 2. The preparation for the Subject Matter 3. The maintenance of the Classroom Management Teacher’s Personality is divided into two: Professional Image and Personal qualities. Professional image means the image that one projects about themselves based upon appearance and reputation. It may include the way that you dress, the way you speak, the way you respond to others, and the way that others speak about you. In teaching, Professional qualities/image also pertain to: mastery of the subject matter, use of variety of teaching methods/strategies, techniques, utilizing good assessment tools, providing conducive environment for learning and the kind of discipline the teachers give to the students. While personal qualities pertain to the teachers’ attitudes, character traits, and values. These may include Fear in God, Honesty, Dignity, Integrity, commitment, devotion to work, loyalty to the school and to the duties needed to perform, compassionate, patient, industrious, resourceful, fair, friendly, etc. Personal qualities call for teachers’ ability to maintain rapport with the students that will inspire or motivate the learners to succeed in life. Preparation of the subject matter embraces its mastery as well as broad knowledge of other field of specialization and its relevance to the main topic, using variety of classroom activities, making the subject matter meaningful to the students, giving reviews and drills, and preparing appropriate instructional materials as well as providing appropriate assessment tools. Further, subject matters should be well-planned by giving good assignments and giving relevant questions and answers to and from students. Classroom environment is one of the most important factors affecting student learning. It is the kind of environment every teacher should create to maximize instructional time, help students feel secure and supported, and motivate them to learn and succeed. Providing and maintaining environment conducive to learning and classroom management is best achieved if there is a consistent adherence to classroom rules, policies, or discipline; observing classroom traffic, good seating arrangements, handling or distributing instructional materials, good ventilation and lightings, good classroom layout, cleanliness, orderliness, and even the colors of the walls and its decorations should be carefully chosen. Such environment provides relevant content, clear learning goals and feedback, opportunities to build social skills, and strategies to help students succeed. (Weimer, 2009). 5 READINGS: Qualities of a Great Teacher. Logan Seth. April 12, 2019. Retrieve from https://uppartnership.org/9-qualities-of-a-great-teacher-and-how-they-affect-student-learning- outcomes/ Teacher-Student Relationships by Lou Whitaker, Ed. D. April 14, 2015. Retrieve from https://meteoreducation.com/teacher-student-relationships/ The Key to Effective Classroom Management. Youki Terada February 27, 2019. Retrieve from https://www.edutopia.org/article/key-effective-classroom-management The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research for Better Teaching, Inc. USA Principles of Teaching 1. Acero, Victorina, et al. 2007. Rex Book Store LESSON 3: THE 21ST CENTURY TEACHER Rapid and recent technology have affected many areas of our lives such as the way we communicate, collaborate, learn and teach. Those advances necessitate an expansion of our vocabulary, producing definitions, utilizing modern gadgets, changing approaches to teaching and learning a wider scope in the field of specialization. Obviously, teaching in the 21st century means adapting different modes of teaching and learning, adapting interventions, and adapting to new technologies for the betterment of both teaching-learning process. (https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher) A good 21st century teacher is aware of the career opportunities that will be in the coming years for their students, and are always advocating towards forward thinking and planning to ensure all students will not be left behind. (https://safsms.com/blog/21st-century- teacher/#:~:text=The%2021st%20century%20teacher%20is,and%20adapt%20to%20new%20te chnology.). To be a modern, 21st-century teacher, there are a few useful skills that one will need to have. It is not just about patience, even though that is the number one skill on the list. Below are the skills for 21st century teachers according to Corpuz, B. et.al.: Effective Communication Skills include competency in written, oral, and interactive communications. Both teachers and students should possess these skills to be able to communicate not only with students but also to their parents and other stakeholders as well. Almost all of the day is spent communicating with students and staffs; therefore, teachers should be able to talk clear and concise, open minded, good listener and be sensitive to cultural differences when communicating. Part of effective communication skills is the ability of the teachers and students to work together as team and collaborate with others. This will open windows to visible thinking, unlock learning using multiple interpretation and explanation, allows for the development of active listening and thoughtful interaction, and builds powerful skills that promote inquiry and problem solving. 6  Effective Communication Skills include competency in written, oral, and interactive communications. Both teachers and students should possess these skills to be able to communicate not only with students but also to their parents and other stakeholders as well. Almost all of the day is spent communicating with students and staffs; therefore, teachers should be able to talk clear and concise, open minded, good listener and be sensitive to cultural differences when communicating. Part of effective communication skills is the ability of the teachers and students to work together as team and collaborate with others. This will open windows to visible thinking, unlock learning using multiple interpretation and explanation, allows for the development of active listening and thoughtful interaction, and builds powerful skills that promote inquiry and problem solving. Information, Media and Technology skills call for the ability of the teachers and students to access and evaluate information, use and manage information and apply technology effectively. In this “new normal” situation and under “covid19 pandemic”, education sectors are prohibited to conduct “face to face” approach of teaching and learning. Thus, the use of technologies plays a very important role in delivering the lessons to learners. Both teachers and students should be able to be well-versed in technology and manipulate effectively their electronic gadgets; otherwise, each will be left behind to what the technology can offer. Life and career skills is the ability to cope up the complex life and work environments. Here teachers and students should be able to adapt to change, manage goals and time, be self-directed learners, and at the same time effectively interact with others and work effectively in diverse teams. Learning Innovation skills are the skills that separate students who are prepared for an increasing complex life and work environment than those who are not. This actually is the culmination of the 4C’s (critical thinking, creativity, communication, and collaboration). Learning and innovation skills need to be fully integrated into classrooms, schools, and around the world to produce citizens and employees adequately prepared for the 21st century. (https://canvas.instructure.com/courses/1578887/pages/importance-of-21st-century-learning-and-innovation- skills?module_item_id=22867715) 7 Lesson 4. THE GLOBAL TEACHER AND THE MULTI-CULTURAL CLASSES Aligned with the skills of teachers in the 21st century is the ability of the teachers who are globally competitive and able to handle multi-cultural classes. A global teacher is one who met the competencies and skills of the 21st century teachers discussed earlier. In addition, 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. (© NAFSA: Association of International Educators, 2015.) Further, global teachers are those who are active participants in various exchange program in education, are knowledgeable of K to 12 programs of various countries, have good community link, and are effective classroom managers. Are global teachers the only teachers who can teach in a multicultural class? No, this is a misconception. A multicultural class is one in which both teachers and students are accepting all races, cultures, and religions. The acceptance is evidenced by the books that are read, the activities that are completed, and the lessons that are taught. ((www.igi-global.com › dictionary › multicultural-classroom). Therefore, an ordinary classroom where teachers and students with diverse background, (family, socio-economic status, sex, religions, and race) gather but were equally valued, accepted, and respected by each member is already having a multicultural classroom. Teachers should prepare students to be global citizens by helping them understand the pressing issues our current and future leaders face: hunger, poverty and conflict around the world; climate change; inequitable access to education, medical care, jobs, human rights protections, and clean water. To instill in students the desire to tackle these problems, teachers must first display their own commitment to a better world. The ultimate goal for advanced globally competent teachers is to lead students to act on these issues. However, if you’re donating your time or money to charitable organizations, or even just attempting to reduce your impact on the environment (through reusing/recycling, reducing your meat consumption, conserving water or energy, e.g.), then you are on your way to becoming a globally competent teacher. Through taking action on global issues, you model to students how they, too, can make a difference, no matter how young they are. A global, multicultural teacher uses multicultural approach in delivery of the subject matter, promotes good human relationship, and promotes social reforms and cultural change, We must learn to accept and get along with all cultures, races, and religions in order to become productive citizens of the world. It is the teachers’ job to prepare the students for the real world, and the real world is a multicultural one. READINGS: Teaching Profession. Bilbao, Purita P. et al. 2015. Lorimar Publishing Inc. Teaching Profession. Lim, Loudes S. et al. 2014. Adriana Publishing Co. Inc, The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research for Better Teaching, Inc. USA 8 Characteristics of 21st Century Teacher. Retrieved from: https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher Importance of 21st Century Learning and Innovation Skills. Retrieved from: https://canvas.instructure.com/courses/1578887/pages/importance-of-21st-century-learning- and-innovation-skills?module_item_id=22867715 Characteristics of Globally Competent Teachers. Retrieved from: https://blogs.edweek.org/edweek/global_learning/2015/08/the_top_10_characteristics_of_global ly_competent_teachers.html Becoming a globally competent teacher. Retrieved from https://www.k12insight.com/trusted/becoming-a-globally-competent-teacher/ Multicultural-classroom. Retrieved from: www.igi-global.com › dictionary › multicultural- classroom What is a Multicultural Classroom? Retrieved from: https://www.academia.edu/7841668/What_is_a_multicultural_classroom#:~:text=What%20is%2 0a%20multicultural%20classroom%3F,the%20lessons%20that%20are%20taught. WATCH: Teaching young children in a multicultural classroom. https://study.com › academy › lesson › teaching-young-children-in-multicult... (video) Competencies for teaching in Multicultural Classrooms. https://www.youtube.com/watch?v=MwM7kYUGUzA (video). 9  UNIT II –PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION AND THE FOUR PILLARS OF EDUCATION/LEARNING OVERVIEW: Education must be supported with strong foundations to achieve quality of education. On the part of the teachers, “Principles of Teaching” are their guides. Teaching principles help teachers develop insights on their strengths and weaknesses that may provide information pertaining to teaching. The famous dictum of Froebel, stated that “All learning comes through self-activity” gave expression that self-activity is the great and fundamental principle in education. It underlies all forms of learning, whether the directed outcomes are knowledge, ability, habit, skill or attitude. The emphasis is based on the learning process not on the subject matter. Finding out what goes on in the mind of learner must be made the starting point in every teaching principle. On the part of the students, the Four Pillars of Education/Learning will be the guiding frameworks to take their journey from continuous learning throughout their life. Four Pillars of Education/learning is proposed as framework to understand what students need to acquire and develop in themselves. It is defined to be “learning that allows the students to take journey from continuous learning throughout life.” LEARNING OBJECTIVES: After successful completion of this lesson, you should be able to: 1. Explain the Six Fundamental principles underlying effective Instructions 2. Give situations that would apply the six fundamental principles underlying effective instructions 3. Articulate the four pillars of learning in the achievement of the goals and quality of education in the country 4. Cite situations and classroom activities needed to apply the pillars of education. COURSE MATERIALS: Lesson 5- FUNDAMENTAL PRINCIPLES UNDERLYING EFFECTIVE INSTRUCTION Principles are used in different senses; but it is important to note that whatever it may refer to, principles, in teaching, are chief guides to make teaching and learning effective and productive. They are fundamental truth, a comprehensive law, a doctrine, a policy, and a deep-seated belief which governs the conduct of various types of human endeavors. Teachers must study the principles of teaching in order that they may better adopt their instructions according to the learners’ individual capabilities. Remember that teaching is a complex process that may be understood by making a broad and discerning application of its various principles. During the time of teaching, teachers should be guided with the fundamental principles for effective instructions. These are: 1. PRINCIPLE OF CONTEXT – is the analysis of the meaning of the word knowledge from different perspective. It is the idea that the reader gets from the sentence. Context refers to words just before or after a certain word sentence that help makes clear what it means. Applied to learning, it means that instruction can be effective if learning takes place 10  through situation and circumstances that provide setting materials for the process of learning to go on. The use of context in teaching helps the learners to be more interested and have clear understanding of ideas. 2. PRINCIPLE OF FOCUS – means there is a definite area of concentration; there should be one topic of lesson at a time. Classroom instructions can only be effective if the teaching process follows a definite path, a specific objective, or a point of emphasis. Focus will help the learners to fully comprehend the topic for the day; while Teachers are sure of that they achieved or accomplished their goal in imparting knowledge to the learners. 3. PRINCIPLE OF SEQUENCE – is the effective ordering of a series of learning tasks. It the movement form meaningless to emergence of meaning; from immediate toward remote, from concrete toward symbolic. Hence, sequence is a process of transformation from what the students know going to what they do not know. A good transition of the lesson is important: moving from simple to complex. 4. PRINCIPLE OF SOCIALIZATION – classroom is viewed as conventionalized setting in which rule-bound interaction takes place between the learner and the teacher. Instruction depends upon the social setting in which it is done, and is characterized by: submission, contribution and cooperation. 5. PRINCIPLE OF INDIVIDUALIZATION - progresses in terms of the learner’s own purposes, aptitudes, abilities and experimental procedure. Here, teachers should consider the learner’s differences in mental ability, readiness, physical differences, special abilities, aptitudes and interests, and work methods. Teachers should act as facilitators and let the student work alone by himself. Thus, the concept of independent learning will be accomplished at a given time. 6. PRINCIPLE OF EVALUATION - determines whether objectives of instruction have been carried out and learning or understanding of lesson has taken place. Learning is heightened by a valid and discriminating appraisal of all its aspects, following these scales of application thru: direct results only, related to objectives and processes and total learning process and results. There are at least three types of evaluation that can be use: Diagnostic, Formative and Summative. READINGS: Principles of Effective Instructions by JL de Jesus. August, 2014. Retrieve from: https://www.slideshare.net/jldejesus7/principles-of-effective-instruction Principles of Teaching According to Various Authors. Retrieve from: https://www.academia.edu/39032866/Principles_of_Teaching_According_to_Various_Authors The Skillful Teacher: Building your Teaching Skills. Saphier, Jon et al. 6th Ed., 2008. Research for Better Teaching, Inc. USA Principles of Teaching 1. Acero, Victorina, et al. 2007. Rex Book Store 11 LESSON 6 – THE FOUR PILLARS OF EDUCATION/LEARNING “Pillar” is a tall vertical structure of stone, wood, or metal used to support buildings. Just like in education, it must be supported with strong foundation or posts to achieve quality education. Education throughout life is based on four pillars: learning to know, learning to do, learning to live together and learning to be. Its purpose is to promote the formation of the human person in all his dimension and stage of development; and to make each adult an active builder of his future and of the future of communities to which he belongs. For individual level, it ensures the continuous growth of a person; whereas, at the societal and global level, it educates the individuals as part of the society or global village where they can develop social responsibility necessary in building a better place to live. It implies that learning is not only for the personal benefits, needs, aspirations and fulfillment of an individual, but also for the collective and global good, welfare or progress. (The Philosophy of the Four Pillars. Amirah Ashley Racelis, July 17, 2016). The following pillars are explained briefly: 1. LEARNING TO KNOW Learning to know simply means acquiring the needed means to understand body of knowledge through Concentration, Memory skills, and Thinking. Concentration is giving one’s own attention or thought to a single object or activity. Memory is the process of recalling what has been learned and retained from one’s activities or experiences. Thinking is the action of using one’s mind to produce thoughts, decisions, memories, etc. 12  Learning to know presupposes learning to learn that involves the development of knowledge and skills – literacy, numeracy, and critical thinking-- needed to function in the world. Students need to develop learn-to learn skills as: Reading with comprehension Listening Observing Asking questions Data Gathering Note Taking and Accessing, processing and selecting information Teacher helps the learners to: (teacher’s role) Develop values and skills for searching for knowledge and wisdom Learn to learn; one that helps bring outcomes or results Acquire a taste for learning throughout life Develop critical thinking; gives judgement for improvement Acquire tools and processes for understanding Develop intellectual curiosity As a result, the learner is transformed-- more enlightened, more empowered, and more enriched 2. LEARNING TO DO Learning to Do describes putting knowledge and learning into practice innovatively through skills development, practical know-how, development of competencies, life skills, personal qualities, aptitudes and attitudes. It is applying learned knowledge in daily life and able to act responsibly in conflict situations. Learning to Do is closely related to vocational-technical education and work skills training and how one progresses through life—from school to the world of work. In order to learn to live and work together productively and harmoniously, we must first find peace within ourselves, expand our acceptance and understanding of others and continually strive towards living the values which enable us to contribute more fully to the development of peaceful and just society. Learning to Do entails the acquisition of competence that enable students to deal with the variety of situations and to work in teams. This is the UNESCO’s perspective— personal competence: mix of skills and talents and combining certified skills acquire through technical and vocational training, social behavior, personal initiative and willingness to take risks. It is a concept where technical skills paired with personal 13  competence equips man the ability to perform well in his particular work. 3. LEARNING TO LIVE TOGETHER implies that the teacher should help the students develop an understanding of other people and appreciation of interdependence since we live in a closely connected world. Teachers should instill among students the awareness of the similarities and interdependence of all people. The process begins with the development of inner peace in the minds and hearts of individuals engaged in the search for truth, knowledge and understanding. Learning to Live Together involves the development of social skills and values such as respect and concern for others, social and interpersonal skills and appreciation of the diversity of the world. Here are the roles of the teacher for this pillar: Helps students realize the value of being able to live together in their gradually enlarging world--home, school, community, town, city, province, country and the world as a global village; Helps students develop self-awareness and self-esteem as well as empathy and respect for others and requires the capacity for active citizenship, Helps the student the development of both local and global identity and ability to understand others and appreciate diversity and Teaching a wide range of knowledge, skills, attitudes and behaviors to interact with others in just, equitable and empathetic manner. 14 4. LEARNING TO BE refers to the development of all the dimensions of the complete person. This is the all-around development of the whole person to fulfill his highest potential and be able to think, decide and act independently. The aim of development is the complete fulfillment of man, in all the richness of his personality, the complexity of his forms of expression and his various commitments – as individual, member of a family, and of a community. It involves activities that foster personal development (body, mind and spirit) and contribute to creativity, personal discovery and an appreciation of the inherent value provided by these pursuits. Education has its goal of changing a man to become better in every aspect of his life. In this regard, the aim of development is to make an individual fulfilled and accomplished as an entity and as a member of his society. The Universal aims of education stated the following: 1. Towards a scientific humanism – based on scientific and technological training. Objective knowledge, however, must be directed towards action and primarily in the service of humankind 2. Creativity-preserving one’s own originality and creative ingenuity 3. Towards social commitment-preparing the individual for life in society 4. Towards the complete man – calls for a search for balance among the various intellectual, ethical, emotional, physical and spiritual components of personality. (https://www.slideshare.net/DiegoAlecBriones/four-pillars-of-education-cont) In summary, the four pillars of education / learning are crucial to peace and mutual understanding by emphasizing the value of education as a manifestation of the spirit of unity. This systems from the will to live together as active members of a global village and contribute to attainment of a culture of peace. READINGS: Four Pillars of Education, by Diego Alec Briones, Sep 6, 2017. Retrieved from https://www.slideshare.net/DiegoAlecBriones/four-pillars-of-education-cont 15 Four Pillars of Education. by Rowel Alfonso, 2015. Retrieved from https://www.slideshare.net/rowel65/four-pillars-of-education-46629194 The Four Pillars of Education, 2014. Retrieved from https://www.slideshare.net/statisense/the-4-pillars-of-education WATCH: Four Pillars of Education https://www.youtube.com/watch?v=Gnn76cVOWqY 16  UNIT III – THE TEACHER AND THE EDUCATIONAL PHILOSOPHIES OVERVIEW: The word Philosophy comes from two Greek words: Philo means “love” and Sophy means “wisdom”. Literally, philosophy means “love of wisdom”. It is the quest for truth based on logical reasoning aside from factual observation of the nature’s diverse events. Individuals’ attitude toward life, learning, and previous personal experiences inform and shape their set of beliefs; and these set of beliefs or personal philosophy, make individual continuously search for truth and knowledge or information which will make him live, work, and interacts with others. Teachers is no exception for individual seeking for truth and knowledge. It is the teacher’s duty to prepare the young minds of students with body of knowledge, skills and attitudes. Therefore, teachers must understand their own personal philosophy in order to provide directions for students’ destinations for successful life. LEARNING OBJECTIVES: After successful completion of this lesson, you should be able to: 1. Identify the different philosophies of education 2. Cite the implications of the different philosophies to the teaching-learning process 3. Formulate a personal educational philosophy that would guide teachers in the exercise of the teaching profession COURSE MATERIALS Teachers are mentors and play an active role in the learning process of students. However, to do that as a teacher, one must have a teaching philosophy of his own. Teaching philosophy is like a map which provides directions to move ahead and to reach students directions. It is not possible to make students learn something until the teacher knows why he is teaching and how he wants to teach. As educator, teachers are required to teach creativity, autonomy, and curiosity to all students without compromising their intellectual levels. Philosophy also teaches about unifying each learner and the teacher as one body to ensure harmony. This idea of working together helps to create a better citizen, who diligently serves the community and keeps checks of his morality. Through philosophy, a teacher can ensure that students will not only retain his academic knowledge but also develop a sense of humane values and ethics that will provide a better upbringing for them to cope in the later years of their life. Thus, studying philosophy is beneficial and significant for teaching students to learn autonomously. Lesson 7 – PHILOSOPHIES OF EDUCATION There are at least eight (8) philosophies that are important in education. In this unit, it will be divided into two: The major philosophies and the contemporary philosophies. The major philosophies of education are idealism, realism and pragmatism; while the contemporary philosophies are perennialism, essentialism, progressivism and social reconstructionism. The 17 descriptions, curriculum, trends and other important information about each philosophy are discussed on the next page: A. IDEALISM Description/Philosophical Theories Educational Theories **Develop the mind and the self; Believed that Focus/curriculum: develop human virtues, the spiritual essence is the permanent ethical conduct and political behavior; subject elements of human nature that gives them the matter essential for mental & moral power to think and feel. development’ subjects are literature, history, philosophy and religion **Acts of knowing takes place in the mind Trends: provisions for thinking and **Good and Beauty is consistent with the Good applications of criteria for moral evaluation; and Beauty in God. lecture using Socratic method of questioning **It envisions schools that are intellect Teaching-Learning Process: Teacher is centers of teaching and learning, where intellectually & morally excellent; the students teachers guide the students to realize their are passive; the school sharpens one’s intellectual potentials intellectual processes **the aim of education is to discover and Idealist Teachers believed… develop each individual's abilities and full moral …the schools are the repositories of eternal excellence in order to better serve society. truth which have organized the hierarchical curriculum in education PROPONENTS OF IDEALISM …in using Socratic method, asking, probing PLATO, father of Idealism, espoused this view questions to stimulate consciousness of about 400 years BC, in his famous book, The students in discovering knowledge Republic. He believes in order and harmony, morality, and self-denial. The highest function …Internet can make the great book of the human soul is to achieve the vision of the accessible to all, but they insist that form of the good. technology should be the means rather than the end in transmitting knowledge GEORGE BERKELEY - argued that the idea of mind-independent reality is incoherent, …thinking and learning are the process of concluding that the world consists of the minds bringing latent ideas to consciousness and of humans and of God. He is best known for the logic is encourage in organizing their lessons doctrine that there is no material substance that things, are collections of “ideas” or sensations, which can exist only in mind and for so long as they are perceived. B. REALISM Description/Philosophical Theories Educational Theories Focus/curriculum: requires recall, **believed that the objects we perceive exist explanation, compassion, interpretation and independently of the mind—whether or not we inference. More on Mathematics and perceive the objects, they really exist in the Sciences. world. The world is real and material 18  Trends: Use problem-solving, inquiry, and **Test of truth is when the mind is in accord with discovery. the material object. “To see is to believe” Teaching-Learning Process: Teachers **Anything consistent with nature is valuable; know the subjects fully and relates lesson to standards of value are determined by a reason students’ experiences **Knowledge is derived from the sense of Schools perceived as changes natural experiences. evolution toward perfection of order **Aimed to provide students with essential Students are taught factual information for knowledge to survive in the natural world. mastery Enhanced learning thru direct or indirect PROPONENTS OF REALISM experiences such as: field trips, films, TV, audio visual aids, computer technology, & use ARISTOTLE was the leading proponent of of library realism, the first philosopher to develop a systematic theory of logic. He believed that to Realist teachers believed …. understand an object, its ultimate form had to be understood, which does not change. …teachers should be equipped with a wide repertoire of methods in teaching to achieve JOHN LOCKE, believed that all knowledge their goals Comes to us through experience. He did not consider man to be a divine creature fixed with …their primary responsibility is to bring ideas on coming into this world. students’ ideas about the world into reality …deductive and inductive logic and the scientific methods are reliable means to discover knowledge …inclusion of non-academic activities interferes with the school’s primary purpose as a center of disciplinary academic inquiry and …use of technology as an aid in learning; computer program to be as “realistic” and effective as possible. C.PRAGMATISM / EXPERIMENTALISM Description/Philosophical Theories Educational Theories **Education should be about life and growth. Focus/Curriculum: Problems of democratic society as a basis; Use Real-Life Problems; **Two important elements include practical Subjects which have utility to the students learning, which focuses on the real-world such as occupational or vocational, applications of lessons; and experiential language, hygiene, history, physics, learning, which involves learning through mathematics, sciences, domestic science for experience, not through simple ideas girls, agriculture for boys, should be incorporated in the curriculum 19 **Education if not so much teaching the child but “Learning by doing” makes a person Trends: Demonstration, Experimentation, creative, confident and cooperative. It is Process or Project method; requires recall, socialistic in nature. explanation, comparison, interpretation, inference, problem-solving, inquiry, and **Pragmatism means action form which the discovery. words practical and practice have come. It lays down standards which are attainable. Pragmatic method is an activity-based method, which is learning through personal **Pragmatism advocates the experimental experience of the child. The teacher is to method of science—thus stressing the practical teach his pupils to do rather than to know, to significance of thought. Experimentalism discover than to collect dry information. involves the belief that thoughtful actions is in its nature always a kind of testing of provisional Textbooks and teachers are not so much conclusions and hypotheses important in pragmatic education. They are required to suggest problems, indicates the lines of active solution and then leaves the PROPONENTS OF PRAGMATISM students to experiment for themselves. JOHN DEWEY - viewed knowledge as arising from an active adaptation of the human Teaching-Learning Process organism to its environment. His version of Learning is an individual matter pragmatism focused on experimental inquiry and the refinement of practical, philosophic Teacher tasked to plan with the class instruments of ongoing communication. in order to solve individual or group problems CHARLES SANDERS PIERCE – first developed the notion of pragmatism as a Encourage students to do researches theory of meaning, a way of clarifying terms and apply them to the solutions of a used in philosophic debate. He claimed that problem when one understands all the conceivable experimental phenomena, one understands Teachers evaluate what was learned, the definition of that concept. how it was learned, what was information occurred and what each WILLIAM JAMES – defines truth in terms of student discover the usefulness of a belief—usefulness of beliefs are true and useless beliefs are false. Pragmatist Teachers believed… Pragmatist Teachers believed… …education is an experimental process – a...communication technologies such as email method of solving problems that challenges and internet provide opportunities to share people as they interact with the world ideas, insights and experiences …children should learn how make difficult …school is the representative of the greater decisions by considering the consequences community. Therefore, the school has to of their actions on other provide for all those activities which constitute the normal life of the community. It has to provide for the socialized, free and purposive 20 activities, that train the learners to be useful … students should learn the process of citizen of the community problem-solving rather than by being passive learners as knowledge is being transmitted …collaborative learning where students share to them their interests and problems D. PERENNIALISM Description/Philosophical Theories Educational Theories **Emphasizes the importance of transferring Focus/curriculum: Teacher & Subject knowledge, information and skills from older Centered which focus on everlasting ideas generations to the younger ones; and universal truths **Education should focus on ideas that have Trends: Use of Great Books (Bible, Quran, lasted for centuries believing that these ideas Classics novels); more on lecture-seminars, are relevant today as when they were written or mutual inquiry sessions. before; Teaching-Learning Process: Teachers **Develops the power of thought; thus, assist students to think with reasons; students are to discover the ideas that are most Students are passive recipient of information insightful and timeless; Perennialist Teachers believed…. Proponents of Perennialism …teachers are the intellectual mentors and Robert Hutchins – leading perennialist models for their students spokesman in America. He believed that schools offering liberal education should …fundamental skills such as reading, writing, emphasize logic, mathematics, science, and computation and research be developed history, and languages for these are the starting the elementary grades to prepare timeliness truths of all mankind and help us to them for lifelong learning think logically. …electronic versions of great books and Mortimer Adler – believes that education other classics maybe viewed by larger should be essentially the same for everyone. audience but this could not be a substitute for He also believes in Liberal, non-specialized reading the classics education with no electives or vocational classes. D. ESSENTIALISM Description/Philosophical Theories Educational Theories **"traditional" or "Back to the Basics" Focus/curriculum: Essential skills of the approach to education 3Rs, Traditional values such as respect, fidelity to duty, subjects like history, **it strives to instill students with the mathematics, science, languages, and "essentials" of academic knowledge and literature are essential subjects for character development; a conservative secondary education educational theory deeply rooted in idealism and realism. 21  Trends: Back to basic, excellence in **In education, it is a philosophy which education, increasing no. of school days holds that certain basic ideas and skills or and time allotment in elementary disciplines essential to one's culture are formulable and should be taught to all alike Teaching-Learning Process: School by certain time-tested methods. returns to the essentials of the basic skills of 3Rs, History, and English **Essentialists' goals are to instill students with the "essentials" of academic knowledge, patriotism, and character development through traditional (or back- to-basic) approaches. This is to promote reasoning, train the mind, and ensure a common culture for all citizens. Proponents of Essentialism Essentialist’s Teachers believed…. …teachers have authority to discipline students William C. Bagley-was America's most influential philosopher of teacher …teachers should have mastery of the education. Although he has become knowledge and skills they teach known as the father of “Essentialism,” his central focus throughout his career was …when students have mastered the the education of teachers and, more required competencies, they can be specifically, curriculum for the education of promoted to the higher level of learning teachers. He hoped that when students leave school, they will possess not only …teachers use deductive method of basic skills but also discipline, practical teaching and minds, capable of applying schoolhouse lessons in the real world. …test scores the basis for evaluating students’ progress E. PROGRESSIVISM Description/Philosophical Theories Educational Theories **Improvements and reform in the Focus/curriculum: Inter-disciplinary subjects, learner centered, outcome- human conditions are both possible based curriculum, activity or experienced- and desirable centered **Emphasizes the concept of progress which asserts that human beings are Trends: Equal opportunities for all, capable of improving and perfecting humanistic approach in education, make their environment use of field trips 22 **A reform movement that opposed the Teaching-Learning Process: School as traditional education microcosm of society, a model of democracy; Teachers lead for growth and **Aimed to promote democratic social development of lifelong learners; living. Education must be based on the Teachers act as a guide, a group leader, fact that humans are by nature social consultant, and facilitator; and learns best in real-life activities with other people The role of the student is to learn and to **Emphasize the need to “learn by improve themselves. The students need to be willing to learn in order to learn. doing” where human beings learn They must give it their best and ask through a “hands-on” approach questions to better their understanding of how and why things work. Proponents of Progressivism Progressivist Teachers believed…. …teachers should possess a repertoire of John Dewey - Father of Progressivism; learning activities to be used in teaching- believed that people are naturally learning process like problem-solving, field exploring, inquiring entities and learn trips, creative artistic expressions and through direct experience projects Jean Jacques Rousseau – believed that …teachers are facilitators of learning child’s learning unfolds naturally and allowing children to grow and learn with …children should be free to develop the freedom to be themselves. He naturally; interest motivated by direct believed that if children are allowed to experiences stimulates learning develop naturally without constraints imposed on them by society they will …students’ needs, interests, and develop towards their fullest potential, readiness should be considered in both educationally and morally. constructing the curriculum Lev Vygotsky’s social interaction …there should be close cooperation enhances the learning process. He between the home and the school believed that social interaction plays a critical role in children’s learning. His …child’s interactions with others influence concept of scaffolding helps facilitate the child’s cognitive understanding learning. …language plays a critical role in shaping learning and thought. F. RECONSTRUCTIONISM Description/Philosophical Theories Educational Theories **Schools need to investigate and work to Focus/curriculum: curriculum that solve social, political, and economic highlights social reform; curriculum should problems and eventually create a new emphasize students to critically analyze society world events, explore controversial issues, and promote programs of cultural renewal; **Aimed to improve and reconstruct curriculum focuses on student experience society; Education for a Change to meet and taking social action on real problems, 23 the cultural crisis brought about by social, such as violence, hunger, terrorism, political, and economic problems inflation and inequality **Education is a tool for immediate and continuous change Trends: global education, collaboration, convergence and standards of **Concern for social values, humane competencies; emphasizes social justice, world peace, economic justice, sciences subjects; strategies for dealing equality of opportunity, freedom and with controversial issue are inquiry, democracy are the important goals for dialogue, and multiple perspective are the reconstructionism focus. Community-based learning and **believed that systems must be changed bringing the world into the classroom are to overcome oppression and improve also strategies human conditions Teaching-Learning Process: teachers Proponents of Reconstructionism are agents of change; a social activist that Theodore Brameld – considered as will help students to reform and become the founder of social reconstructionism. aware of problems confronting mankind He recognized the use of technology and human compassion to create la beneficent Schools adapt approaches that seek a society variety of methods to make education George Counts – recognized that more responsive to human and social education is the means of preparing needs. people for creating this new social order; “Teacher educators to use schools as a Reconstructionist Teacher believes… means for critiquing and transforming the social order” …teachers must be the model of democratic principles Paulo Freire – believed that man must learn to resist oppression and not become …school is the ideal place to begin its victims nor oppress others. He saw alleviating social problems teaching and learning as a process of inquiry in which the child must invent and …research is an effective means in solving reinvent the world problems of society …using project method, problem solving method in teaching are more appropriate …there should be close cooperation between the home and the school G. EXISTENTIALISM Description/Philosophical Theories Educational Theories **Emphasizes the subjectivity of human Focus/curriculum: Recognizes the experience. “Existence precedes essence” individual differences, interests, complete freedom to work; Subject centered curriculum; Present and Future **Aimed to help students find meaning and educational landscape, based on the directions in their lives. social & economic issues as well as social 24  services; Learning is self-paced, self- **Awaken consciousness about our directed; freedom to choose and to create our own self-awareness that contribute to our Trends: School and curricular reform, identity global education, collaboration & convergence, standards and competencies; focus is on the individual— **Reality is a world of things, truth encourages one to be creative and subjectivity chosen, and goodness, a imaginative since these are ways to matter of freedom express oneself; Teaching-Learning Process: **Schools exist to aid children in knowing themselves and their place in society ***School assists students in knowing themselves and learning their place in society **Sees the world as one personal ***Teacher-student interaction center subjectivity, where goodness, truth and around assisting students in their personal reality are individually defined journeys ***Students have to take responsibility for PROPONENTS OF EXISTENTIALISM their own actions and shape their own destinies JEAN PAUL SARTRE- believed that ***Human freedom is understood Essence is created by existence; human precisely as the freedom to choose nature is a product of existence; Man first ***Classroom dialogues stimulate exists without purpose; finds himself in the awareness that each person creates self- world and only then, as a reaction to concept through significant choices experience, defines the meaning of life. Existentialist Teachers believed… SOREN KIERKEGAARD – “Life is not a problem to be solved, but a reality to be …students should be trained to experienced”; Man functions, grows, philosophize, to question and to develops, make choices, suffers, participate in dialogues about the meaning experiences intense feelings, and faces of life. God as an individual …self-expression, creativity, self- awareness and self-responsibility should be developed in the students. …open classroom maximizes freedom of choice. …students should decide what they want to learn and when to learn it. READING The Teaching Profession. Bilbao, Purita P. et al. 3rd Edition. 2015 Lorimar Publishing Inc. 5 Things to know about Philosophy of Education. Matthew Lynch. May 1, 2017. Retrieved from: https://www.theedadvocate.org/5-things-that-educators-should-know-about-the- philosophy-of-education/ 25 Social Reconstructionism by Carlo Rommel Y. Latriz may 12, 2016. Retrieved from https://www.slideshare.net/CarloLatriz/reconstructio, nism-61949112 Philosophical foundations of education. Retrieved from facebook.com/1140277136003388/posts/philosophical-foundation-of- educationphilosophyderived-from-the-greek-words-phil/1524759704221794/ Pragmatism in Education: Study Notes. Shared by Malik Shawal, retrieved from: https://www.yourarticlelibrary.com/education/pragmatism-in-education-study-notes/69152 Existentialism-Philosophy of Education by Dr. Michael England, December 8, 2017 https://www.slideshare.net/ez2bsaved/existentialism-in-education WATCH Essentialism (video) https://www.youtube.com/watch?v=EMIW3dzuPsQ Perennialism: Overiew & Practical teaching Examples by Klemm,l Anastasia. Nov 2, 2016. Retrieve from https://www.youtube.com/watch?v=NIXeigW0t1E 26  UNIT IV –RELATED LAWS THAT GUIDE THE LIFE OF THE TEACHER (Ensuring Quality of Education) OVERVIEW: Laws are rules developed by governments in order to provide balance in society and protection to its citizens. Laws are enforced by governments to its people. The main sources of Philippine laws are the Constitution, which is the fundamental and supreme law of the land, the Republic Acts of Congress, Municipal charters, Court rules, Administrative rules and orders, Legislative rules and Presidential issuances. In the Philippines, education is public or state function. Public Elementary, and Secondary and Higher Education (State Universities and Colleges and Local Universities and Colleges ) are supported by the national or local government and is mandated by the Constitution (1987), which states that “the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all” LEARNING OBJECTIVES: After successful completion of this lesson, you should be able to: 1. Explain the relevance of the Philippine Constitution and the related Laws that guides the life of the teachers 2. Compare and Contrast some provisions of PD 1006 and RA 7836 on professionalized teaching 3. Explain how the amendments in RA 9293 & RA 10912 support the teaching profession 4. Relate the relevance of DepEd Order no. 42 to the other laws mentioned above 5. Compare and Contrast some provisions of the Code of Ethics to the Magna Carta for Public School Teachers 6. Identify the civil & moral obligations, rights, and duties of a teacher based on the Magna Carta & Code COURSE MATERIALS: Today’s school is a collection of individual persons who bring with them daily an array of highly complicated issues, from low self-esteem to peer pressures regarding drugs, alcohols, smoking, bullying, just to mention a few. On a day to day basis, incidents happen in schools that necessitate legal or quasi-legal response from teachers and school administrators. While we live in a litigious society in which students or parents who feel their rights have been infringed upon by educational institutions often take legal action, educational Administrators must understand education law to ensure everyone is held accountable, to protect the school, teachers, staffs and students and to limit problems and litigations. Teachers are no exception from those people who have undergone litigation problems especially in disciplining students. While teachers are protected from certain harms since they have the right to be free from discrimination—race, sex, and national origin—as well as freedom of expression, academics, privacy and religion; news about abuse from teacher’s manner of 27 discipline to students are continuously increasing. How then can the related laws on education be able to guide teachers in their pursuit to “bring quality education for all citizens”? What educational laws should stakeholders need to know and understand to build harmonious relationship among them? Here are some laws that would guide the life of teachers: Lesson 8a - The 1987 PHILIPPINE CONSTITUTION (Article XIV, Section 1) Article XIV – EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE, AND SPORTS Sec 1 – The State shall protect and promote the right of all the citizen to quality education at all levels and shall take appropriate steps to make such education accessible to all. Remarks: Teachers must do her/his best to make sure that basic education is really solid, because it affects the quality of secondary education. If secondary education is poor, then the person goes to college unprepared for college works. If such person is allowed to graduate again with poor quality college education, then, his employment will be affected too. With the problems arising from Pandemic Covid19, teachers must be ready for the so- called “blended learning” approach using On-line teaching with different platforms, and the preparation of learning modules are means to make education effective to learners. To do these, teachers have to be trained on how to conduct on-line teaching, as well as how to develop learning kits or modules for students. Sec 2 – The State shall: a. Establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society; b. Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural rights of parents to rear their children, elementary education is compulsory for all children of school age; c. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; d. Encourage non-formal, informal and indigenous learning system, as well as self-learning independent and out-of-school study programs particularly those that respond to community needs; and e. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and skills. Remarks: Generally, section 2 reveals the means to make education accessible to all. These are making a complete, adequate and integrated system of education, offer free public education, scholarship grants, encourage non-formal, informal and indigenous learning system, and provide trainings for civics and vocational skills. 28 8b. COMPARISON OF PD 1006 AND RA 7836 Presidential Decree 1006 is a decree by the late President Ferdinand E. Marcos on the year 1977 that provides the professionalization of teachers regulating their practice in the Philippines and for other purposes. It declared a policy that “Teacher Education shall be given primary concern and attention by the government and shall be of the highest quality, and strongly oriented to Philippine conditions…” PD 1006 made a teachers’ license a requirement for teaching under the administration and supervision of Civil Service Commission and Department of Education and Culture. The examination is called Philippine Board Examination for Teachers (PBET). Another law on teachers’ professionalization was declared in 1994 by President Fidel V. Ramos in the Republic Act 7836 known as Philippine Teachers Professionalization Act of 1994, or an act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and to Prescribing a Licensure Examination for Teachers. Just like PD 1006, this act recognized the vital role of teachers in nation building. In this act, they created the board for Professional Teachers; and under the supervision and administrative control of the Professional Regulation Commission and the examination is known as Licensure Examination for Teachers (LET). The table below shows the comparison of both law -- Presidential Decree 1006 and Republic Act 7836: PARTICULARS PD 1006 R.A. 7836 Teaching refers to the professionRefers to the profession primarily concerned with the concerned primarily with DEFINITION OF classroom instruction. classroom instruction, at the “TEACHING” elementary and secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture and Sports, whether on part-time or full-time basis in the private or public schools DEFINITION OF Refers to all persons engaged in Refers to all persons “TEACHER” teaching at the elementary and engaged in teaching at the secondary levels. elementary and secondary levels, whether on full-time basis, including industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and qualified to practice teaching. 29  Examination shall consist of The examinations for the written test, the scope ow which elementary and secondary SCOPE OF shall be determined by the Board, school teachers shall be TEACHERS’ taking into consideration the separate. EXAMINATION teaching plan of the schools legally constituted in the The elementary level shall Philippines consist of two parts: General Education and Professional Education The secondary level shall consist of three parts: General Education, Professional Education and Specialization. No applicant shall be admitted to No applicant shall be admitted take the examination unless, on to take the examination the date of filing of the application, unless, on the date of filing of he shall have complied with the the application, he shall have QUALIFICATION following requirement: complied with the following REQUIREMENTS OF a. … the applicant must be a requirement: APPLICANTS citizen of the Philippines a. A citizen of the b. He is of good moral character Philippines, or an alien c. He is free from any physical whose country has and/or mental defect which reciprocity with the will incapacitate him to render Philippines in the efficient service practice of teaching profession d. He possesses the following b. At least eighteen (18) minimum educational years of age requirements: c. In good health and of good reputation with 1. For teachers in the high moral values kindergarten and d. A graduate of a elementary grades, school, college or Bachelor degree in university recognized Elementary Education by the government (BSEEd) or its equivalent; and possesses the minimum educational 2. For teachers of the qualifications as secondary schools, follows: Bachelor’s degree in Education or its 1. For teachers in equivalent with a major preschool, a and minor, or a Bachelor’s bachelor’s degree degree in Arts or Sciences in early childhood with at least eighteen (18) education units in professional (BECED) or its education equivalent; 30  3. For teachers of 2. For teachers in secondary vocational the elementary and two-year grades, a Technical courses, bachelor’s degree Bachelor’s degree in in elementary the field of education specialization with at (BSEED) or its least eighteen (18) equivalent; units in professional education. 3. For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a major and minor or a bachelor’s degree in arts and sciences with at least ten (10) units in professional education; and 4. For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of specialization or its equivalent with at least eighteen (18) units in professional education. A student must have obtained a The rating was not specified in RATINGS IN THE general average of at least 70% in this act. EXAMINATION all subjects with no rating below 50% in any subject 150 days after the last day of the 120 days after the REPORT OF RESULTS examination, unless extended by examination, report the the Board ratings obtained by each candidate National Board for Teachers was The regulation and licensing directly under the supervision of of teachers was transferred to The Civil Service Commission the PRC through the and was the first board to enactment of R.A. No. 7836. The board for Professional 31  exercise regulatory exercise over Teachers is a collegial body the teaching profession. under the general supervision and administrative control of The NBT consist of: Secretary of the Professional Regulation REGULATION AND Education and Culture and Civil Commission. The law LICENSING OF Service Commission as Co- provided for the TEACHERS Chairman; Members are: professionalization of Commissioner, Professional teaching under the aegis of Regulations Commission; Two the PRC. members representing the private sector to be appointed by the The PRC Board for President Professional Teachers composed of five (5) members who shall be appointed by the President of the Philippines from among the recommendees chosen by the Commission. The recommendees shall be chosen from the list of nominees selected by the accredited association of teachers. The Civil Service Commission The Registration of a shall, as an arm of the Board, professional teacher register holders of Professional commences from the date his Teacher Certificate which name is enrolled in the roster REGISTRATION registration shall evidence that of professional teachers. the registrant is entitled to all the rights and privileges of a Professional Teacher until and unless the certificate is suspended or cancelled by the Board for just cause. No Causes of revocation of The board shall have the certificates/license were not power to suspend or revoke specified or included in this the certificate of decree. registration…for any of the following causes: a. Conviction for any REVOCATION OF criminal offense by a CERTIFICATE/ LICENSE court of competent jurisdiction; b. Immoral, unprofessional or dishonorable conduct; c. Declaration by the court of competent 32  jurisdiction for being mentally unsound or insane; d. Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the teaching profession; e. Use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional license or special/ temporary permit; f. Habitual use of drugs; g. Violation of any of the provisions of this Act, rules and regulation… and the code of ethical and professional standards for professional teachers; and h. Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing education program prescribed by the Board and the Commission EFFECTIVITY OF THE January 1, 1977 December 16, 1994 ACT R.A. No. 9293 – AN ACT AMENDING CERTAIN SECTIONS OF R.A. No. 7836 Here are some amendments: a. One significant amendment is the Section 26 (par 1), where the prescriptive period of two years is no longer specified. Hence, qualified applicants such as holders of certificates of eligibilities as teachers issued by the Civil Service Commission (CSC) and the Department of Education, Culture and Sports (DECS) or under National Board of Teachers pursuant to PD 1006, who failed to register as professional teachers without examination before the deadline last September 20, 2020 can file their application for registration with the 33  Professional Regulation Commission (PRC). In this connection, the PRC is presently the agency responsible for examination and registering teachers as professionals. b. For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a major and minor or a bachelor degree in arts and sciences with at least eighteen (18) units in professional education (RA 9293) instead of ten (10) units in professional education (RA 7836). c. Sec 26 (par 6) Professional teachers who have not practiced their profession for the past five (5) years shall take at least twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and six (6) units of content courses or the equivalent training and number of hours, to be chosen from a list of courses to be provided by the Board and the DepEd before they can be allowed to practice their profession in the country. d. Those who failed the licensure examination for professional teachers… shall be eligible as para-teachers upon issuance by the Board of two-year special permit, renewable for a non-extendible period of two (2) years. The para-teachers shall be assigned to areas where there is a shortage or absence of professional teachers. The special permit shall indicate the area of assignment of the para-teacher. e. Special permits with a validity of 3 and 5 years, shall be allowed to expire based on the period granted therein: provided, that only special permit with a validity of 3 years may be renewed upon expiration for a non-extendible period of 2 years. READINGS/REFERENCES The Constitution of the Republic of the Philippines. Retrieved from: https://www.officialgazette.gov.ph/constitutions/1987-constitution/ PD 1006 Summary by Neron, Shiela Ann. September 15, 2014, retrieved from: https://www.slideshare.net/shielaannneron/presidential-decree- 1006#:~:text=1.,Philippines%20and%20for%20other%20purposes.%E2%80%9D Republic Act No. 7836. Professional Regulation Commission, retrieved from: https://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEA WATCH Article XIV of the Philippine Constitution. Retrieved from: https://www.youtube.com/watch?v=VTSvtORZbls 34 Lesson 9a. R.A. No. 10912 – CONTINUING PROFESSIONAL DEVELOPMENT ACT OF 2016 – an act which requires CPD as the mandatory requirements for the renewal of Professional Identification Card (august 16, 2016) Sec 2 – Declaration of Policy – “It is hereby declared the policy of the State to promote and upgrade the practice of professions in the country. Towards this end, the State shall institute measure that will continuously improve the competence of the professionals in accordance with the international standards of practice, thereby, ensuring their contribution in uplifting the general welfare, economic growth, and development of the nation.” Sec. 5 – Nature of CPD Programs – The CPD programs include but are not limited to the following: a. Formal learning d. Self-Directed learning b. Non-formal learning e. Online learning activities c. Informal learning f. Professional work experience Attendance and participation of professionals in the conferences and/or conventions sponsored by their AIPO (Accredited Integrated Professional Organization) or APO (Accredited Professional Organization), …shall be given appropriate CPD credit unit(s) in recognition of the fact that the same contribute to the professional development and lifelong learning of professionals. The general transitory period of the required CPD units are as follows: PIC RENEWAL PERIOD MINIMUM CUs REQUIRED FOR THE PROFESSION