Philippine Teacher's Professionalization Documents PDF

**TEACHING PROF.** **TEACHER AS A PERSON WITHIN THE CONTEXT OF NATIONAL AND GLOBAL TEACHERS' STANDARDS** - **Professionalism and Ethical Conduct:** - **Continuous Professional Development:** - **Cultural Competence and Inclusivity:** - **Well-being and Self-Care:** - **Positive Relat...

**TEACHING PROF.** **TEACHER AS A PERSON WITHIN THE CONTEXT OF NATIONAL AND GLOBAL TEACHERS' STANDARDS** - **Professionalism and Ethical Conduct:** - **Continuous Professional Development:** - **Cultural Competence and Inclusivity:** - **Well-being and Self-Care:** - **Positive Relationships and Communication:** - **Reflective Practice:** - **Social and Ethical Responsibility:** **2.1 THE TEACHER AS A PROFESSIONAL** - **Qualifications and Certification:** - **Pedagogical Knowledge and Skills:** - **Curriculum and Instruction:** - **Assessment and Evaluation:** - **Professional Collaboration and Development:** - **Reflective Practice and Research:** - **Ethical and Professional Conduct:** - **Leadership and Advocacy:** **Presidential Decree No. 1006** - Providing for the professionalization of Teachers, Regulating their practice in the Philippines - Issued on **Semptember 1, 1976**, during the presidency of **Ferdinand Marcos**. - It aimed to professionalize the teaching profession by **establishing guidelines** and **standards** for the licensing and certification of teachers in the country. **Republic Act No. 7836 - Philippine Teachers Professionalization Act of 1994** - This law provides for the professionalization of teaching by establishing the Board for Professional Teachers (BPT) under the Professional Regulation Commission (PRC). It sets the **standards and requirements** for the **licensure examination for teachers (LET)** **Republic Act No. 9293 - Philippine Professionalization Act of 2004** - This law **strengthens** and **broadens** the scope of the professionalization of various **Republic Act No. 10533 - Enhanced Basic Education Act of 2013** - Although primarily focused **on the K-12 education** reform, this laaw also highlights the professionalization of teaching. It emphasizes the need to ensure that teachers meet the qualification standards set by Department of Education (DepEd)and undergo appropriate professional development programs. **Republic Act No. 4670 - Magna Carta for Public School Teachers** - The Magna Carta for Public School Teachers outlines the **right and benefits** of public-school teachers. It ensures the professional rights, working conditions, career development, and welfare of public-school teachers, including provisions for salaries, leave benefits, and retirement. **Republic Act No. 7837 - Philippine Teachers' Professionalization Act of 1994** - This law further supports the professionalization of teaching by **providing incentives** and **benefits** to licensed professional teachers. It establishes mechanism for the granting of additional compensation, allowances, and incentives for licensed teachers in both public and private schools. - Republic Act No. 11210 (1040 Hours of Teaching and 1600 Hours of Administrative Work Act): - **Regulates the number of teaching** and administrative hours to ensure a manageable workload for teachers. **Department of Education (DepEd) Order No. 16, s. 2017 - Revised Guidlines on the Implementation of the CPD Program for Professional Teachers** - This DepEd order **provides guidelines** for the implementation of the CPD program for professional teachers. It emphasizes the importance of **continuing professional development** to ensure the continuous improvement of teaching skills and competences. **The Licensure Examination for Teachers (LET)** - The Licensure Examination for Teachers in the Philippines is a **national examination** **administered** by the **Professional Regulation Commision (PRC**). **The LET is requirement** for **individuals** who want to **become licensed professional teachers in the country.** **Purpose:** The LET is designed to **assess the knowledge**, competencies, and professional reading aspiring teachers. **Coverage:** The LET consists of the parts: - **The General Education (GenEd)** - **The Professional Education (ProfEd)** **LET Levels:** The LET has two levels: - LET-Elementary: This level to teach in the elementary level, covering grades **1 to 6** - LET-Secondary: This level is for individuals who plan to teach in the secondary level, covering grade **7 to 12** **Testing Format:** The LET follows a **multiple-choic**e question format. Each part (GenEd and ProfEd) consists of **150 items, making a total of 300 items** for the entire examination. **Passing Score:** To pass the LET, examinees need to meet the minimum passing score set by the PRC. **LET Schedule:** The LET is administered twice a year, usually in **March and September.** **Professionalization:** Passing the LET is a requirement for individuals to become licensed professional teachers in the Philippines. **WEEK 5-7: EDUCATIONAL PHILOSOPHIES** Educational philosophies provide the foundation for teaching methods, curriculum design, and classroom management. They help educators understand their role and shape their approach to instruction. This session explores various educational philosophies, focusing on Essentialism and Progressivism. 1. **EDUCATIONAL PHILOSOPHIES** - **Perennialism:** Focuses on teaching timeless truths and classical works. It emphasizes the importance of enduring ideas and intellectual rigor. - **Essentialism:** Advocates for a core curriculum emphasizing essential knowledge and skills necessary for a well-rounded education. - **Progressivism:** Emphasizes experiential learning, critical thinking, and the development of problem-solving skills through real-world experiences. - **Reconstructionism:** Focuses on addressing social injustices and promoting societal reform through education. - **Behaviorism:** It focuses on the idea that learning is a change in behavior brought about by external stimuli and reinforcement. - **Constructivism:** Highlights the role of students in constructing their own understanding through exploration and interaction with their environment. **IMPORTANCE OF EDUCATIONAL PHILOSOPHIES** - **Guiding Principles:** They provide a framework for teachers to design their teaching strategies and curriculum. - **Influence on Practice:** Philosophies influence how teachers interact with students, assess learning, and manage the classroom. - **Curriculum Design:** They help shape the content and structure of educational programs and learning experiences.   **WEEK 8: MONTESSORI AND REGGIO EMILIA** **1. Educational Philosophy: Montessori** developed by Dr. Maria Montessori, emphasizes child-centered learning with a focus on the individual needs, interests, and developmental stages of each child. It is based on the belief that children learn best in a prepared environment where they have the freedom to choose their activities and work at their own pace. **Key Principles:** - **Prepared Environment:** The classroom is designed to facilitate independent learning. It is organized into distinct areas that cater to different developmental needs and interests. - **Child-Centered Learning:** Children are viewed as active participants in their learning process. They have the autonomy to choose their activities and engage in self-directed learning. - **Sensitive Periods:** Montessori education acknowledges that children go through specific periods when they are particularly receptive to learning certain skills or concepts. Materials and activities are designed to align with these sensitive periods. - **Hands-On Learning:** The use of specialized Montessori materials allows children to learn through direct, sensory experiences. These materials are designed to be self- correcting, promoting independent problem-solving. 2. **Educational Philosophy: Reggio Emilia** **3.1 Educational Philosophies** **Educational philosophies are beliefs, theories, and principles that** **guide and inform educational practices. They provide a foundation for** **understanding the purpose of education, the nature of learning, and the** **role of educators.** **Philosophy of Education - A theory of philosophy that defines views** **about learners, teachers, and the school.** **Here are some prominent educational philosophies:** ** Essentialism: Essentialism emphasizes the importance of teaching essential** **knowledge and skills to students. It focuses on core subjects, such as reading,** **writing, mathematics, and science, and aims to transmit a common set of** **cultural values and knowledge. Essentialism advocates for a structured,** **teacher-centered approach to education.** ** Progressivism: Progressivism views education as a means for social** **progress and personal growth. It emphasizes active learning,** **problem-solving, and experiential education. Progressivist educators** **encourage students to learn through hands-on experiences, critical thinking,** **and collaboration. They emphasize the importance of addressing students\'** **interests and needs.** **By Connor Hamilton** ** Constructivism: Constructivism posits that learning is an active process where** **individuals construct knowledge and meaning based on their experiences and prior** **knowledge. Constructivist educators facilitate student-centered learning** **environments that encourage inquiry, exploration, and collaboration. They focus on** **engaging students in authentic and meaningful tasks to foster deep understanding.** ** Perennialism: Perennialism emphasizes the enduring ideas, principles, and values** **that have shaped human civilization. It promotes the study of classic literature,** **philosophy, and art as a means of cultivating intellectual and moral development.** **Perennialist educators aim to develop students\' critical thinking, logic, and universal** **truths.** ** Behaviorism: Behaviorism focuses on observable behaviors and external** **stimuli. It emphasizes using reinforcement and rewards to shape desired** **behaviors and discourage undesirable ones. Behaviorist approaches** **emphasize systematic instruction, repetition, and explicit teaching of skills** **and knowledge.** ** Social Reconstructionism: Social reconstructionism emphasizes the role of** **education in addressing social inequalities, promoting social justice, and** **challenging oppressive systems. It encourages students to critically analyze** **societal issues, engage in activism, and work towards creating a more** **equitable society.** ** Montessori: The Montessori approach emphasizes self-directed** **learning, independence, and hands-on exploration. It emphasizes the** **importance of prepared environments and materials stimulating** **children\'s natural curiosity and desire to learn. Montessori educators** **encourage individualized learning and foster a love for lifelong** **learning.** ** Reggio Emilia: The Reggio Emilia approach emphasizes the child\'s** **natural curiosity and creativity. It values the importance of the** **environment, documentation of learning processes, and collaboration** **among students, teachers, and families. Reggio Emilia educators** **promote open-ended inquiry, project-based learning, and the arts.** **3.2 Educational Philosophy: Essentialism** **Essentialism is an educational philosophy emphasizing the importance of teaching students** **a core body of knowledge and skills. It places emphasis on essential subjects, such as** **mathematics, science, language arts, and history, which are considered foundational for a** **well-rounded education.** **Here are key aspects of essentialism:** ** Core Curriculum: Essentialism advocates for a well-defined, structured curriculum** **focusing on fundamental knowledge and skills. The curriculum typically includes essential** **subjects for all students to succeed academically and be prepared for life.** ** Teacher-Centered Approach: Essentialism places the teacher in a central role as the** **authority figure and expert in the classroom. Teachers are responsible for transmitting** **knowledge and guiding students in their learning. They use traditional teaching methods,** **such as lectures, direct instruction, and teacher-led discussions.** ** Rigor and Discipline: Essentialism promotes a rigorous and disciplined learning** **environment. It emphasizes the importance of high expectations, academic** **standards, and disciplined behavior. Students are expected to develop** **self-discipline, study habits, and a strong work ethic.** **Core Values and Citizenship: Essentialism aims to transmit a common set of** **cultural values, moral principles, and civic responsibilities to students. It** **places importance on character development, ethical behavior, and instilling** **a sense of social responsibility in students.** ** Academic Excellence: Essentialism prioritizes academic achievement and** **focuses on preparing students for higher education and future careers. It** **emphasizes mastery of subject matter, critical thinking skills, and the** **development of intellectual abilities.** **Universal Knowledge: Essentialism emphasizes the study of classic** **literature, history, philosophy, and science as a means of understanding the** **universal principles and ideas that have shaped human civilization. It** **values timeless knowledge and promotes a deep understanding of the** **human experience.** ** Standardized Testing: Essentialism often aligns with** **standardized testing to assess students\' proficiency in** **essential knowledge and skills. It emphasizes** **measurable outcomes and emphasizes test scores as** **indicators of academic achievement.** **3.3 Educational Philosophy: Progressivism** **Progressivism is an educational philosophy that emphasizes active learning,** **problem-solving, and developing students\' critical thinking skills. It views** **education as a means for social progress and personal growth.** **Here are key aspects of progressivism:** ** Experiential Learning: Progressivism promotes hands-on, experiential** **learning where students actively engage with their environment and construct** **knowledge through firsthand experiences. Students are encouraged to explore,** **inquire, and discover, which fosters a deeper understanding of concepts.** ** Student-Centered Approach: Progressivism places students at the center of the learning** **process. Teachers act as facilitators, guiding students\' inquiries and encouraging their** **interests and curiosity. The focus is on students\' individual needs, talents, and learning** **styles.** ** Problem-Solving and Critical Thinking: Progressivism emphasizes the development of** **students\' problem-solving and critical thinking skills. Students are encouraged to** **analyze, question, and evaluate information to arrive at their own conclusions. This** **approach prepares students to think independently and make informed decisions.** ** Social Interaction and Collaboration: Progressivism values social interaction and** **collaboration among students. Cooperative learning, group projects, and discussions are** **encouraged to promote teamwork, communication skills, and the ability to work** **effectively with others.** **Relevance to Real-Life Contexts: Progressivism emphasizes connecting** **learning to real- life contexts and experiences. Teachers aim to make** **learning meaningful and relevant to students\' lives by incorporating** **authentic tasks, projects, and problem-solving scenarios.** ** Individualized Instruction: Progressivism recognizes that students have** **different interests, abilities, and learning styles. It encourages** **individualized instruction and differentiation to meet the unique needs of** **each student. Teachers provide personalized support and adapt** **instructional strategies to maximize student engagement and learning.** **Democracy and Social Justice: Progressivism promotes democratic values,** **social justice, and active citizenship. It encourages students to develop a sense** **of social responsibility, empathy, and a commitment to societal equity and** **fairness.** ** Continuous Improvement and Reflective Practice: Progressivism values** **continuous improvement and reflective practice. Teachers regularly reflect on** **their teaching methods, seek feedback, and make adjustments to enhance** **student learning. This approach fosters professional growth and a** **commitment to ongoing development.** **3.4 Educational Philosophy: Constructivism** **Constructivism is an educational philosophy that views learning as an active** **process of constructing meaning and understanding through the interaction** **between learners and their experiences. It emphasizes learners\' active** **participation, prior knowledge, and social interactions.** **Here are the key aspects of constructivism:** **Active Learning: Constructivism promotes active learning where learners** **are engaged in hands-on activities, problem-solving tasks, and real-world** **experiences. Learners construct knowledge by actively manipulating** **materials, exploring ideas, and connecting new information with their** **existing knowledge.** **3. students\' prior knowledge to facilitate meaningful learning.** **Social Interaction and Collaboration: Constructivism emphasizes the role of** **social interaction and collaboration in the learning process. Learners benefit from** **discussions, sharing perspectives, and collaborating with peers to construct** **knowledge. Collaborative activities foster communication skills, cooperation, and** **multiple perspectives.** **Inquiry and Discovery: Constructivism encourages learners to inquire, explore,** **and discover knowledge. It promotes open-ended questions, problem-solving** **tasks, and hands-on investigations, allowing learners to explore and construct their** **understanding. Teachers serve as facilitators, guiding learners\' inquiries and** **providing support when needed.** **Authentic and Contextualized Learning: Constructivism emphasizes** **connecting learning to real-life contexts and authentic experiences. Teachers** **create meaningful learning experiences that relate to learners\' lives,** **interests, and cultural backgrounds. Authentic tasks and problem-solving** **scenarios provide relevance and promote deeper understanding.** ** Reflective Thinking: Constructivism values reflective thinking and** **metacognition. Learners are encouraged to reflect on their thinking** **processes, monitor their understanding, and evaluate their learning.** **Teachers facilitate reflection through questioning, journaling,** **and self-assessment activities.** **Multiple Perspectives and Personal Meaning: Constructivism acknowledges that** **learners may construct different meanings and interpretations based on their unique** **perspectives. It values diversity and encourages learners to develop their personal** **understanding and meaning from their experiences. Teachers foster an inclusive** **environment that values multiple perspectives and encourages learners to express** **their ideas.** ** Technology as a Tool for Learning: Constructivism recognizes the potential of** **technology as a tool for learning. It encourages educational technology to facilitate** **information access, communication, and collaboration. Technology can provide** **learners with authentic resources, opportunities for self-expression, and** **connections to a global learning community.**