Module 1 TTP 2024-2025 PDF

EDUC 103 – THE TEACHING PROFESSION CHAPTER 1 Lesson 1. Teaching as a Profession Hon. Hermogenes Pabre, a former Chairperson of the Professional Regulation Commission (PRC), emphasized in a national convention of educators that being a professional involves several key elements: 1. Long and A...

EDUC 103 – THE TEACHING PROFESSION CHAPTER 1 Lesson 1. Teaching as a Profession Hon. Hermogenes Pabre, a former Chairperson of the Professional Regulation Commission (PRC), emphasized in a national convention of educators that being a professional involves several key elements: 1. Long and Arduous Years of Preparation Entering a profession requires extensive education and training, reflecting a deep commitment to acquiring the necessary knowledge and skills. 2. Striving for Excellence Professionals continually aim to improve and excel in their field. This pursuit of excellence is essential for providing the highest quality of service. 3. Dedication to the Public Interest Professionals are committed to serving the public good, prioritizing the welfare and interests of the community they serve. 4. Commitment to Moral and Ethical Values Adherence to strong ethical principles and values is crucial. Professionals are expected to uphold integrity and ethical standards in their work. A. The Teaching Profession If one chooses teaching as their profession, it implies a willingness to engage in lifelong learning and professional development. Teachers must continuously update their knowledge and skills to provide the best education possible. The principle that "you cannot give what you do not have" underscores the necessity for ongoing education. B. Code of Ethics for Professional Teachers The teaching profession in the Philippines is governed by a specific Code of Ethics, established under the following legislative frameworks: R.A. No. 7836 (Philippines Professionalization Act of 1994): This act sets forth the regulations for professionalizing the teaching practice, including the Code of Ethics. P.D. No. 223: This Presidential Decree outlines the establishment and functions of the Professional Regulation Commission and its various boards, including the Board for Professional Teachers. Key Provisions Article 11, Paragraph (e): This section of the Code of Ethics highlights the moral and ethical responsibilities of teachers. Section 6, Paragraph (a) of P.D. No. 223: Specifies the adoption of the Code of Ethics for Professional Teachers by the Board for Professional Teachers.  The Code of Ethics for Professional Teachers in the Philippines outlines the professional conduct expected from educators, emphasizing their responsibilities towards students, colleagues, and the profession itself. Here are some key points from the Code: 1. Teachers and the Profession: Professional Standards: Teachers are expected to uphold high standards of quality education and to manifest enthusiasm and pride in their profession. They must participate in continuing professional education to improve their efficiency and competence. Dignified Conduct: Teachers should use the profession as a dignified means for earning a living and should not engage in improper practices or misrepresentations (Teach Pinas) (kramsinned). 2. Teachers and Colleagues: Collaboration and Loyalty: Teachers should support one another, foster mutual confidence, and maintain professional loyalty. They are responsible for correcting any unprofessional conduct among colleagues when there is incontrovertible evidence (studylib.net). Respect for Intellectual Property: Teachers must give credit to the work of others and avoid claiming work that is not their own (kramsinned). 3. Teachers and Higher Authorities: Support for Policies: Teachers are required to understand and support legitimate policies of their institutions and faithfully carry them out, regardless of personal feelings. Channels of Communication: Official business should be conducted through proper channels unless special conditions warrant otherwise (studylib.net) (kramsinned). 4. Teachers and Learners: Student Welfare: The interest and welfare of students are paramount. Teachers must deal justifiably and impartially with students and should not accept gifts or favors in exchange for concessions. Confidentiality: Teachers should hold all confidential information about students and associates inviolate (studylib.net). 5. Teachers and the Community: Community Leadership: Teachers are viewed as intellectual leaders in their communities and are encouraged to provide leadership and counseling services. They should also maintain harmonious relations with other professionals and community members (Teach Pinas) (studylib.net).  Violations of these ethical standards can lead to the revocation of a teacher's certificate of registration and suspension from the practice of the teaching profession, as stipulated in the Philippines Professionalization Act of 1994 (R.A. No. 7836) and related regulations (Teach Pinas) (studylib.net).  These measures ensure that teachers adhere to the highest standards of professional conduct, maintaining the integrity and trust essential to the education profession. C. The Two Elements of a Profession 1. Specialized Knowledge and Long-Term Preparation: Professions require extensive education and training, often involving long and arduous years of preparation. This specialized knowledge distinguishes professionals from amateurs and is necessary to perform their duties effectively. This element emphasizes the commitment to acquiring and continuously updating the necessary skills and expertise in their field. 2. Commitment to Ethical Standards and Public Interest: Professions are characterized by a dedication to ethical standards and a commitment to serving the public interest. Professionals adhere to a code of ethics that governs their behavior and decisions, ensuring that they act with integrity and prioritize the welfare of the community they serve. This commitment includes striving for excellence and maintaining a high level of moral and ethical values in their work. These elements help ensure that professionals provide high-quality services and maintain the trust and respect of the public. Sources: Australian Council of Professions D. The Other Elements of a Profession 1. Initial Professional Education- Professionals generally begin their professional lives by completing a university program in their chosen fields like teacher education, engineering, nursing, etc. This means long and arduous years of preparation. This is just the beginning because a professional is expected to learn endlessly. 2. Accreditation University programs are approved by a regulatory body like the Commission on Higher Education (CHED) in the Philippines to ensure that graduates from these recognized programs start their professional lives with competence. 3. Licensing Licensing is mandatory, not voluntary, and is administered by a government authority. In the Philippines, this government authority is the Professional Regulation Commission (PRC). 4. Professional Development This is an ongoing professional education that maintains or improves professionals’ knowledge and skills after they begin professional practice. In the Philippines this is Continuing Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016. 5. Professional Societies Professionals see themselves as part of a community of like-minded individuals who put their professional standards above the individual self-interest or their employer’s self-interest. These professional societies put dedication to the public interest and commitment to moral and ethical values. Professional societies define certification criteria, manage certification programs, establish accreditation standards and define a code of ethics and disciplinary action for violations of that code. 6. Code of Ethics Each profession has a code of ethics to ensure that its practitioners behave responsively. The code states what professionals should do. Professionals can be ejected from their professional societies or lose their licenses to practice for violating the code of ethics. (McConnell, Steve, Source: http://www.alexsbrown.com/prof9.html.) Lesson 2. Historical Development of Teaching as a Profession The historical development of teaching as a profession is a fascinating journey that reflects the evolution of human societies, cultures, and intellectual pursuits. From the earliest forms of education in ancient civilizations to the complex and multifaceted profession it is today, teaching has undergone profound transformations.  Initially, education was an informal process, with knowledge and skills passed down orally from generation to generation. As societies became more organized and complex, the need for formal education systems emerged, leading to the establishment of schools and the professionalization of teaching. A. Ancient Times The earliest education systems can be traced back to the Sumerians and Egyptians. Around 3500 BCE, the Sumerians had formal education primarily for scribes, using cuneiform script for documenting administrative, economic, and legal matters in schools called edubba (tablet houses), often associated with temples.  Similarly, in ancient Egypt, education was intertwined with religious institutions, where temples ran schools for boys to learn reading, writing hieroglyphics, arithmetic, and religious texts under the guidance of priests.  In ancient China, education was influenced by Confucian ideals, with state-organized education preparing bureaucrats for civil service through rigorous examinations. Schools focused on Confucian classics, poetry, and literature, with teachers being respected scholars.  In ancient Greece, education was a private affair for boys from wealthy families, covering subjects like reading, writing, arithmetic, music, physical education, and rhetoric. Influential philosophers like Socrates, Plato, and Aristotle ran their own schools (Academy and Lyceum), and teaching, though respected, was not institutionalized.  In Rome, education was more formalized, with basic education at the ludus and secondary education at the grammaticus, focusing on grammar, rhetoric, and literature. Wealthy families often hired Greek slaves as private tutors, as the state did not provide public education, making private tuition the norm. B. Medieval Period During the medieval period, education was primarily conducted by the clergy in monastic and cathedral schools. Monastic schools, established by monasteries, educated monks and novices in both religious and secular subjects, playing a crucial role in preserving classical knowledge during the Dark Ages. Cathedral schools, set up by bishops in major towns and cities, educated clergy and often admitted lay students, teaching subjects like theology, philosophy, Latin, and the liberal arts. Teachers in these institutions were clergy members.  The establishment of medieval universities in the 12th and 13th centuries, such as the University of Bologna and the University of Paris, marked a significant development in higher education. These universities, which began as guilds or associations of students and teachers, developed structured curricula and degrees in arts, law, medicine, and theology. Professors were required to have advanced knowledge in their fields, marking the start of the teaching C. Renaissance and Enlightenment The Renaissance (14th-17th centuries) brought a renewed interest in classical texts and human potential, emphasizing the study of humanities. Humanist educators like Erasmus promoted a curriculum that included grammar, rhetoric, poetry, history, and moral philosophy, reshaping education and teaching during this period.  The Enlightenment period saw further educational reforms, with philosophers like John Locke and Jean-Jacques Rousseau advocating for practical, child-centered education. Locke's Some Thoughts Concerning Education (1693) emphasized the development of character and reasoning over rote memorization. Rousseau's Emile, or On Education (1762) proposed that education should be natural and aligned with the child's development stages, advocating for learning through experience rather than formal D. Early Spanish Period During the Spanish colonization of the Philippines, education was primarily religious, provided by religious orders such as the Augustinians, Franciscans, Jesuits, and Dominicans. Schools were established alongside churches to teach reading, writing, arithmetic, and Christian doctrine. This period saw the foundation of the first formal educational institutions in the country, though education was limited to the elite and focused on religious instruction. E. American Period The American colonial period marked a significant transformation in the Philippine educational system. In 1901, Act No. 74 established the Department of Public Instruction, creating a centralized public school system. The act mandated free primary education and established the Philippine Normal School (now Philippine Normal University) to train Filipino teachers. The arrival of the Thomasites, a group of American teachers, helped to professionalize teaching. They introduced new teaching methods, improved educational standards, and emphasized the importance of secular education. F. Japanese Occupation During the Japanese occupation in World War II, the educational system was disrupted. The Japanese aimed to use education for propaganda, promoting Japanese culture and values while suppressing American influence. Despite the turmoil, Filipino teachers adapted and continued to educate students under difficult conditions. G. Post-Independence Era After gaining independence in 1946, the Philippines focused on rebuilding and expanding its educational system. Presidential Decree No. 1006, issued by President Ferdinand Marcos in 1976, was a significant milestone. It recognized teaching as a profession and set standards for teacher qualifications and certification. The decree aimed to enhance the quality of education by ensuring that teachers were properly trained and qualified. H. 20th Century The 20th century witnessed the further professionalization of teaching, with the development of educational psychology, pedagogical theories, and research-driven teaching methods. Influential figures like John Dewey promoted progressive education, emphasizing experiential learning and the role of schools in democratic societies.  Teacher certification programs were developed to ensure teachers met certain standards and qualifications, often requiring completing a teacher education program and passing exams. Teachers' unions, such as the National Education Association (NEA) in the U.S., formed to advocate for teachers' rights, better pay, working conditions, and professional development opportunities.  The Philippine Teachers Professionalization Act of 1994 (R.A. No. 7836) further solidified the professionalization of teaching. This law established the Professional Regulation Commission (PRC) to oversee the licensure and regulation of teachers. It required teachers to pass the Licensure Examination for Teachers (LET) to practice legally. The act also emphasized the importance of continuing professional education and ethical standards in the teaching profession. I. 21st Century The advent of digital technology has transformed education in the 21st century. Interactive whiteboards, online resources, e-learning platforms, and educational software are now integral to teaching. The COVID-19 pandemic accelerated the adoption of online education, making virtual classrooms and digital pedagogy essential skills for teachers.  Today, the teaching profession in the Philippines continues to evolve. Teachers are required to engage in lifelong learning and professional development to stay updated with the latest educational practices and technologies. The Department of Education (DepEd) and the Commission on Higher Education (CHED) play crucial roles in shaping policies and programs that support the continuous improvement of teachers' skills and Lesson 3. Teaching as a Vocation and Mission A. Teaching as a Vocation Teaching as a vocation is grounded in the belief that education is a higher calling, one that goes beyond the mere transmission of knowledge. It is characterized by an intrinsic motivation to foster learning and growth in others.  Teachers who view their work as a vocation often exhibit a profound sense of purpose and dedication. They are motivated by a deep-seated passion for their subject matter and an equally strong commitment to their students' success and well-being.  These educators are willing to invest considerable time and effort into their teaching, often going beyond the required duties to ensure their students receive the best possible education.  A vocational approach to teaching involves continuous self-improvement and professional development. Teachers are lifelong learners who seek to stay abreast of new educational methodologies, technological advancements, and subject matter knowledge.  They are reflective practitioners who regularly assess and adapt their teaching strategies to meet the evolving needs of their students. This commitment to personal and professional growth underscores the depth of their dedication to the vocation of teaching. B. Teaching as a Mission When teaching is viewed as a mission, it encompasses a broader social and ethical dimension. Educators who embrace this perspective see their work as a means to contribute to the greater good. They understand that education is a powerful tool for social change, capable of addressing issues of inequality, injustice, and exclusion.  These teachers strive to create inclusive classrooms where every student feels valued and supported. They are advocates for educational equity, working tirelessly to ensure that all students, regardless of their socioeconomic background, race, gender, or abilities, have access to quality education.  Mission-driven teachers are often involved in their communities, understanding that learning extends beyond the classroom walls. They may participate in or organize community outreach programs, mentorship initiatives, and extracurricular activities that support students' development. They aim to cultivate a sense of civic responsibility and social awareness in their students, encouraging them to become active, informed, and compassionate members of society. C. The Intersection of Vocation and Mission The intersection of teaching as a vocation and a mission creates a holistic approach to education that emphasizes both personal fulfillment and societal impact. Teachers who embody both aspects are not only passionate about their subjects and dedicated to their students' academic achievements but also committed to fostering a more just and equitable world. They recognize the importance of nurturing the whole child, addressing their intellectual, emotional, and social needs.  Such educators serve as role models, exemplifying the values of integrity, empathy, and perseverance. They inspire their students to pursue their passions, think critically, and act ethically. The relationship between teacher and student in this context is collaborative and transformative, characterized by mutual respect and a shared commitment to learning and growth. D. Challenges and Rewards Teaching as a vocation and mission is not without its challenges. Educators often face significant pressures, including large class sizes, limited resources, and the diverse needs of their students. They must navigate the complexities of educational policies, standardized testing, and administrative demands.  Despite these challenges, the rewards of teaching are profound. The opportunity to make a lasting impact on students' lives, to witness their growth and achievements, and to contribute to the betterment of society provides a deep sense of fulfillment and purpose. E. Conclusion In conclusion, viewing teaching as both a vocation and a mission transforms it from a mere occupation into a meaningful and impactful life pursuit. It calls for a balance of passion, dedication, and social responsibility, demanding educators who are committed to their own continuous growth and the holistic development of their students.  By embracing this dual perspective, teachers play a crucial role in shaping not only individual futures but also the future of society, making education a cornerstone of progress and equity. CHAPTER 2 Lesson 1: The Demands of Society from the Teacher as a Professional The demands society places on teachers as professionals are extensive and reflect the critical role educators play in shaping the future. Teachers are expected to meet a range of professional standards that address both their expertise and their broader responsibilities. A. Expertise and Continuous Professional Development One of the foremost demands is that teachers possess a deep and current understanding of their subject matter and effective teaching methodologies. This requirement goes beyond initial qualifications, as teachers are expected to engage in continuous professional development to stay updated with the latest educational research, technological advancements, and evolving pedagogical strategies.  This commitment ensures that teachers can provide high-quality instruction and adapt to new challenges in the educational landscape. Professional development opportunities may include attending workshops, pursuing advanced degrees, participating in professional learning communities, and staying informed about innovations in their field. B. Ethical Standards and Role Modeling Teachers are also required to uphold high ethical standards and act as role models for their students. This encompasses demonstrating integrity, fairness, and respect in all interactions.  Educators are expected to model positive behavior and attitudes, thereby influencing students' social and moral development. They must maintain professionalism in their conduct, handle confidential information appropriately, and address any biases or prejudices in their practice. This role-modeling extends to promoting a positive classroom environment where students feel safe, respected, and valued. C. Creating Inclusive Learning Environments A significant societal expectation is that teachers create and sustain inclusive learning environments. This involves addressing the diverse needs of students, including those with different learning styles, abilities, and backgrounds.  Teachers must implement differentiated instruction strategies to accommodate these differences and ensure that all students have equitable access to learning opportunities. They are also responsible for fostering a culture of empathy, understanding, and inclusivity, where students learn to appreciate diversity and collaborate effectively. This includes addressing issues of bullying, discrimination, and emotional or behavioral challenges that may affect students' learning experiences. D. Collaboration and Community Engagement Teachers are increasingly expected to engage in collaborative practices within the educational community. This can involve working with colleagues to develop and refine curricula, participating in school-wide initiatives, and mentoring newer teachers.  Collaboration extends to communication with parents and guardians, as building strong partnerships with families is essential for supporting student success. Teachers must effectively communicate students' progress, address concerns, and involve parents in the learning process to create a E. Addressing Social Issues In addition to their educational roles, teachers are often called upon to address broader social issues within the school setting. This includes recognizing and responding to the impacts of socioeconomic factors, such as poverty and instability, on students' academic performance and well-being.  Teachers may need to provide additional support or resources to students facing challenges and advocate for necessary interventions or services. They are also expected to promote social justice, equity, and inclusivity within the classroom and the school community. This advocacy may involve working to close achievement gaps, ensuring that all students have access to quality educational resources, and participating in policy discussions to influence educational reforms. F. Advocacy and Policy Influence Teachers are also seen as advocates for their students and the education system. They are expected to contribute to discussions on educational policies and practices at various levels, from local school boards to national education departments.  By participating in these conversations, teachers can help shape policies that better support student needs and improve the overall educational environment. This advocacy role involves staying informed about policy changes, engaging in professional organizations, and actively participating in educational reform efforts. G. Inspiring and Empowering Students Ultimately, society expects teachers to not only impart knowledge but also inspire and empower students to become active, informed, and compassionate citizens. Teachers are tasked with helping students develop critical thinking skills, a love for learning, and a sense of social responsibility.  They play a crucial role in fostering students' personal growth and preparing them to navigate and contribute positively to the world. This involves encouraging students to explore their interests, set goals, and develop the skills necessary to achieve them.  The demands placed on teachers as professionals are comprehensive and multifaceted. They encompass maintaining expertise and ongoing professional development, upholding ethical standards, creating inclusive and supportive learning environments, engaging in collaboration and community involvement, addressing social issues, influencing educational policy, and inspiring students.  These expectations reflect the profound impact teachers have on individuals and society, highlighting the importance of supporting and valuing their contributions. Lesson 2. The Demands of Society from the Teacher as a Person The expectations society places on teachers extend beyond their professional capabilities, encompassing the personal qualities and characteristics that shape their effectiveness and interactions with students. As individuals, teachers are expected to embody a range of attributes that contribute to their role as influential mentors and role models. A. Empathy and Compassion At the core of societal demands is the need for teachers to exhibit profound empathy and compassion. Teachers are expected to connect with students on a personal level, understanding their emotional and psychological needs. This involves recognizing and responding to students' struggles, whether they are academic, emotional, or social.  Teachers must create a supportive environment where students feel safe and valued, and where their individual challenges are addressed with sensitivity and care. This empathy helps build trust and fosters a positive teacher-student relationship, which is crucial for effective learning and development. B. Integrity and Professionalism Integrity and professionalism are fundamental personal attributes expected from teachers. Society relies on teachers to model ethical behavior and demonstrate honesty, reliability, and fairness in all interactions.  Teachers are often entrusted with confidential information about students and their families and are expected to handle this information with discretion and respect. Their behavior should align with the values they teach, serving as a role model for students in terms of ethics, responsibility, and respect.  This commitment to professionalism extends to maintaining appropriate boundaries and upholding a high standard of conduct both inside and outside the classroom. C. Resilience and Adaptability The teaching profession is inherently demanding and unpredictable, requiring teachers to be resilient and adaptable. Teachers face various challenges, including managing diverse classroom dynamics, addressing individual student needs, and dealing with external pressures such as administrative tasks and limited resources.  Society expects teachers to handle these pressures with poise and resourcefulness, adapting their approaches as needed to maintain an effective learning environment. This resilience is crucial for managing stress and overcoming obstacles, ensuring that teachers remain focused on their students' success despite the challenges they may face. D. Passion and Commitment Passion and commitment are highly valued personal qualities in teachers. Society expects educators to demonstrate a genuine enthusiasm for their subject matter and a strong dedication to their students' success.  This passion often translates into going beyond the basic requirements of the job, such as participating in extracurricular activities, engaging in school events, and providing additional support to students outside regular class hours. Teachers who are committed to their students' personal and academic growth inspire and motivate their learners, contributing to a more dynamic and enriching educational experience. E. Effective Communication Skills Effective communication is another critical demand placed on teachers. Teachers must be able to clearly articulate their ideas, listen actively to students, parents, and colleagues, and engage in meaningful dialogue. This involves not only conveying academic content but also facilitating discussions, providing constructive feedback, and addressing concerns.  Teachers need to be adept at both verbal and non-verbal communication, ensuring that their interactions are clear, respectful, and supportive. Good communication skills help build strong relationships with students and their families, fostering a collaborative and positive learning environment. F. Commitment to Personal Growth and Self-Care Finally, society expects teachers to prioritize their own personal growth and well-being. The demands of teaching can be emotionally and physically taxing, and it is important for teachers to engage in self-care practices to maintain their effectiveness. This includes managing stress, seeking support when needed, and engaging in activities that promote personal well-being.  By modeling a balanced approach to life and work, teachers can better support their students in developing similar resilience and self-care habits. Personal growth and self-care also contribute to sustained enthusiasm and energy, which are essential for long-term success in the profession.  The demands placed on teachers as individuals are extensive and reflect the significant role they play in shaping students' lives and the broader educational environment. Society expects teachers to embody empathy, integrity, resilience, passion, effective communication, and a commitment to personal growth. These personal attributes are essential for creating a supportive, effective, and enriching learning environment, highlighting the profound impact that personal qualities have on the teaching profession.