Cvsu Educ 55 Teaching Profession Syllabus PDF

VPAA-QF-10 CvSU Vision Republic of the Philippines CvSU Mission The premier university CAVITE STATE UNIVERSITY...

VPAA-QF-10 CvSU Vision Republic of the Philippines CvSU Mission The premier university CAVITE STATE UNIVERSITY Cavite State University shall in historic Cavite globally recognized Imus Campus provide excellent, equitable and for excellence in character relevant educational opportunities in Cavite Civic Center, Palico IV, Imus City, Cavite development, academics, research, the arts, science and technology innovation and sustainable  (046) 471-6607/ 471-6770 through quality instruction and community engagement. www.cvsu.edu.ph relevant research and development activities. It shall produce professional, skilled and morally upright individuals for global competitiveness. TEACHER EDUCATION DEPARTMENT COURSE SYLLABUS First Semester, AY 2024- 2025 Credit Course Code EDUC 55 Course Title The Teaching Profession Type Lecture 3 Units This course deals with the understanding of the roles of a teacher as a person and as a professional within the context of national and global Course teachers’ standards, educational philosophies, and legal bases. It includes knowledge of core values that uphold the dignity of the teaching Description profession, discussion of the code of ethics for professional teachers, and awareness and understanding of existing laws and jurisprudence governing professional rights privileges and responsibilities, and teachers’ roles in the society as transformative agents of change. BSed – E1A Wednesday (5:00 – 7:00) Pre-requisite NONE EDUC 55 Course Schedule BSed – E1B Saturday (7:00 – 9:00) BSed – E1C Saturday (9:00-11:00) Students are expected to live by and stand for the following University tenets: TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class activities and in the development of projects. EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and commitment in the assigned tasks, class performance and Core Values other course requirements. SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in dealing with their peers and members of the community. In addition, they should exhibit love and respect for nature and support for the cause of humanity. In addition to and in support of its mission and policies embodied in the Charter, the University shall University 1. provide general education program that will promote national identity; cultural consciousness, moral integrity, and spiritual vigor; Goals 2. train the nation's manpower in skills required by national development V03-2023-03-21  3. develop professions that will provide leadership for the nation; an advance knowledge through research and apply new knowledge for improving the quality of human life; 4. respond effectively to changing societal needs and conditions; 5. act in recognition of professional, social and ethical responsibility; and preserve and promote Filipino historical and cultural heritage. The Teacher Education Department intends to accomplish the following: 1. produce effective institutional leaders and mentors who would facilitate learning for all genders; Objectives of 2. equip students of all genders with knowledge, skills, attitudes, values necessary to become efficient educators in a dynamic society; the 3. conduct relevant research in the different areas of education to enrich the learning process and ensure inclusivity; Department 4. provide relevant community services to disseminate information and technology for its improvement and development considering gender diversity; and 5. develop alternative teaching approaches for diverse and multicultural learners, promoting gender equality. Program Educational Objectives (based on the program CMO no. 75 s. 2017) The Bachelor of Secondary Education graduates are able to: 1. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts; 2. demonstrate mastery of subject matter/discipline; 3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment considering gender diversity; 4. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners ensuring gender equality; 5. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices; 6. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes acknowledging gender perspectives; 7. practice professional and ethical teaching standards sensitive to the local, national, and global realities including gender issues; and 8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities promoting gender equality. 9. promote and fulfill the rights of women including the whole marginalized sector in all spheres including the rights to substantive equality and non- discrimination (MCW section 5.c. lifted from CHED CMO no. 1 s. 2015) Student Outcomes and Relationship to Program Educational Objectives Program Educational Objectives Program/Student Outcomes (based on the program CMO) (based on the program CMO) 1 2 3 4 5 6 7 8 The students should: Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological a ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ and political contexts. b. Demonstrate mastery of subject matter/discipline. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ V02-2020-07-01  Practice professional and ethical teaching standards sensitive to the changing local, national, c. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ and global realities. Pursue life-long learning for personal and professional growth through varied experiential and d. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ field-based opportunities. Course Outcomes and Relationship to Student Outcomes Program Outcomes Addressed by the Course Program Outcomes Code After completing this course, the students must be able to: a b c d e f 1. Demonstrate understanding of the philosophical, historical, legal, socio-cultural and political factors that I/D I E E D D influence teaching and its development as a profession; 2. Articulate a personal philosophy of teaching that is learner-centered; I/E E E E D D 3. Demonstrate understanding of existing laws and related jurisprudence governing professional ethics, E E E E D D professional rights, privileges, and responsibilities. 4. Manifest dignity in the teaching profession through caring attitude, respect, integrity in teaching. E E E E D D 5. Formulate a plan to realize professional development goals based on the Philippine Professional Standards E E E E D D for Teachers. *Level: I-Introductory E- Enabling D-Demonstrative COURSE COVERAGE Week Intended Learning Topic Teaching and Mode of Resources Outcomes- Due Date of No. Outcomes (ILO) Learning Delivery Needed based Submission of Activities Assessmen Output (TLA) t (OBA) 1 After the completion of I. Classroom Management and Lecture Lecture-based Course Syllabus One-page Week 2 the orientation, Orientation of Syllabus Class Discussion paper on students should be Discussion student able to: A. CvSU Mission and Vision Activity expectations 1. Inculcate in B. Course Overview about the their minds C. Classroom Rules/Netiquette subject. and hearts the D. Gender Sensitivity and mission and Orientation vision of the E. Syllabus university. 2. Know the course overview; and 3. Understand the proper V02-2020-07-01  classroom decorum. 2-5 After the completion of II. Nature and Teaching and Teacher Active learning Lecture-based Reference book Small group Week 3 the lesson, students Roles and facilitated Discussion presentation should be able to: discussion. Reading of outputs. 1. Identify the A. What is teaching? Brainstorming materials Respective different roles 1. Teaching as a Profession session will brainstorming of a teacher in 2. Teaching as a Vocation and serve as an Collaborative groups will society. Mission initiating activity Method post their 2. Give specific on “what outputs on a examples on B. The Roles of Teacher teaching is” and Power Point Gallery Wall. how teachers 1. As a Person “what teaching is presentation The outputs perform their 2. As a Professional not”, and on the will describe duty in the 3. As a Community Leader “roles of a Visual aids and explain community. and Social Advocate teacher”. “what 3. List down and 4. As a Model of Character Outputs may be Laptop teaching is, discuss the 5. As an Expert processed or “what domains that refined by Projector teaching is teachers C. Challenges in Teaching semantic not”, and the should be 1. Multicultural classrooms mapping. “roles of a competent in 2. Learner-centered teaching teacher”. teaching 3. Multi-grade classes Interview a based on the 4. ICT integration teacher in the Gallery walk Professional 5. Brain – based education field. PSTs will may then be Standards for 6. Multiple Intelligences interview used for teachers in 7. Children with special needs teachers to learn constructive the how they dealt criticism to Philippines D. UNESCO’s 4 Pillars of with or further (PPST). Education overcame enhance the 4. Identify and specific outputs. explain the challenges in different their Role playing. challenges in professional PSTs will teaching to practice. portray the respond or various roles meet the of a teacher needs of the as well as learners, how teachers V02-2020-07-01  deal with or overcome challenges that they may encounter in their professional practice. 6-8 After the completion of III. Philosophy of Education and Independent Lecture-based Reference book Essay. Week 8 the lesson, students Personal Philosophy of Teaching reading of Discussion PSTs will should be able to: books, articles, Power Point write an 1. Discuss the A. What is philosophy of and journals presentation essay philosophical Education? (online or print) discussing foundations of 1. Definition and nature on the historical Visual aids how the present 2. Philosophy of Education and legal education educational context of Laptop evolved and system. B. Philosophical Foundations education. was shaped 2. Make of Educations Projector by various connections 1. Western Philosophies Socialized philosophies between - Idealism recitation on the and make philosophy, -Realism historical and connections education and -Pragmatism/Experimentalism legal context of between the teaching education. these profession. 2. Eastern Philosophies educational 3. Formulate and -Hinduism Explicit philosophies express a -Buddhism instruction on and the personal, -Confucianism writing a teaching learner- -Taoism personal profession. centered -Zen Buddhism philosophy. For Small group philosophy of -Christian Philosophy guides and presentation teaching. -Saracen Philosophy rubric visit: of outputs. https://cei.umn.e Alternatively, 3. Contemporary Philosophies du/writing-your- respective -Perennialism teaching- groups are -Essentialism philosophy given topics Existentialism to be -Progressivism presented on - Social Reconstruction an - Post – modern Philosophies appropriate V02-2020-07-01  graphic C. Principles and Philosophy organizer. of Philippine Education The graphic 1. Article II, Sec. 17 (1987 organizer Phil, Constitution) should show 2. Article XIV, Sec 1-2 (1987 and explain Phil. Constitution) the influence or connection D. Personal Philosophy of of the Teaching philosophies 1. Importance of a personal to education philosophy of teaching and teaching 2. How to write your personal in terms of philosophy of teaching? goals of education, teaching approaches, teacher roles and real-life examples. Writing a personal, learner- centered philosophy of teaching. Students will formulate and write their learner- centered philosophy of teaching using the guide questions agreed upon V02-2020-07-01  in class. Outputs may be presented orally in class, as a blog or a vlog. The written output will serve as an artifact in the end of term portfolio. 9 MIDTERM EXAMINATION 10-13 After the completion of IV. The Teacher as a Professional Socialized Lecture-based Reference book Situational Week 13 the lesson, students recitation on Discussion paper and should be able to: A. The Professionalization of laws pertaining Power Point pencil test on 1. Explain how Teaching to teachers and presentation laws professional 1. Decree Professionalizing the teaching pertaining to teachers (PD 1006) profession. Visual aids teachers and should relate 2. The Philippine Teachers’ the teaching to the state, Professionalization Act (RA Sharing of Laptop profession. community, 7836) personal parents and 3. Amendments to certain experiences, Projector Case stakeholders; sections of R.A. 7836 (RA observations or analysis of relate to the 9293) insights on the classroom or learners, the implementation school teaching of laws practices community B. Professional Ethics pertaining to the related to the and higher 1. Code of Conduct for professionalizati laws directly authorities, Professional Teachers on of teachers. affecting the and conduct 2. Code of Conduct for Public teacher as a himself/herself Officials and Employees (RA Inviting a professional. as a person in 6713) resource A critical the teaching person/expert. A situation or profession C. Teacher Welfare and master teacher, case is and in Privileges – The Magna Carta school head or discussed business. for Public School Teachers other expert may and (RA 4670) be invited to analyzed, V02-2020-07-01  2. Discuss on discuss on focusing on the various D. Teachers’ Rights, Duties and teachers’ rights, how laws laws Responsibilities - The privileges, were applied governing Education Act of 1982 (BP welfare and in arriving at teacher rights, 232) responsibilities. a resolution privileges, to the case. welfare and E. Teachers as Persons in Results of responsibilitie Authority (CA 578) analysis will s and reflect be presented on how they in appropriate apply in real graphic life. organizers 14-15 After the completion of V. Other Laws Relevant to the Facilitated Lecture-based Reference book Annotated Week 15 the lesson, students Teaching Profession discussion and Discussion summary. should be able to: socialized Power Point Students, in 1. Discuss the A. R.A. 6728 – Government recitation on presentation small groups, details and Assistance to Students and laws relevant to will make provisions of Teachers in Private Education teachers and the Visual aids annotated laws B. R.A. 8545 – Expanded teaching summaries of significant to Government Assistance to profession. Laptop pre-assigned the teaching Students and Teachers in laws. The profession Private Education Act Group reporting Projector annotations and how they C. R.A. 7877 – Anti – Sexual or panel and apply to the Harassment Act of 1995 discussion of the discussions teaching D. R.A. 8190 – Granting to laws relevant to shall focus on profession. Priority to Residents of the teachers and the the Barangay, Municipality or City teaching significance, where the school is located, in profession. applications the Appointment or and Assignment of Classroom implications Public School Teachers Invite a resource of the E. R.A. 9262 – Anti-Violence person/expert. A provisions of Against Women and their resource person laws to the Children Act of 2004 from the Gender teaching F. R.A. 9710 – The Magna Carta and profession. of Women Development G. R.A. 8491 – Flag and Heraldic office may be Process: Cide of the Philippines invited to Group discuss on presentation V02-2020-07-01  H. R.A. 10157 – The specific laws like and Kindergarten Education Act RA 7877, RA discussion of I. R.A. 10533 – Enhanced Basic 9262 and RA outputs to the Education Act of 2013 9710. whole class. J. R.A. 10931 – Universal Output: Access to Quality Tertiary Annotated Education Act summary K. Republic Act of No. 10912 – Continuing Professional Reflection Development (CPD) Act of paper. The 2016 students will write a reflection paper on the laws discussed by the resource person with emphasis on the applications and implications of the laws to the teaching profession. 16-17 After the completion of VI. Professionalism and Online group Lecture-based Reference book Small group Week 17 the lesson, students Transformative Education research on the Discussion presentation should be able to: 21st century Power Point of outputs. 1. Describe the A. The 21st Century Teacher teacher presentation Groups evolution of -Ways of thinking characteristics choose an competencies -Ways of working and Visual aids appropriate and standards - Tools for working transformative graphic in response to - Skills for living in the world education. Laptop organizer to changing describe the societal B. Transformative Education Facilitated Projector evolution of demands in discussion and competencie the teaching C. Qualifications as socialized s and profession. Frameworks recitation. standards V02-2020-07-01 2. Set plans for -ASEAN Qualifications based on the personal Framework (AQRF) Active learning changing growth and -Philippine Qualifications and facilitated societal professional Framework (PQF) discussion on demands on development qualifications the teaching based on the D. The National Competency- frameworks profession. Philippine Based Teacher Standards using Professional (NCBTS) presentations Authentic Standards for and conference writing/planni Teachers reports. ng. Students (PPST) E. The Philippine Professional describe their Standards for Teachers Document reasons and (PPST) analysis. motivations in -Development and Facilitated taking a characteristics analysis of the career in -Salient features and NCBTS and teaching. components D.O. 42, s. They then -Career Stages 2017-National describe their -Domains Adoption and real-life plans -Strands Implementation to finish the -Indicators of the Philippine pre- service Professional program and Standards for continue their Teachers. Video professional presentation. development The explainer through in- video on PPST service may be based on the downloaded AQRF, PQF, from and the https://www.yout standards ube.com/watch? stipulated in v=a the PPST. A5cD474aIU&t= They further 37s and chronicle presented to the their action class. plan to achieve their goals. V02-2020-07-01  For more details on authentic writing visit: http://talkswit hteachers.co m/auth enticwriting/ 18 FINAL EXAMINATION TOTAL NUMBER OF HOURS: 54 COURSE REQUIREMENTS Lecture Requirements: 1. Mid-Term Examination 2. Final Examination 3. Submission of Outputs/Reflection Paper/Written Report/Portfolio 4. Class Reporting 5. Class Attendance 6. Class Participation *All exams must follow a Table of Specifications (TOS) and Rubrics for evaluation of student’ performance or projects. GRADING SYSTEM Examination Long Exam/Quizzes 15% Midterm Exam 20% Final Exam 20% Other Requirements Class Participation 10% Output/Portfolio 25% Attendance 10% TOTAL: 100% STANDARD TRANSMUTATION TABLE FOR ALL COURSES V02-2020-07-01  96.7 – 100.0 1.00 93.4 – 96.6 1.25 90.1 – 93.30 1.50 86.7 – 90.0 1.75 83.4 – 86.6 2.00 80.1 – 83.3 2.25 76.7 – 80.0 2.50 73.4 – 76.6 2.75 70.0 – 73.3 3.00 50.0 – 69.9 4.00 Below 50 5.00 INC Passed the course but lack some requirements. Dropped If unexcused absence is at least 20% of the Total Class Hours. Total Class Hours/Semester: 54 hours Lecture CLASS POLICIES A. Attendance Students are not allowed to have 20% or more unexcused absences of the total class hours; otherwise, they will be graded as “DROPPED”. B. Classroom Decorum During face-to-face mode Students are required to: 1. wear identification cards at all times; 2. wear face mask at all times 3. observe physical /social distancing at all times. 4. clean the classroom before and after classes; 5. avoid unnecessary noise that might disturb other classes; 6. practice good manners and right conduct at all times; 7. practice gender sensitivity and awareness inside the classroom; and 8. come to class on time. During distance mode Students are required to: 1. sign an honor system pledge; 2. avoid giving or receiving unauthorized aid of any kind on their examinations, papers, projects and assignments, 3. observe proper netiquette during on-line activities, and 4. submit take home assignments on time. C. Examination/ Evaluation 1. Quizzes may be announced or unannounced. 2. Mid-term and Final Examinations are scheduled. V02-2020-07-01  3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of ”0” for the first offense. For the second offense, the student will be automatically given a failing grade in the subject. 4. Students who will miss a mid-term or final examination, a laboratory exercise or a class project may be excused and allowed to take a special exam, conduct a laboratory exercise or pass a class project for any of the following reasons: a. participation in a University/College-approved field trip or activity; b. due to illness or death in the family; and c. due to force majeure or natural calamities. REFERENCES & SUPPLEMENTARY READINGS List of References Bauzon, Prisciliano T. (2012). Handbook in Legal Bases of Education 2e. National Book Store, Inc., Mandaluyong City, Philippines. Bilbao, P.P. Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2015). The Teaching Profession. Lorimar Publishing Inc., Quezon City, Philippines. De Belen, Rustico T. (2011). Education Laws and Jurisprudence: A Developmental Perspective. C & E Publishing. Duka, Cecilio D. (2009) The Law and the Teaching Profession in the Philippines. C & E Publishing Inc. Pila, R.A., Quendangan, M.M., Doctolero, P.L. (2013). The Teaching Profession in the Philippines. Anvil Publishing Nolledo, Jose N. (1995). The 1982 Education Act of the Philippines: Annotated. National Book Store, Inc. Mandaluyong City, Philippines. Republic Act No. 6713 – Code of Conduct for Public Officials and Employees CMO No. 52, s. 2007 – Addendum to CMO 30, s. 2004 (NCBTS) DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) Teacher Education Council (2017). Philippine Professional Standards for Teachers. Teacher Education Council, Department of Education. De Leon, Hector S. & De Leon, Hector Jr. M. (2014) Textbook on the Philippine Constitution, 17e. Rex Bookstore, Inc., Quezon City Philippines Ornstein, Allan C. (2016). Foundation of education 13th ed, Cengage Learning Ozmon, Howard. (2012). Philosophical Foundations of Education. Pearson. Supplementary readings: Beatty, J. E., Leigh, J. S. A., & Dean, K. L. (2008). Philosophy Rediscovered. Journal of Management Education, 33(1), 99– 114.doi:10.1177/1052562907310557. Available online at sci-hub.tw/10.1177/1052562907310557 Haave, N. 2014. Developing students’ learning philosophies. The Teaching Professor, 28(4): 1 & 4. Available online at https://www.facultyfocus.com/articles/philosophy-of- teaching/six-questions-will-bring-teaching-philosophy-focus/ Sample template for writing personal philosophy is available at : http://www.qu.edu.qa/static_file/qu/offices%20and%20departments/OFID%20office/Documents/Online%20Training/19- An_example_template_of_teaching_philosophy.pdf V02-2020-07-01  Brubacher, John S. (1978). Modern Philosophies of Education. New York: McGraw – Hill Book Co. Holmes. (2015). Creative education handbook: Vol. 5. CLANRYE INTERNATIONAL. Orteza, Evelina M. (2001). Philosophy of Education: A Collection of Essay. Rex Book Store, Inc. Custodio, Lourdes J. (2003) Philosophy of Education and Values. UST Publishing House. Tehie, Janice B. (2007). Historical foundations of education: Bridges from the ancient world to the present. Pearson/Merrill Prentice Hall Publications. https://www.officialgazette.gov.ph www.deped.gov.ph https://lawphil.net Revision Date of Revision Date of Implementation Highlights of Revision Number Prepared by: Evaluated by: Approved: ANNALYN O. CANALETA MA. CARLOTA G. BAGUION DR. JENNY BEB F. ESPINELI Assistant Professor II Department Chairperson Campus Administrator E-mail Address:[email protected] Department of Teacher Education College/Campus: CvSU Imus Campus Date Prepared: October 19, 2024 E-mail Address: [email protected] Date Approved: ________________________ Date Evaluated: ____________________________ V02-2020-07-01