Colegio de San Juan de Letran

COLLEGE OF EDUCATION
COURSE TITLE The Teaching Profession COURSE CODE EDUC UNITS 3
COMPLEMENTING/ Gen. Ed. Gen. Ed.
PREREQUISITE
ALLIED COURSES Prof.Ed Prof.Ed EDUC
OUTCOMES
INSTITUTIONAL [ACADEMIC UNIT] PROGRAM INTENDED
GRADUATE OUTCOMES DEFINITIONS
GRADUATE OUTCOMES GRADUATE OUTCOMES LEARNING OUTCOMES (PILO)
1. Form educators who demonstrate their best
Exemplify Gospel value-laden classroom practices
potentials in Academics, Research and
CO1. Christ- centered and decisions
1. Living witness of Christ Community Service according to the Dominican
educators Construct and apply knowledge, theories and
ideals
concepts to make meaning
2. Act in recognition of professional, social and
CO2. Outstanding leaders
Create learning platforms that exhibits professional ethical responsibility
2. Servant Leader and builders of
expertise, social and ethical responsibility 3. Preserve and promote Filipino historical
communities
heritage
4. Articulate and discuss the latest developments
Provide meaningful and sustained exchange
CO3. Excellent teaching in the Areas of English and Mathematics
3. Care-taker for creation between and among learning theories and
professionals 5. Effectively communicate in English and in
research related to teaching
Filipino, both orally and in writing
6. Work effectively and collaboratively with a
Engage current and future educators to sense-
CO4. Dynamic advocates substantial degree of independence in multi-
4. Self-driven learner making projects to uphold reflective and tolerant
of life disciplinary and multi-cultural teams
practices in educational arena
[ ] OUTCOMES PROGRAM INTENDED LEARNING OUTCOMES
After completing this course, STUDENTS SHOULD BE ABLE TO:
CO1 CO2 CO3 CO4 PO1 PO2 PO3 PO4 PO5 PO6
provide with information on the trends, issues, and philosophical/legal
COURSE 1 / / / /
grounds surrounding the teaching profession
INTENDED cultivate the character of inquiry by offering venues for knowledge
LEARNING 2 / / / /
acquisition, generation and development
OUTCOMES acquire skills and capability in expressing their ideas both in speaking and in
(CILO) 3 / /
writing
discuss issues and concerns with depth and analysis thereby building
4 / / / /
students logical and critical thinking skills
 express scholarly comments and deep reviews on a given topic and a
5 / / /
deeper appreciation for the subject

The subject provides a prospective professional teacher an extensive and integral vision of his multifaceted task of shaping the people, and on
the macroperspective, the society. It specifically dwells on the teacher as a member of the society, as a classroom manager, as a practiced
COURSE DESCRIPTION
professional who manifests global competitiveness, in depth knowledge of multiculturalism, and profound understanding of the significant laws
that are consequential to his practice of the teaching profession.

ESSENTIAL LEARNING OUTCOMES SUGGESTED

CONTENT INTENDED LERNING TEACHING/ ASSESSMENT
WEEK DECLARATIVE FUNCTIONAL CO CO CO CO
STANDARDS OUTCOME (ILO) LEARNING TOOL
KNOWLEDGE KNOWLEDGE 1 2 3 4
ACTIVITIES
Demonstrate I. The Teacher as a Determining and ILO 1 Reflective Oral
understanding of Special Person in formulating one’s Formulate your own Learning on the Presentation
the role of teachers the Society educational philosophy educational philosophy different with scoring
in the society, its reflecting on the three
educational rubrics
philosophical and A. The Teacher’s essential questions (why
values formation Philosophical and Discussing the teach?, what to teach? philosophies
Values Formation foundational principles How to teach?)
of morality and values Interactive
B. The Foundational formation of a teacher lecture-
1-3 / / / /
Principles of discussion
Morality, Values
Formation
Reflecting on teaching as
C. Teaching as a a vocation, mission and
Vocation, Mission profession
and Profession
 Demonstrate II. The Teacher in Defining the significant ILO 2 Interactive Graded
understanding of the Classroom and terms in the lesson Prepare a tabular lecture- presentation
the different Community examination of the discussion with scoring
competencies and teacher education
Analyzing the rubrics
skills of a teacher A. The National curriculum if its
and its relations Competency-Based competencies contained responsive to the Analysis and
and linkages with Teacher Standards in the NCBTS and its compentencies set by examination of
the school, (NCBTS) importance NCBTS the Written quiz
community and / / / competencies
other organizations B. The 21st Century Describing the 21st- set by NCBTS
4-6
Teacher century teacher

C. School and ILO 3

Community Examining the various Prepare a graphic
Relations roles of the teacher in organizer showing
the classroom and in the teacher relations and
D. Linkages and community how the teacher should
Networking with relate to these networks.
Other
Organizations
Demonstrate III. On Becoming a Explaining the concept ILO 4 Interactive Symposium
familiarity with the Global Teacher of globalization and its Plan a symposium lecture- Implementation
global programs effects to education and entitled Education for discussion with scoring
and trends in Sustainable rubrics
the teacher
education and the A. Global Education Development and write / / / /
educational and the Global a paper on how
systems of other Teacher Analyzing the globalization affects the Use of
countries educational systems of teacher collaborative
B. A Closer Look on selected countries teaching-
the Educational worldwide learning
Systems of Selected strategies
7-8
Countries in the
World
Discussing how to
C. Multicultural broaden teaching
Diversity: A perspectives through
Challenge to Global teacher exchange
teachers programs and trends in
technology
D. Broadening
Teaching
Perspectives
 through Teacher
Exchange Programs

E. Technology and
Innovative
Teaching
9 Midterm Exams
Demonstrate IV. The ILO 5 Interactive Oral
familiarity with the Professionalization Create a chart showing Lecture- presentation
laws pertinent to of Teaching Analyzing the different the highlights of each of discussion with scoring
the the laws pertinent to the
laws pertinent to the rubrics
professionalization A. Presidential professionalization of Use of
of teaching Decree No. 1006 professionalization of teaching
10-11 collaborative
teaching
teaching-
B. Republic Act / / /
learning
7836
strategies
C. Republic Act
9293
Demonstrate V. Becoming a Explaining the meaning ILO 6 Use of Colloquy forum
understanding of Professional of profession and Plan a colloquy forum / / / collaborative implementation
the Code of Ethics Teacher professional entitled “I am a teaching- with scoring
for teachers professional teacher”,
learning rubrics
12-13 A. Code of Ethics Describing how discussing the the 11
for Teachers professional teacher articles of the Code of strategies
conducts herself/himself Ethics for teachers
in the practice of his/her followed by an open
profession discussion
Demonstrate Vi. Other Education Discussing the different ILO 7 Interactive Oral
familiarity with and Teacher laws related to teaching Research on decided / / / Lecture- presentation
other education Related Laws cases violating the discussion with scoring
and teacher related discussed teacher –
Clarifying on one’s rubrics
14-15 laws A. The 1987 related laws.
rights, duties and
Constitution
obligations as a
professional
B. Republic Act
4670
Identifying UN programs
and projects affecting
C. Batas Pambansa education and its
Blg. 232 relevance to teaching
profession
 D. Republic Act
9155 Understanding policies
on recruitment and
E. Excerpts form deployment
the Family Code of
the Philippines Clarifying disciplinary
procedures applied to
F. Excerpts from teachers as they exercise
Republic Act 7610 the special parental
authority over the
G. Excerpts from learners inside and
Republic Act 7877 ouside the school

H. Excerpts from
Republic Act 8980

I. Excerpts from
Republic Act 10157

J. UNESCO

K. First Call for

Children

16-17 Demonstrate A. Historical Interactive Oral

familiarity with the Tracing the development ILO 8 / / /
Perspective of the Lecture- presentation
historical of the Philippine
Philippine discussion with scoring
perspective on Educational System educational system from Prepare a chart showing
Phillipine pre-Spanish era to the the development of the rubrics
Use of
Educational System present system Philippine educational
B. Organizational collaborative
Structure of the system from the pre- teaching-
Department of Discussing the Spanish era to the learning
Education Field organizational structure present system strategies
Offices of the Department of
Education Field offices

18 Final Exams
COURSE OUTPUT Portfolio of Task Outputs
1.Regular attendance is expected. You are responsible for making up any discussion/work missed in case of absence. Active participation is
expected in every session.
COURSE POLICIES 2.Performance Tasks shall be graded using Rubrics. Students shall be informed of the rubric criteria to achieve expected outcomes. Be
diligent to submit requirements on time.

Bilbao, Purita, et. al. The Teaching Profession. 2nd ed. Quezon City: Lorimar Publishing Co., Inc., 2012
Commission on Higher Education http.//www.ched.gov.ph
Congress of the Philippines http.//www.congress.gov.ph
DECS Manual 2000 for Public Schools
RESOURCES
Senate of the Philippines http.//www.senate.gov.ph
Chan Robles Virtual Law Library http.//chanrobles.com/philsupremelaw1.htm
Educause Review http.//connect educause.edu/er
International Education Journal http.//ehlt.flinders.edu/education/ie
Bilbao, Purita, et. al. The Teaching Profession. 2nd ed. Quezon City: Lorimar Publishing Co., Inc., 2012.
Billy, J. Collaborative Inquiry in Practice. Sage Publication. 2000
Glasser, W. The Quality School. New York. Harper Perennial. 1998
Harris, K. Teachers: Constructing the Future. London:The Plamer Press. 1994
BASIC READINGS
Laws on Education. Quezon City: Neo Publishing, Inc. 2006
Sullivan, E. Transformative Learning: Educational Vision for the 21 st Century. London. Zed Books. 2001.
Wagner, R. Accountability in Education: A Philosophical Inquiry. New York: Routledge. 1989
Walker, D.F. Fundamentals of Curriculum: Passion and Professionalism. 2 nd ed. Mahwah, NJ:Lawrence Eribaum Associates. 2003.
Budziszewski, J. Introduction: The Lost World of Moral Common Sense. Dallas, Texas: Spence Publishing. 2003
EXTENDED READINGS
Kelly, W. Educational Psychology. Mailwaukee: The Bruce Publishing Co. 1965
Criteria Midterm Period Final Period
Quizzes/Tasks 30% 30%
Long Test/Task 20% 20%
COURSE ASSESSMENT Class Standing 20% 20%
Written Examinations 30% 30%
_______________________________________________________________________
Total 100% 100%
Faculty member

email address
CONSULTATION SCHEDULE
consultation hours

time and venue

 COURSE CODE COURSE TITLE TERM OF EFFECTIVITY
First Semester,
EDUC THE TEACHING PROFESSION
SY 2018-2019

PREPARED BY NOTED BY APPROVED BY

_________________________________________ __________________________________________ _________________________________________

[TYPE YOUR NAME HERE] [NAME OF THE HEAD] ASSOC. PROF. CRISTINA CASTRO-CABRAL, Ph.D.
Faculty [Designation of the Head] Vice President for Academic Affairs