Teaching Profession PDF

TEACHING PROFESSION Different Needs of Teachers Unit 1 – Nature of Teaching and Teacher Economic Needs Roles While teaching is not a profession to TEACHING...

TEACHING PROFESSION Different Needs of Teachers Unit 1 – Nature of Teaching and Teacher Economic Needs Roles While teaching is not a profession to TEACHING as engagement with learners to enable make people rich, teachers also need their understanding and application of money to sustain their everyday needs knowledge, concepts and processes. and to feed their families Security and Justice PROFESSION Some teachers suffer from the perils of a paid occupation, especially one that injustice. Some teachers are victims. involves prolonged training and a formal Some of them are victims of school qualification. officials too. Their promotions are sometimes tainted by giving lavish gifts Objective rather than merit and performance. 1. Explain what teaching is and describe the Needs for recognition and appreciation various roles of a teacher The school should provide them with a nurturing environment that allows The Teacher as Individual Person individual and professional growth. The Understanding the teaching profession school should also recognize the requires deeper appreciation of the lives of outstanding works and commitments teachers as individuals in the society. for others. Teachers are given high regard in the Spiritual Support society for the multiple roles they perform aside Teaches are molding the minds of the from teaching. As society becomes more next generation’s leaders and citizens. In complex and its values are becoming more doing these tasks, teachers need some pluralistic, the areas of responsibility for form of spiritual guidance and inspiration teachers become wider (Pelletier 2004). regardless of their religion Role Clarity Cohen, Manion, and Marrision (1996) Identify the various roles of a teacher , to pointed out that teaching is more than just a simple job. Teaching as a higher calling and a explore how clear the expectations for commitment to make positive changes in the each role are (role clarity), and to society and in the lives of all people they teach. understand possible tensions between different conflict. Social Needs 1. Brain: To always think critically and Teachers need to have good relationship creatively with other social agencies and groups. They need to build good relationship with 2. Eyes: To see the individual needs, families, community leaders, and other strength, and nature of each student. professionals. 3. Ears: To listen to students’ ideas and Cope with various challenges and Changes concerns. 4. Hands: To guide students and show the The teaching profession requires teachers right direction. to respond to different challenges and 5. Heart: to love all the students regardless changes brought by information of who and what they are. technology, changing social value system, 6. Mouth: To speak the truth, discuss the economic challenges, and cultural knowledge, and speak wisdom to diversity. students 7. Feet: To walk with the students, explore The Teacher as a Professional the surroundings, and discover new By virtual of Republic Act 7836, amended by knowledge and information. Republic Act 9293, teaching was 8. Nose: To breathe deeply and relax when professionalized and thereby requiring feeling tired or pressured. teachers to take the Licensure Examination for Teachers Have Different Needs Teachers (LET). As professionals, teachers 1. Emotional are bound to perform specific duties to the 2. Social society specially to schools and students 3. Spiritual guided by a professional code of ethics. 4. Physical Seven Rs of Professional Teachers 5. Economic Remember: To perform your duties with high are keepers of values and traditions of different degree of professionalism. A teacher should cultures around the world. not allow his/her integrity to be destroyed due Many people considered them as prophets, to personal greed and bad politics spiritual leaders, and great mentors Respond: To respond to the needs of each Teacher as a Role Model student with outmost level of concern to the By: Clarendon Learning welfare and well-being of each student Recognize: Teacher must continiuosuly seek One way to become a good role model is to professional carrer advancements through show the students you are a person just like joining professional associations, attending them. They need to know you can make continuing education activities for teachers, mistakes, and you learn from them. The and doing graduate studies. “teacher makes no mistakes” attitude only sets you up for more criticism when you do fail in Reawaken: Reawaken your passion and the eyes of your class. sense of mission to serve all types of lerners regardless of their religion, soci-economic For example, misspelling a word on the board status, gender, race , intellectual ability, and may lead to a criticizing comment by a student, leraning modalities, but your reaction can go a long way in showing your humanness. No need to argue or get on Renew: Renew your committement to help the kid who points it out, simply thank her, each leraner to leran in order to have a better accept the error and move on. The response future. A teachermust believe that each child shows other students making mistakes is okay, can have a good future if we help them with the and accepting criticism is not the end of the knowledge and skills that we teach them. world and can be helpful. Re-evaluate: Re-evaluate your attitude toward Next, be careful with the personal remarks you students and your work ethics make about a student in front of other students. It can often be easy to do especially in the heat Relearn, learn, unlearn: Keep updated with of the moment, or when you are having a new knowledge and information. A teacher conflict with a particular child in the class. must be always active in business of lifelong learning Students will pick up on this immediately and see that it is okay to be condescending or Teacher as a Community mean to their fellow classmates. They may Leader and Social Advocate think, “If a teacher can talk about him or her, why not me?” Educators play an important role in the development of people and communities. Jan Finally, and this is one that sometimes is and Ed Philpot (1994) concretized this idea by difficult to accept, your personal life is usually encouraging a stronger link between not a secret. Whether you like it or not, and home ,school, and community through effective especially if you live in the same community of programs developed and implemented by the school, a teacher’s personal life is teachers. magnified by students and their parents. The life of a teacher is neither confined in the It would be nice if this were not so, but it is four corners of the classroom nor limited inside inevitable and there is not much you can do the school campus. about it, except live a life you want young children to imitate. A teacher is an active leader in the community. Teachers always take leadership in Teacher as an Expert their communities especially in activities and Teachers need to be experts in various field in projects related to the education and welfare of the academe to prepare students to respond to young children myriad of challenges brought about by the 21 st century. Shulman (1987) tried to organize important domains of knowledge that are important for teachers Teacher as a Model of Good Character KNOWLEDGE IN CONTENT - Teachers show Teachers are recognized as exemplars of know the subject matter they teach. good character, attitude, and values. They PEDAGOGICAL CONTENT KNOWLEDGE - It 3. Organization- Teachers have to juggle a represents a perfect blending of content and number of tasks, from lesson planning to pedagogical into a framework for activities and marking. In order to succeed understanding how subjects, topics, and in their role, they are required to have lessons are organized into instruction. It simply exceptional organisation skills. They need means teachers should master the subject they to be able to keep on top of these tasks and are teaching and they know how to teach it complete their duties in a timely manner. effectively. 4. Respectful- A good teacher sets a respectful tone in her classroom. Students KNOWLEDGE OF THE LEARNERS - feel safe to share their values and opinions, Teachers should understand the nature or and their classmates have learnt to be good characteristics of the learner. They have an listeners and respect others’ thoughts. idea of the different learning styles, thinking 5. Multitasking-. A good teacher needs to styles, and educational needs of their learners. have eyes on the back of her head and should be able to monitor all her pupils’ GENERAL PEDAGOGICAL KNOWLEDGE - behaviour and keep their attention while Teachers should understand the general completing her class. theories and principles of teaching. They 6. Team work- Part of being a teacher is the should understand the general pedagogical ability to work as part of a team, as well as principles that are applicable to any classroom alone. They’ll need to make their students situation and in any teaching and learning feel like they are part of a team to enhance context. the learning experience. 7. Ability to teach- This is a given, but being KNOWLEDGE OF EDUCATIONAL a teacher is not just about the credentials CONTEXTS - Teachers should understand the you hold to educate others. You’ll need to educational context of the learners and of the have instructive skills, your own style of school. Educational context may focus on the teaching and the ability to explain and cultural, economic, political, and education demonstrate clearly so that concepts that context that shape and influence education. are not easy to understand are simplified using memorable examples or props. CURRICULUM KNOWLEDGE - Teachers 8. Communication- Teachers must have need to have knowledge and appreciation of remarkable communication abilities. They the curriculum , curriculum models, must be able to interact with people of all innovations, curriculum designs, curriculum ages, including colleagues, pupils, parents materials, assessment , and the curriculum and managers. process. 9. Adaptability- Being adaptable to unforeseen situations is key; you never KNOWLEDGE OF EDUCATIONAL ENDS, know what will happen in your classroom PURPOSES, AND VALUES - Teachers should each day and you will need to handle each understand the principles, theories, and circumstance appropriately and come with purposes of education. They should have deep quick solutions. For example, if one of your appreciation of the enduring values of pupils is really sick or injures themselves, education. you’ll need to remain calm and come to the rescue Some of the teacher’s skills 10. Interpersonal skills- An educator that is inclined towards helping others will create 1. Enthusiasm- A great teacher is warm relationships that, in turn, boost enthusiastic about their job and lesson, and learning. A pleasant teacher who has an encourages students to share the same engaging personality creates attentive and passion as they do. Think back to your enthusiastic students. favourite teacher at school – was this 11. Creativity- Teachers need creativity to person always upbeat and entertaining? keep students interested and engaged, You need to possess that same excitement especially children that are in primary for your class! school. 2. Leadership- An effective teacher has the 12. Self-evaluation- To develop professionally ability to lead and guide her classroom; she and provide quality education, you’ll can manage a number of different constantly need to self-evaluate and personalities, including misbehaving reinvent yourself. children, and steer them into the right 13. Patience- Patience is key when working direction. She leads by example and is an with children and teenagers; they won’t all important role model in her students’ lives. be well-behaved and you’ll need to be understanding when kids start to act out.  You will also need to be patient if a pupil Levy, Rodriguez, & Wubbels, 2002; Den Brok, doesn’t comprehend what you are saying – Levy, Wubbels, & Rodriguez, 2003; Gay & you must discover alternative ways to Howard, 2000; McAlister & Irvine, 2000). explain things. 14. Emotional Intelligence- If you’ve ever seen The effect of ethnicity on both students’ Matilda, think back to Miss Trunchbull and and teachers’ perceptions plays an important her erratic behaviour which made the young role in the multicultural classroom. students fear for their lives. That’s neither beneficial for the pupils nor for yourself! In other words, teachers need to be However angry or upset you get, you need aware of the role of ethnicity in the classroom to have the ability to control your emotions to avoid its negative impacts on the teaching- and not let them get the better of you – learning process. otherwise, you too will turn into a complete wreck. RACISM AND INEQUALITY 15. Empathy- If you are empathetic towards At least a quarter of the studies in this your students, they too will learn to handle review stress the serious impact of racism and their emotions and be compassionate inequality on the multicultural classroom (e.g., towards each other. Banks, 2013; Gay & Howard, 2000; Howard, 16. Critical Thinking- Teachers need to solve 1999; Sleeter, 2001; Sleeter, 2005; Wells, a number of different problems, often on a 2008). tight deadline. This frequently involves, answering difficult questions on the spot, The last decade of the twentieth century solving conflicts, creating new lesson plans, witnessed a major change in the United States teaching games and dealing with other as schools became more “culturally personal issues between pupils or responsive” and teachers started to take colleagues. students’ cultural differences and “equity” into 17. Confidence- You can’t be a teacher if you consideration (Schmeichel, 2012). don’t have the confidence to stand at the front of the classroom and talk to your Actions to Reduce Racism in College students. You have to be a strong character Classrooms that can answer questions positively and instil the same self-assurance within your Recognize your implicit biases and classroom. remediate your racial illiteracy. 18. Commitment- If you want to be a good Recognizing one’s implicit biases is a educator, you must be committed to your crucial first step. In addition to simply job and your classroom. You need to have identifying biases, professors must also work in the passion to teach and change your purposeful ways to acquire racial literacy and pupils’ lives for the better. learn new teaching methods 19. A sense of Humor- This isn’t strictly a skill; you either have a sense of humour or you don’t – but having one is super useful if you Don’t be surprised when a black male want to engage with your students. You student writes well. should be able to have a laugh with them Media we have consumed throughout and make the lesson as fun as possible – our lifetimes inescapably shape ideas and and students that are happy tend to be expectations about particular racial groups that more open to learning! we bring to classrooms. 20. Approachableness- Being approachable is a vital quality to have. Your students need Meaningfully integrate diverse cultures and to feel comfortable to ask you questions peoples into the curriculum. and to talk to you if they have an issue. Put plainly, students of color are tired of reading one-dimensional literatures that CHALLENGES IN TEACHING exclude their cultural histories and fail to MULTICULTURAL CLASSROOM acknowledge their humanity. They want 1. ETHNICITY authors and texts from diverse perspectives to 2. RACISM/INEQUALITY appear on syllabi and be substantively engaged in class. ETHNICITY Ethnicity has been identified by several Responsibly address racial tensions when studies as one of the central obstacles that can they arise severely damage teacher-student interaction Participants in our studies say they are and communication in the multicultural disappointed when moments of racial tension classroom (Den Brock & Levy, 2005; Den Brok, occur in classrooms and the instructor frantically responds by immediately shutting effort for them to make the attempt, and what if down conversations. Many students actually their examples are wrong? see these moments as potentially powerful learning opportunities, specifically for the To the students this might feel like effort offending student. wasted, when in reality this process helps them learn the content better and provides LEARNER-CENTERED TEACHING opportunities for them to confront their own misconceptions about a new concept Because learners are talking, classrooms are Learner-centered approaches are regularly hectic, loud, and disordered; threatening Teachers must try to manage all learners’ activities at once, which can be challenging Keep in mind that for most of a student’s when learners are working on different stages life, she/he has been told what to do and what of the identical project; to know by the teacher in a teacher-centered Because the teacher does not deliver class environment. instructions to all learners at once, some learners may miss vital facts; Imagine their reaction when they discover that in a learner-centered classroom, Some learners choose to work alone, thus the details about: what to do, what the “right group work can become challenging (Chiphiko answer” is, and who is responsible for what is & Shawa, suddenly less clear than they what they have 2014). come to expect. According to Weimer (2002) there are five This is quite daunting for them because practices that need to change to achieve it is a brand new experience, and the fear of learning teaching failure in this unfamiliar environment can cause 1. The functions of content anxiety 2. The role of the teacher 3. The responsibility for learning Unit 2 – Historical-Legal Foundations of 4. The processes and purposes of Education evaluation 5. The balance of power HISTORICAL FOUNDATIONS OF EDUCATION Characteristics of student-centered teaching THE EARLY CONCEPTION OF EDUCATION 1. Student-centered teaching engages students PRIMITIVE EDUCATION (conformity in the hard, messy work of learning. education) 2. Student-centered teaching includes explicit skill instruction. AIMS 3. student-centered teaching encourages Education for students to reflect on what they are learning and how they are learning it. a. Security 4. Student-centered teaching motivates b. Conformity students by giving them some control over c. Survival learning processes. 5. Student-centered teaching encourages TYPE/CONTENT collaboration Practical Theoretical Learner-centered approaches require more work Physical /Spiritual Training Social Knowledge Students often have an unhealthy attachment to their PowerPoint notes, and good reason. This method for acquiring EDUCATIONAL IMPLICATIONS knowledge requires minimal mental effort on Family became the dominant agency of their part. learning. Started these methods: What if instead of providing a list of 0. Imitation examples for a concept in your lecture, you ask a. Show and tell the students to turn to a partner and generate b. Trial and Error their own list of examples? It requires mental c. Indoctrination  Physical EGYPTIAN EDUCATION Aesthetic AIMS Moral Education for: a. Preservation and perpetuation of culture Intellectual Personality Training TYPE/CONTENT Reading Domestic Writing Religious Arithmetic Vocational Training Mathematics EDUCATIONAL IMPLICATIONS Astronomy Provided balanced Curriculum Architecture Introduced poetry, grammar, and Physics speech, music, art, games, and sports Introduced these methods: EDUCATIONAL IMPLICATION 0. Memorization (Chanting, severe Religious training was started punishment) Vocational training became popular ROMAN EDUCATION (Perfection in Started the methods language) 0. Dictation AIMS a. Copying content Education for b. Observation/Participation Utilitarianism) 0. Development of VIR Bonus SPARTAN EDUCATION (Warrior) The good citizen AIMS The good worker Education for Individuality The good soldier 0. Train powerful body of soldiers a. Develop capacities of men only for war TYPE/CONTENT Practical TYPE/CONTENT Moral Physical Training Intellectual Military Training Vocational EDUCATIONAL IMPLICATIONS Religious Training The state became the most powerful agency of 0. 3 R’s learning a. Literature 1. Training with harsh discipline b. Logic/History 2. Training given emphasis than c. Language instruction. d. Geography ATHENIAN EDUCATION (Perfection of the EDUCATIONAL IMPLICATIONS mind) Development of good citizens, good AIMS workers, and good soldiers Education for Individuality The Teaching of 3 Rs was emphasized 0. Develop individual excellence or the full rounded citizens Included literature, logic, history, and a. Development of mind and mind for geography in the curriculum public usefulness Introduced these methods: 0. Extemporaneous Speaking TYPE/CONTENT a. Writing and Declamation Civic Training b. Public Speaking c. Discourse/ Debate  Observed severe punishment Support the doctrine of the church by the rational argument (intellectual THE MEDIEVAL EDUCATION (DARK AGE) discipline) EARLY CHRISTIAN EDUCATION Scholastic Reaction Scholastic concepts AIMS Education for Humanitarianism TYPE/CONTENT Moral regeneration of the individual Religious education TYPE/CONTENT Intellectual Training Moral Training Theology Religious Training Philosophy Church Doctrine Logic Church Rituals Anselm Moral Values Abelard EDUCATIONAL IMPLICATIONS Utilized any place for teaching-learning, e.g. EDUCATIONAL IMPLICATIONS river bank, mountains, etc. 1. The development of intellectual The following methods were introduced discipline was focused 0. Conventional Method 2. Philosophy introduced as a subject a. Gnomic Method 3. Theology became a very important b. Parallel Method course 4. Palace and monastic schools were MONASTIC EDUCATION utilized 5. Methods such lecture , logical analysis AIMS and examination were practiced Education as discipline Salvation of Individual souls CHIVALRIC EDUCATION TYPE/CONTENT AIMS Literacy Teach the best ideals to inculcate gallantry to women; protection of the Manual Training weak, honesty and courage at all times Arithmetic TYPE/CONTENT Astronomy Military training Liberal Arts Social Etiquette EDUCATIONAL IMPLICATIONS Physical Training The use of the church cathedral and Moral Training catechetical schools started Introduced the use of meditation as a Religious Activities method of teaching Reading and Writing Utilized severe punishment Introduction of the liberal arts subject EDUCATIONAL IMPLICATIONS Lords and ladies of the castle were SCHOLASTICISM EDUCATION taught in the palace schools AIMS Learning by doing was introduced Discipline was maintained  Vocational education GUILDED SYSTEM OF EDUCATION Elementary education AIMS Higher education Prepare children for the requisites of Commerce and Industry. Higher education for boys and girls, Develop merchant guild members for the rich and the poor who bought and sold merchant Koran study products Medicine Develop craft guild members who were skilled workers. Astronomy TYPE/CONTENT Chemistry Practical education Anatomy Vocational training Pharmacy Elementary reading and writing in Surgery vernaculars Trigonometry Arithmetic Algebra Mastery of crafts production EDUCATIONAL IMPLICATIONS Art of selling 1. Started the elementary and higher levels Merchandizing 2. Financial aid was provided to needy children by the rich 3. It was difficult to find an illiterate EDUCATIONAL IMPLICATIONS Saracen at the time. 1. Master were utilized to teach their 4. Had the most complete and balanced crafts to apprentice curriculum 2. Adequate religious instruction 5. Most organized curriculum was 3. Burgher schools taught by priests introduced and teachers 6. Made use of the scientific method as 4. Chantry schemes supported by applied in practical life. wealthy merchants 5. Guild schools for children of SYNTHESIS: craftsmen 1. The Middle Ages represented a period 6. Teaching by example which is very religious nature 7. Vocational training was 2. The Catholic Church became one emphasized. popular institution which was founded by Jesus Christ. SARACENIC EDUCATION 3. The Moslem introduced one of the most complete and organized system of AIMS education Know and apply scientific facts to the 4. Classical learning came back into Europe through the Moslem education. affairs of daily life. 5. The churches , catechetical and Develop individual initiative and cathedral schools grew to become social welfare—liberal education in medieval universities. its true sense. 6. Education for merchants and guild members was also practiced. Teach reading as a necessity for 7. The Saracenic set up universal program education for the great masses of people who had no education before. Study Medicine for preservation of 8. Several methods of teaching were life. introduced which are being observed until now in the different educational TYPE/CONTENT systems of the world.  9. The preservation of culture is still the top Started the Individualized Instruction priority of all nations. Approach Introduced the Mastery of the Lesson THE MODERN THEORIES OF EDUCATION Technique Used a lot of imitation and repetition RENAISSANCE(REBIRTH /REVIVAL) Erasmus expounded on the following: ITALIAN OR INDIVIDUALISTIC HUMANISM a. the need to study the child b. Importance of games and exercises in AIMS education Humanistic Conception c. Keeping education in touch with social need Develop individual personality through nature, art, music, literature, and REFORMATION architecture AIMS TYPES/CONTENT Religious Conception Literary Education Correct abuses of the church Humanities Develop citizens who are religious – Aesthetic training living worthy life on earth Classical Art TYPE/CONTENT Literature Character education Rhetoric Bible Lessons Grammar Music/singing EDUCATIONAL IMPLICATIONS Physical Education 1. Established the court and secondary schools Vocational Training 2. Use of text was introduced 3. Emphasized the power of the King EDUCATIONAL IMPLICATIONS 4. Expressed ideas through literary work, 1. Education was made compulsory art, music, and architectural design 2. Education was free and thereafter universal SOCIAL HUMANISM 3. Church was the prevailing European institution AIMS 4. Education is valued political, economic, Humanistic Conception moral, philosophical, and institutional Social reform and improvement of language 5. Martin Luther was given credits for the human relationship first break from the church 6. Started Protestantism TYPE/CONTENT 7. Indoctrination became the chief method Religious education of teaching Moral Education CATHOLIC COUNTER REFORMATION Social Education AIMS Religious Conception Classical Art Develop and unquestioning obedience Biblical Literature to the authority of the church EDUCATIONAL IMPLICATIONS TYPE/CONTENT Religious education  Moral Education Vernacular and other languages Domestic training Ancient and literacy classics Vocational Training Moral education Latin Classics Religious education 4Rs- Reading, wRiting, aRithmetic, EDUCATIONAL IMPLICATIONS Religion 1. Encyclopedia was very popular course of learning EDUCATIONAL IMPLICATIONS 2. Teacher studied each pupil 1. The Christian brothers, Jesuits and 3. Adapt school work to the abilities and Jansenists were utilized for teaching interest of the pupils 2. Used motivation by rivalry and emulation 3. Utilized the Quintillan and Anselm method THE REALISTIC MOVEMENT-SOCIAL 4. Ignatius Loyola founded the society of REALISM Jesus (Jesuits) 5. Jean Batiste De La Salle founded the AIMS Brethen of the Christian Schools Realistic Conception Prepare the aristocratic youth for the life FORMAL DISCIPLINE of gentleman in the world affairs AIMS TYPE/CONTENT Religious Conception Practical education Formation of Individual character Physical education for hardening TYPE/CONTENT process Physical education Moral training for social customs befitting a gentlemen Moral education Intellectual Intellectual education EDUCATIONAL IMPLICATIONS Elementary school education Introduced fieldtrips and traveling as a Secondary Education major methods of teaching EDUCATIONAL IMPLICATIONS Developed the tutorial system Exercise and drills were widely used Finishing schools were built Introduced the three steps in learning: The teachers were properly trained a) Memory Comenius taught the values of b) Sensation c) reasoning textbooks THE REALISTIC MOVEMENT CONTRIBUTIONS TO PRESENT AIMS EDUCATIONAL SYSTEM Realistic Conception JOHN AMOS COMENIUS Develop intellectual, moral, social, religious, and humane society 1. The use of uniform textbooks for children on the same level TYPE/CONTENT 2. Teachers must be properly trained Literacy education 3. Schools to follow the same curriculum for different levels Practical education 4. Separate rooms for each class.  5. If, possible, no homework 2. Aim was to propagate Christianity 6. Ice breaker and relaxation activities 3. Religion dominated the curriculum before every period. 4. Subjects offered were: Christian 7. Learning by doing is effective. Doctrine, Ecclesiastical studies; vocal music, history, reading Spanish 8. Master the previous lesson first before language, vocational; agriculture for presenting anew one. boys and needle work for girls. FRANCIS BACON 5. Established the first university in the 1. Introduced the inductive method: country---University of the Philippines. 0. Preparation AMERICAN PERIOD (1898-1942) a. Presentation 1. Utilized formal type of education b. Comparison and Abstraction 2. Aim of education were- to train the Filipinos in the democratic way of life , c. Generalization citizenship, and moral character d. Application 3. English became the medium of 2. The best agencies of education instruction were the schools. 4. There were three levels of education: RICHARD MULCASTER elementary, secondary, and tertiary 1. Children must be studied thoroughly and 5. A review of the curricula their innate abilities respected 6. Additional survey methods added: 2. Make sure of games, play, and exercise Socialized recitation/ discussion/debate. for learning purposes. 7. Act 74 Series of 1901 of the Phil. 3. Learning should be adopted to the Commission- laid the foundations of the needs of the students Philippine Public School System and made English the language of instruction. WOLFGANG 8. Act 74-establishment of the Philippine Normal School and Trade School in 1. All learning follows the course of nature Manila, Agricultural School in Negros 2. Learning should be only one lesson at a 9. RA 416- converted PNS into a teacher time college which offers BSEE and MA 3. Learning starts from vernacular 4. Learning by experimentation is very JAPANESE OCCUPATION meaningful 1. Aim was to eradicate idea of reliance 5. Learning starts from the senses and from the west. then made meaningful through exploration. 2. Terminate the use of English. HISTORY OF THE PHILIPPINE 3. Improved the spirit of love of labor EDUCATIONAL SYSTEM 4. Use Niponggo as medium of instruction PRE-SPANISH PERIOD 5. Includes subjects as training , number, 1. Education was informal and health education 2. Aims were: for survival, conformity, REPUBLIC FROM 1945-1971 enculturation 1. Observed curriculum patterned after the Americans. 3. Chief educational agency-family 2. Established Presidential Commission to 4. Methods used were: indoctrination, Survey Philippine Education (PCSE) enculturation, observation, show and tell 3. Revision of the Educational aims based me, trial and error on the result of PCSPE survey 4. Promotion of equal education SPANISH PERIOD (1521-1898) opportunities 1. Started formal education EDUCATION DURING THE NEW SOCIETY Higher Education 1. Revolutionized education through Proclamation 1081 on September 21, Non-Formal Education 1972 Human Resource Development Service 2. Continued educational reorientation based on PCSPE survey 3. Adapted an acronym for the UNIT 2 – HISTORICAL-LEGAL improvement of country’s condition FOUNDATIONS OF EDUCATION: LEGAL FOUNDATIONS Peace and Order THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES – ARTICLE Land Reform XIV Economic Development EDUCATION Section 1. The State shall protect and promote Development of Moral Values the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all. Government Reorganization Section 2. The State shall: Employment and Manpower (1) Establish, maintain, and support a Development complete, adequate, and integrated system of education relevant to the needs of the people Social Services and society; (2) Establish and maintain a system of free EDUCATION DURING THE NEW SOCIETY public education in the elementary and high school levels. Without limiting the natural right 1. Changed DECS to MECS on July 1977 of parents to rear their children, elementary 2. Organizational set up of the Ministry education is compulsory for all children of was: school age; The Ministry Proper (Central Office) (3) Establish and maintain a system of scholarship grants, student loan programs, The Regional Office subsidies, and other incentives which shall be available to deserving students in both public The Provinces/City Offices and private schools, especially to the underprivileged; RA 1124 created the Board of National (4) Encourage non-formal, informal, and Education which formulated the indigenous learning systems, as well as self- educational policies and directions of learning, independent, and out-of-school study then educational interest of the nation programs particularly those that respond to PD 907 granting Civil Service Eligibility community needs; and to College Honor graduates (5) Provide adult citizens, the disabled, and Education Act of 1982-MECS Order 84 out-of-school youth with training in civics, vocational efficiency, and other skills calls for the recognition of academic programs of each school Section 3. EDUCATION FROM 1986-PRESENT (1) All educational institutions shall include the study of the Constitution as part of the 1. Enactment of the 1987 Constitution curricula. which resulted in changed in (2) They shall inculcate patriotism and organizational set-up, e.g. MECS- nationalism, foster love of humanity, respect for DECS-DEPED human rights, appreciation of the role of 2. Creation of six staff bureaus namely: national heroes in the historical development of the country, teach the rights and duties of Elementary citizenship, strengthen ethical and spiritual values, develop moral character and personal Secondary Education discipline, encourage critical and creative thinking, broaden scientific and technological Sec. 6. Governance. knowledge, and promote vocational efficiency. The Department of Education, Culture and (3) At the option expressed in writing by the Sports shall henceforth be called the parents or guardians, religion shall be allowed Department of Education. It shall be vested to be taught to their children or wards in public with authority, accountability and responsibility elementary and high schools within the regular for ensuring access to, promoting equity in, and class hours by instructors designated or improving the quality of basic education. Arts, approved by the religious authorities of the culture and sports shall be as provided for in religion to which the children or wards belong, Sections 8 and 9 hereof. without additional cost to the Government. Transfer of Cultural Agencies Section 5. Sec. 8. Cultural Agencies. – The Komisyon (1) the State shall take into account regional ng Wikang Pilipino, National Historical Institute, and sectoral needs and conditions and shall Record Management and Archives Office and encourage local planning in the development of the National Library shall now be educational policies and programs. administratively attached to the National Commission for Culture and the Arts (NCCA) (2) Academic freedom shall be enjoyed in all and no longer with the Department of institutions of higher learning. Education. The program for school arts and (3) Every citizen has a right to select a culture shall remain part of the school profession or course of study, subject to fair, curriculum. reasonable, and equitable admission and CHAPTER 3 academic requirements. Abolition of the Bureau of Physical Education (4) The State shall enhance the right of and School Sports teachers to professional advancement. Non- teaching academic and non-academic Sec. 9. Abolition of BPESS. – All functions, personnel shall enjoy the protection of the programs and activities of the Department of State. Education related to sports competition shall be transferred to the Philippine Sports (5) The State shall assign the highest Commission (PSC). The program for school budgetary priority to education and ensure that sports and physical fitness shall remain part of teaching will attract and retain its rightful share the basic education curriculum. of the best available talents through adequate remuneration and other means of job The Bureau of Physical Education and School satisfaction and fulfillment. Sports (BPESS) is hereby abolished. The personnel of the BPESS, presently detailed Republic Act No. 9155: Governance of Basic with the PSC, are hereby transferred to the Education Act of 2001 PSC without loss of rank, including the plantilla SEC. 2. Declaration of Policy. – It is hereby positions they occupy. All other BPESS declared the policy of the State to protect and personnel shall be retained by the Department. promote the right of all citizens to quality basic Republic Act No. 10533: Governance of education and to make such education Basic Education Act of 2001 accessible to all by providing all Filipino children a free and compulsory education in the SEC. 4. Enhanced Basic Education elementary level and free education in the high Program. — The enhanced basic education school level. Such education shall also include program encompasses at least one (1) year of alternative learning systems for out-of-school kindergarten education, six (6) years of youth and adult learners. It shall be the goal of elementary education, and six (6) years of basic education to provide them with the skills, secondary education, in that sequence. knowledge and values they need to become caring, self- reliant, productive and patriotic Secondary education includes four (4) years of citizens. junior high school and two (2) years of senior high school education. Governance of basic education shall begin at the national level. It is at the regions, divisions, Kindergarten education shall mean one (1) schools and learning centers — herein referred year of preparatory education for children at to as the field offices — where the policy and least five (5) years old as a prerequisite for principle for the governance of basic education Grade I. shall be translated into programs, projects and Elementary education refers to the second services developed, adapted and offered to fit stage of compulsory basic education which is local needs. composed of six (6) years. The entrant age to (NEAT) , National Secondary Assesment Test this level is typically six (6) years old. (NSAT) is given three days after the NEAT Secondary education refers to the third stage DECS ORDER 1, S. 1994 - School calendar of compulsory basic education. It consists of not less than forty-two calendar weeks (42), four (4) years of junior high school education with a minimum of two hundred (200) class and two (2) years of senior high school days inclusive of examination days for both education. The entrant age to the junior and public and private schools. senior high school levels are typically twelve (12) and sixteen (16) years old, respectively. RA 5698 - Created the Legal Education Board to improve the quality of law schools and arrest For kindergarten and the first three (3) years of the climbing numbers of bar flankers. elementary education, instruction, teaching materials and assessment shall be in the Dept. Order 25, s. 1994 - Bilingual Education regional or native language of the learners. Program mandates the use of English and Filipino separately as media of instruction. The Department of Education (DepED) shall formulate a mother language transition RA 6655 - Provided a system of free public program from Grade 4 to Grade 6 so that secondary education commencing in school Filipino and English shall be gradually year 1988-1989 introduced as languages of instruction until RA 7686 - Institutionalized dual-training such time when these two (2) languages can allowing students and vocational and technical become the primary languages of instruction at education to pursue their studies while at the the secondary level. same time getting paid on-the –job training in For purposes of this Act, mother language or private industries first Language (LI) refers to language or RA 7687 - Establish a scholarship program for languages first learned by a child, which he/she courses that will encourage the youth to pursue identifies with, is identified as a native careers in science and technology language user of by others, which he/she knows best, or uses most. RA 7743 - Establishment of city and municipal libraries This includes Filipino sign language used by individuals with pertinent disabilities. The RA 7784 - Created the Centers for Excellence regional or native language refers to the in Teacher Education traditional speech variety or variety of Filipino RA 7791 - Stretched the school year from 185- sign language existing in a region, area or 200 days place. RA 7836 - Mandated the holding of periodic RA 7722 - Created the Commission on Higher licensure test for would be mentors under the Education (CHED) to take over the task of supervision of the Professional Regulation overseeing tertiary education Commission RA7796 - Created the Technical Education RA 4670 - Magna Carta for Public School Skills Development Authority (TESDA) Teachers, promotes and improve the social RA 7731 - Abolished the NCEE to give the and economic status of public school teachers, marginalized sector greater access to college their living and working conditions education Unit 3 – Philosophy of Education and RA 7168 - On December 6, 1991 was Personal Philosophy of Teaching converted to a university Philosophy of Education RA 139 - Provided the bases for the adoption What is Philosophy of Education? of textbooks DECS ORDER 49, S. 1992 - Entitled selection In its literal sense philosophy means of Honor Students in the secondary schools love of wisdom provide guidelines for the selection of honor students Philosophy happens when man attempts MECS ORDER 44, S. 1983 - Once more to question, think most critically, revised the “ Revised Procedures for speculatively, reflectively, and determining Honor Pupils in the Elementary systematically about anything (Mateo) Grades DECS ORDER 37, S. 1994 - Launched National Elementary Assessment Test  Moral-knows what is right or wrong and doing Philosophy is a systematic and logical the right thing. examination of life so as to frame a system of general ideas of which the Immoral- Knows what is right and wrong but sum total of human experience may be practicing the wrong thing. evaluated (Callahan and Clark) Amoral- Does not know what is right from wrong. A generalized theory of education (Dewey). The purpose of philosophy is Sources of Educational Philosophy to identify problems and suggest ways PEOPLE - Different people whom the of handling these problems. individual interacts (primary group or The Meaning of Philosophy of Education secondary group) SCHOOL The application of philosophy to 1. Activities which lead to charcter classroom situations formation of the individual The basis of curriculum existence 2. From the experience in the classrooms the child learns what is right and what is wrong. The intellectual base that supports educational practices 3. The type of school also forms the personality of the students The bases of what the teacher is doing 4. Teachers also provides source of philosophy The Four Areas of Philosophy ENVIRONMENT - The socio-ecological Epistemology environment of the individual is a big source of 1. Deals with the nature of knowledge and diversity in philosophy of education. learning Western Schools of Thought 2. Refers to the pedagogy /method of IDEALISM teaching and learning Nature 3. Teachers do not stop discuss new systems of delivery of lessons in the One of the oldest schools of thought. classroom Metaphysics Stresses the mental , moral, and 1. Philosophy which deals about nature spiritual nature of an individual and and existence his/her universe. 2. An idealist teacher relates lesson with Advocates that education is both basic religion , spiritual terms and non- material things need and basic right of man. Axiology Assumption/Proponents God is the absolute ideal Philosophy which refers to values 1. Every individual is born good, and is Has three divisions namely: capable to sense, perceive and think. 2. The self is the ultimate reality of Ethics- science of knowing what is right individual experiences. and wrong. Examines moral values. Character formation and rules of right 3. The individual self has all the freedom condut. for self-determination 4. One’s perception of the world is rooted Aesthetics- Appreciation of beauty in his/her existence. Valuing art 5. Values depend on how individual persons passes and enjoy them in their Logic experiences. The art of reasoning  6. Social values are realized when an 5. Regards the pupils as more superior individual recognized that he/she is a than other subjects part of the total society. 6. Develops concepts , and principles Curriculum through scientific method 1. Ideal-centered Assumption/Proponents 2. Subjects offered essential for mental, 1. Experience is the real test of the worth moral. Spiritual development such as : of all things Philosophy, Theology, History, Arts, Mathematics, Literature, Values 2. Experience is not primarily an affair in Education, GMRC, Christian Living knowing but is incidental in the process of acting, doing, and living REALISM 3. Sensation is not merely a gateway but Nature the avenue is active relation with the world Education implies teaching, teaching implies knowledge, knowledge is truth and truth is the 4. The world is uncertain and incomplete. It same everywhere, hence education should be allows a room for improvement. the same everywhere. 5. The world has ends within its own Assumption/Proponents processes. These ends in the process becomes a means to other ends. 1. Nature is a primary self-evident reality, at a starting point in Philosophizing Curriculum (Aristotle) 1. Focused on Arts and Sciences and 2. The primary qualities of experience exist areas such as History, Language, in the physical world (Locke) Mathematics, Natural Sciences, Logic, Literature, Arts, Humanities, Fine Arts, 3. Mind is like mirror receiving images from Philosophy the physical world (Comenius) 2. Great ideas or universal principles 4. The mind of a child is similar to a blank sheet of paper upon which the world 3. Intellectual subject matter. proceeds to write its impressions (Locke) Eastern Schools of Thought 5. Consciousness is not a substance, it is BUDDHISM an awareness of experiences a medium The Four Noble Truths in which organism/ objects are refuted (James) 1. Suffering (Dukkha) Curriculum Suffering comes in many forms. Three 1. Combination of subject matter and obvious kinds of suffering correspond to problem-centered concepts or real the first three sights the Buddha saw on problems towards acquisition of : his first journey outside his palace: old desirable habits, study habits, research age, sickness and death. skills, library skills, evaluation, observation, experimentation, analytical, But according to the Buddha, the and critical thinking, application of problem of suffering goes much deeper. principles, effectives use of words, Life is not ideal: it frequently fails to live habits of enjoyment. up to our expectations. Subject Areas: Natural Science, Social Science, Arts, Poetry, Literature, Biography. Human beings are subject to desires and cravings, but even when we are PRAGMATICS able to satisfy these desires, the Nature satisfaction is only temporary. Pleasure does not last; or if it does, it becomes 2. Further develop discipline monotonous. 3. Utilizes pupil activity through instruction Even when we are not suffering from 4. Speaks with authority outward causes like illness or  bereavement, we are unfulfilled, 4.Path to the cessation of suffering (Magga) unsatisfied. This is the truth of suffering. The final Noble Truth is the Buddha's 2. Origin of suffering (Samudāya prescription for the end of suffering. This Our day-to-day troubles may seem to is a set of principles called the Eightfold Path have easily identifiable causes: thirst, pain from an injury, sadness from the The Eightfold Path is also called the loss of a loved one. In the second of his Noble Truths, though, the Buddha Middle Way: it avoids both indulgence claimed to have found the cause of all and severe asceticism, neither of which suffering - and it is much more deeply the Buddha had found helpful in his rooted than our immediate worries. search for enlightenment. The eight divisions The Buddha taught that the root of all The eight stages are not to be taken in suffering is desire, tanhā. This comes in order, but rather support and reinforce each three forms, which he described as the other Three Roots of Evil, or the Three Fires, or the Three Poisons. 1. Right Understanding - Sammā ditthi The three roots of evil 2. Right Intention - Sammā san̄kappa These are the three ultimate causes of 3. A commitment to cultivate the right suffering: attitudes. 4. Right Speech - Sammā vācā Greed and desire, represented in art by 5. Right Action - Sammā kammanta a rooster 6. Right Livelihood - Sammā ājīva Ignorance or delusion, represented by 7. Right Effort - Sammā vāyāma Right a pig Mindfulness - Sammā sati Hatred and destructive urges, 8. Right Concentration - Sammā samādhi represented by a snake The Eight Fold Path in Relation to Education 3. Cessation of suffering (Nirodha) RIGHT VIEW - A teacher must not only look at The Buddha taught that the way to the outward appearance. He /she must extinguish desire, which causes understand deeper why students behave in a suffering, is to liberate oneself from certain way in order to avoid prejudice and ill attachment. "Estrangement" here means treatment. disenchantment: a Buddhist aims to RIGHT INTENTION - A teacher must free know sense conditions clearly as they himself/herself of selfish attachments, hate and are without becoming enchanted or vengeance. The moment he/she gives up misled by them. negative motives, he /she can attain peace of Nirvana - Nirvana means extinguishing. mind and become altruistic towards his her student. Attaining nirvana - reaching RIGHT SPEECH - A teacher must avoid enlightenment - means extinguishing the gossiping, lying, and uttering vulgar and harsh three fires of greed, delusion and hatred. languages. These are roots of hatred, conflict, and misunderstanding. Our tongue is Someone who reaches nirvana does not sometimes sharper than the sword. immediately disappear to a heavenly RIGHT ACTION - A teacher must not do realm. Nirvana is better understood as a physical violence and immoralities like murder, state of mind that humans can reach. It theft, gluttony, laziness, suicide, drunkenness, is a state of profound spiritual joy, drug addiction and adultery. He /she should without negative emotions and fears. avoid corporal punishment to students. Someone who has attained RIGHT LIVELIHOOD - A teacher must conduct a proper way of learning a living by not enlightenment is filled with compassion engaging in illegal activities and syndicates. for all living things. Teaching is a noble profession. It is not a matter of income. It is a matter of (good) 5. Integrity (Honesty) outcome! Five Constants -Confucianism RIGHT EFFORT - A teacher must think thoroughly before he/she does an action. Being Father-Child- Kindness and obedience an organized person is a characteristic of a Husband-Wife- Love and loyalty good teacher who is regarded as role model. Like teaching in classroom, his/her life must Elder-Younger Brother- nobility and respect have a lesson plan too. Friend-Friend-Humaneness and deference RIGHT MINDFULNESS - A teacher must avoid Ruler-Subject –benevolence and sincerity dirty thoughts. Unclean thinking sometimes provokes us to speak ill of other or do IDEAS in EDUCATION unpleasant things to our fellow. Purifying our minds is a helpful way to decent living. Confucius view of education is based on RIGHT CONCENTRATION - A teacher must the conviction that “Man is born with find time to relax by finding a peaceful place, uprightness”. Even immoral persons siting in lotus position and doing a meditation. It have an upright essence. So, Confucius can help him/her attain mental, emotional, said, “By nature men are alike” physical, and even spiritual comfort and EDUCATIONAL THEORY happiness. THEORY OF VALUE- What knowledge and HINDUISIM skills are worthwhile learning? What are the 3 GOLDEN RULES goals of education? THEORY OF KNOWLEDGE – What is Who is helping you, Don’t forget knowledge? How is it different from belief? them What is a mistake? What is alie? THEORY OF HUMAN NATURE- What is a Who us loving you, Don’t hate them human being? How does it differ from other species? What are the limits of human Who is trusting you, Don’t cheat them potential? In Hinduism education is an important means THEORY OF LEARNING- What is learning ? to achieve the four aims of human life, namely How are skills and knowledge acquired? dharma (virtue), artha (wealth), kama THEORY OF TRANSMISSION –Who is to (pleasure) and moksha (liberation). teach? By what methods Vidya or education is the means by which an THEORY OF SOCIETY-What is society? What individual can gain right knowledge, control his institutions are involved in the educational desires and learn to perform his obligatory process? duties with a sense of detachment and devotion to God, so that he can overcome the THEORY OF OPPORTUNITY –Who is to be impurities of egoism, attachment and delusion educated? Who is to be schooled? and achieve liberation. THEORY CONSENSUS- Why do people In Hindu tradition, an illiterate person is disagree? How is consensus is achieved? considered to be equal to an animal (pasu), Whose opinion takes precedence? because without education he will not be able to rise above his physical self. Hence the belief that a person who is initiated into education is twice born, first time physically and second time spiritually. Five Main Virtues -Confucianism 1. Ritual Propriety( Proper Customs in Ritual) 2. Knowldege (Understanding with truths 3. Righteousness (Justice & Morally Right 4. Humaneness (Comparison and Benevolence