The Teaching Profession Midterm Exam Reviewer PDF

The Teaching Profession College of Teacher Education Midterm Examination Reviewer 1. Teaching is all about - Helping someone learn something, An interactive process that takes place between teacher and pupil, A task of a teacher, wh...

The Teaching Profession College of Teacher Education Midterm Examination Reviewer 1. Teaching is all about - Helping someone learn something, An interactive process that takes place between teacher and pupil, A task of a teacher, which is performed for the development of a child – all being stated are definitions of being a teacher. Teaching is fundamentally about facilitating learning. It involves an interactive exchange where teachers guide students through understanding concepts, fostering curiosity, and developing critical thinking skills. The teacher's role extends beyond mere instruction; it encompasses supporting the overall growth and development of the learner. 2. There are six (6) dimensions of teaching, these are: Climate that supports learning, Engagement and investment in student learning, classroom dialogue and sharing, skills, techniques and knowledge of the discipline, creative choices, assessments and recognition. Effective teaching encompasses various dimensions, including creating a supportive climate for learning, engaging students, and fostering meaningful classroom dialogue. Teachers also need to possess a deep knowledge of their discipline and be skilled in creative instructional techniques. Additionally, ongoing assessment and recognition of student achievements are crucial for fostering a motivating learning environment. 3. The 7 R’s of Teaching are: 1) remember to perform duties with high professionalism and avoid favoritism or cheating, 2) respond to each student's needs with concern, 3) recognize the need for continuous professional development through associations and education, 4) reawaken their passion and commitment to serving all learners, 5) renew their commitment to helping students have better futures, 6) re-evaluate their attitudes and ethics, 7) relearn, learn, and unlearn to be a teacher of relevance These principles emphasize professionalism, responsiveness to student needs, and the importance of continuous professional development. Teachers are encouraged to reignite their passion for education, renew their commitment to student success, and regularly reflect on their practices and ethics. The cycle of learning, unlearning, and relearning is vital for remaining relevant and effective as educators. 4. RA 7610 is known as the “Special Protection of Children Against Abuse, Exploitation, and Discrimination Act”. This legislation is designed to protect children in the Philippines from various forms of abuse, exploitation, and discrimination. It emphasizes the importance of safeguarding children's rights and well-being in all contexts, particularly within educational environments. The act aims to create a safer and more equitable atmosphere for children to learn and grow. 5. Content in Knowledge solves the issue of the subject matter to be taught by the teacher with the important domains of learning, (Shulman, 1987). Shulman's framework highlights the importance of integrating content knowledge with pedagogical skills. He asserts that teachers must not only understand the subject matter but also how to convey it effectively to students. This combination of knowledge is essential for addressing various domains of learning and ensuring comprehensive education. 6. Brain-based education, Multiple Intelligences, and Multilingual/cultural classrooms are facets of challenges of teaching. Infrastructure and availability of supplies is not included. The fields of brain-based education, Multiple Intelligences, and multilingual/cultural classrooms present significant challenges for educators. Teachers must adapt their methods to accommodate diverse learning styles and cultural backgrounds, promoting inclusivity. However, challenges like infrastructure and resource availability are often overlooked in discussions about teaching practices. 7. UNESCO’s Mission is To eradicate poverty, To contribute to the building of peace and Promote sustainable development and intercultural dialogue through education. UNESCO aims to combat poverty and foster peace through education, emphasizing sustainable development and intercultural dialogue. Its mission highlights the transformative power of education in addressing global challenges and promoting social cohesion. Through educational initiatives, UNESCO seeks to empower individuals and communities. 8. The 4 Pillars of Education is Learning to Do, Learning to Be, Learning to Know, and Learning to live together, which is being encouraged by UNESCO for us to have a virtue of tolerance. UNESCO promotes the four pillars—learning to do, learning to be, learning to know, and learning to live together—to foster holistic education. These pillars encourage the development of practical skills, self-awareness, knowledge acquisition, and social harmony. Emphasizing tolerance and cooperation, they aim to prepare individuals for active participation in society. 9. RA 9155 is the law manifested the bureaucratic systems observed in the Philippine Educational System? This law outlines the governance structure within the Philippine educational system, emphasizing decentralization and community involvement. It reflects the bureaucratic nature of educational administration in the country. By promoting local autonomy, it aims to enhance the quality and relevance of education. 10. The Department of Education is the agency oversees national and local child education. This government agency is responsible for overseeing education at both national and local levels in the Philippines. It formulates policies, sets standards, and ensures access to quality education for all learners. The department plays a critical role in shaping the educational landscape. 11. Art. XIV, Sec 1, of the 1987 Constitution states that education at all levels should be available and accessible to all. Article XIV, Section 1, of the 1987 Constitution asserts that education should be universally accessible at all levels. This provision underscores the state’s commitment to providing equitable educational opportunities. It aims to promote inclusivity and ensure that every citizen has the right to education. 12. DepEd, TESDA, and CHED governs the education of country. The Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA), and Commission on Higher Education (CHED) are the three key agencies governing education in the Philippines. Each plays a distinct role in managing various educational sectors, from basic education to higher learning and vocational training. Together, they aim to enhance the quality and relevance of education. 13. Courageousness, Decisiveness, Humility – are the indispensable quality of a progressive teacher according to Friere. According to Paulo Freire, qualities like courageousness, decisiveness, and humility are essential for progressive educators. These traits enable teachers to navigate challenges, inspire students, and create inclusive learning environments. They foster a supportive atmosphere where students feel empowered to engage actively in their education. 14. Cultivate a strong sense of community, Promoting powerful learning-teaching processes, Cherish and encourage the development of families are the following factors should the teachers and school leaders concentrate on. Building a strong community, enhancing teaching-learning processes, and fostering family development are critical areas for educators. By cultivating these relationships, teachers and school leaders can create a more holistic educational environment. Such collaboration enhances student learning and supports overall community well-being. 15. The Renaissance Period was the time when legal foundations of education where the separation of church and state emphasized and promotion of education on Humanistic curriculum was introduced. This era marked significant shifts in educational philosophy, emphasizing the separation of church and state. The promotion of a humanistic curriculum focused on individual potential and critical thinking emerged during this time. It laid the groundwork for modern educational practices that value both knowledge and character development. 16. 1899 was the year when the Malolos convention stated in Article 23 that “public education shall be free and obligatory in all schools of the nation”. The Malolos Constitution established public education as free and mandatory in the Philippines. Article 23 highlighted the government’s responsibility to provide access to education for all citizens. This landmark provision aimed to promote literacy and civic engagement in the newly independent nation. 17. 1565 was the year when formal education introduced to the Philippines by Spanish Missionaries. Spanish missionaries introduced formal education in the Philippines in 1565. This education system was largely religious and aimed at converting the local population to Christianity. Over time, it evolved, laying the foundation for the country's educational structures. 18. It was during the pre-colonial era of the our country when the history of education if focused on practical survival skills as the curriculum of education. Education during the pre-colonial era focused on practical survival skills essential for community life. Learning was informal and often conducted through oral traditions and hands-on experiences. This curriculum aimed to prepare individuals for active participation in their societies. 19. Idealism is the philosophy of education believes that wisdom emerges from within. Idealism posits that knowledge and wisdom originate from within individuals. This philosophy emphasizes the importance of introspection and the development of personal values. In education, it encourages nurturing students’ innate potential and fostering a love for learning. 20. It was during the 1900s that the Americans influenced our education. The American colonial period brought significant changes to the Philippine educational system in the early 1900s. New curricula, teaching methodologies, and a focus on English language instruction transformed educational practices. This influence laid the groundwork for a modern, structured education system. 21. Confucianism, Hinduism, and Taoism are the Kinds of Eastern Philosophies that are not included in the emphasis of educational philosophy. While many educational philosophies draw from Western thought, Eastern philosophies like Confucianism, Hinduism, and Taoism are often less emphasized. These philosophies offer unique perspectives on education, focusing on moral development, social harmony, and holistic learning. Their exclusion can limit the diversity of educational approaches. 22. Realism is the type of philosophy of education emphasizes the value of reality and the natural world. Realism emphasizes the importance of understanding and engaging with the natural world. This educational philosophy encourages students to learn through observation and experience, grounding knowledge in reality. It values practical skills and knowledge applicable to everyday life. 23. Learning should be centered on development and living is one of the core philosophies that explains existentialism. Existentialism focuses on the individual's development and personal experiences in the learning process. It emphasizes the importance of living authentically and finding meaning in one’s education. This philosophy encourages learners to explore their identities and make choices that reflect their values. 24. The Spaniards were the ones who promoted Catholicism and religion as a mandatory part of education. The Spanish colonial period established Catholicism as a central component of education in the Philippines. Religious instruction was mandatory, shaping the moral and ethical framework of the educational system. This emphasis on faith and values influenced the character of education for centuries. 25. Americans were the ones who coined the Filipino learners the “Pensionados”. The term "Pensionados" refers to Filipino scholars sent to the United States for higher education during the American colonial period. This initiative aimed to develop future leaders who could contribute to the country's governance and development. It reflects the American approach to education as a tool for social and political influence. 26. Ilo-Ilo is the place where the Mother-Tongue Based Multilingual Education (or MTB) conducted its first experiment in the Department of Education. Ilo-Ilo was the site of the first experiment in the Mother-Tongue Based Multilingual Education (MTB-MLE) program in the Philippines. This initiative aimed to enhance language learning by using students' native languages in the classroom. The program recognizes the importance of linguistic diversity in education. 27. How students should be taught, What is the purpose of education, How students should be assessed – are the following statements explain the philosophy of education. Key questions surrounding how students should be taught, the purpose of education, and assessment methods encapsulate the essence of educational philosophy. These inquiries shape teaching practices and curriculum development. Understanding these elements is vital for effective and meaningful education. 28. Commonwealth Act No 80 is the legal bases pertains to the quality of education as a right to all citizens of the Philippines. This act provides the legal foundation for ensuring quality education as a right for all Filipino citizens. It emphasizes the government's responsibility to promote equitable access to educational resources. This legislation seeks to uphold the principle that education is a fundamental human right. 29. If the teacher emphasizes the value of real-world events in honing the student which principle or philosophy of education is that teacher applying in her class, this particular teacher is using realism. A teacher who emphasizes real-world events and experiences in their lessons exemplifies the philosophy of realism. This approach connects academic concepts to students' lives, making learning more relevant and impactful. By grounding education in reality, teachers foster critical thinking and practical skills. 30. Nihonggo was the language that the Japanese impose in education during their regime. Nihonggo was mandated as the medium of instruction during the Japanese occupation of the Philippines. This language imposition aimed to integrate Filipino students into the Japanese cultural framework. The educational policies during this time reflected broader political and military objectives. 31. When the teacher practices his/her moral values inside and outside the school, it is the situation does a teacher displays moral ascendancy. When teachers exemplify moral values in their actions, they demonstrate moral ascendancy. This concept involves leading by example, fostering trust, and promoting ethical behavior among students. A teacher's integrity can significantly influence the moral development of their students. 32. Immanuel Kant is the German philosopher dubbed morality a standard of rationality he dubbed it categorical imperative. Kant’s philosophy introduced the concept of the categorical imperative, which posits that moral actions must adhere to universal principles. He believed that rationality is key to ethical decision- making, and that individuals must act according to laws they would want to be universal. This framework has profoundly influenced modern ethical thought. 33. Joy of living is an indispensable quality of a progressive teacher shows a teacher’s commitment to both teaching, and life in general. The joy of living reflects a teacher's passion and enthusiasm for both their profession and life itself. This quality is essential for progressive educators, as it inspires students and creates a vibrant learning environment. A teacher who embodies this joy fosters a love for learning and encourages students to embrace their own journeys. 34. Reconstructionism is a philosophical approach in education emphasizes social questions and questions about society itself in a better effort to create a more successful society in the future. Reconstructionism is an educational philosophy that focuses on addressing social issues and fostering critical thinking about society. It encourages students to engage with contemporary challenges, promoting awareness and activism. By preparing learners to question and improve their world, reconstructionism aims to create a more just and equitable society. 35. Anchored Instruction is theory by John Bransford will help students become more actively engaged in learning situating or anchoring instruction around an interesting topic. Developed by John Bransford, anchored instruction is a pedagogical approach that situates learning within meaningful and engaging contexts. By anchoring lessons around interesting topics or real-world scenarios, teachers can enhance student engagement and facilitate deeper understanding. This method promotes active participation and encourages students to make connections between their learning and the world around them. 36. Collaboration with parents, families and communities are the following traits that a teacher is showing that he/she is a community worker. A teacher who actively collaborates with parents, families, and community members demonstrates their role as a community worker. This collaboration helps build supportive networks for students, enhancing their educational experiences. By engaging with the wider community, teachers can foster a sense of belonging and shared responsibility for student success. 37. Pitching in, Work as a team, Mobilize others are the characteristics of teachers as community leaders. Teachers who embody the traits of pitching in, teamwork, and mobilizing others are essential community leaders. These characteristics enable them to inspire collective action and foster cooperation within the school and its surrounding community. By taking initiative and working collaboratively, teachers can address community needs and promote positive change. 38. Singapore is a country in Asia who’s education sector is managed by the Ministry of Education and it is mandatory for parents to send their children to primary schools pursuant to the Compulsory Education Act of 2003. In Singapore, the Ministry of Education manages the educational sector, ensuring quality and accountability. The Compulsory Education Act of 2003 mandates that parents send their children to primary schools, reinforcing the country’s commitment to education. This structured approach has contributed to Singapore's reputation for excellence in education. 39. Finland is a country in Europe only requires nine years of compulsory education? Their educational system is also considered as one of the best. Finland's educational system is notable for requiring only nine years of compulsory education, yet it is consistently ranked among the best globally. This system emphasizes equity, individualized learning, and teacher autonomy, allowing for a holistic educational experience. Finland’s approach prioritizes student well-being and encourages lifelong learning. 40. America is a country focuses more on classroom management than instructional delivery. In the United States, there is often a greater emphasis on classroom management over instructional delivery. This focus can sometimes detract from effective teaching practices and deeper learning experiences. Balancing management with engaging instruction is crucial for fostering a productive learning environment. 41. Capacity is a factor that influences teacher performance. The capacity of teachers, including their skills, knowledge, and emotional resilience, significantly impacts their performance in the classroom. Higher capacity enables educators to implement effective teaching strategies, adapt to student needs, and foster a positive learning environment. Continuous professional development is essential for enhancing teacher capacity. 42. Situated learning is a theory under psychological dimensions of a teacher helps an individual extend research-based knowledge of community service and assist students acquire professional skills. Situated learning posits that knowledge acquisition occurs in context, emphasizing real-world applications and community engagement. This approach encourages students to participate in meaningful activities that connect academic content to their lives. By integrating community service and professional skills, situated learning enhances both personal and academic development. 43. Progressivism is a philosophical approach in education is child-centered and aims to eliminate problems caused by industrialization, urbanization, immigration and political corruption. Progressivism is a child-centered philosophy that seeks to address the challenges posed by industrialization, urbanization, and societal changes. It emphasizes experiential learning, critical thinking, and collaboration. By focusing on the needs and interests of students, progressivism aims to create a more responsive and equitable educational environment. 44. Categorical Imperative is one of the arguments of Immanuel Kant. Immanuel Kant's categorical imperative is a foundational concept in his moral philosophy, proposing that actions must adhere to universal ethical principles. This imperative emphasizes the importance of rationality and moral duty in decision-making. It encourages individuals to act in ways that could be universally applied, promoting ethical behavior. 45. ICT integration is a challenge in teaching because of three factors such as: (1) The availability of Internet in schools (2) The availability of computers and gadgets (3) The capabilities of teachers in using such technologies. Integrating Information and Communication Technology (ICT) into education presents several challenges, including access to the internet, availability of devices, and teachers' technological proficiency. Overcoming these obstacles is crucial for maximizing the benefits of ICT in enhancing teaching and learning. Successful integration can transform educational practices and improve student outcomes. 46. The challenge of appeasing all cultures present in the classroom explains the challenges of a multi-cultural classroom. Navigating the diverse cultures present in a multicultural classroom poses significant challenges for educators. Teachers must find ways to respect and incorporate various cultural perspectives while creating an inclusive environment. This complexity requires sensitivity, adaptability, and a commitment to fostering equity among all students. 47. “Everyone can learn to maintain peace and benefit from it compared to the disastrous effects of war” is the importance of UNESCO’s learning to live together, as a pillar of education. The principle that "everyone can learn to maintain peace" highlights the importance of promoting peace education as a vital aspect of UNESCO’s mission. This pillar encourages individuals to engage with diverse perspectives and foster understanding to prevent conflict. Emphasizing peace over the consequences of war is crucial for building sustainable, harmonious societies. 48. Fidel V. Ramos’ Administration is the Philippine President that his administration popularized the NSAT (National Secondary Achievement Test). During Fidel V. Ramos' presidency, the National Secondary Achievement Test (NSAT) was popularized as a means to assess secondary education quality in the Philippines. The NSAT aimed to evaluate student performance and guide improvements in educational standards. This initiative reflected the government's commitment to enhancing educational outcomes. 49. Learning to grow is not part of UNESCO’s 4 Pillars of Education. UNESCO's 4 Pillars of Education—learning to know, learning to do, learning to live together, and learning to be—do not include "learning to grow." These pillars emphasize a holistic approach to education that prepares individuals for personal and social development. Each pillar plays a vital role in fostering well-rounded, responsible citizens. 50. Create a partnership with the head of the community and create a plan as to how to help out the community based on the teacher’s mastery is the activity that teachers must do in conducting community extension. Teachers engaging in community extension must create partnerships with local leaders to develop plans that leverage their expertise. This collaboration allows educators to address community needs while applying their skills in meaningful ways. By actively participating in community service, teachers can foster positive relationships and promote social responsibility.