WOK. atest note tae | [Bw THE TEACHING PROFESSION (EDUC231) Foundations of Education EDUCATIONAL FOUNDATIONS HISTORICAL FOUNDATIONS, 4. Early Conceptions of Education 1.1, Biecatlon for Conformity Primltve Edacation ‘Aims: To survive aud to conto to te ube 19 ‘which ey betoog Contents rata and Theoret Edustion Methods: Tell me ant show i,t and eo, selon inden Proponents Praies 1.2. Eduction fo he Prenton of Socal Stability Onna Education ins: Tones aon ideas and cuss ‘ede o mataad perpen the Log esl social order Contes: Moral sd Tosti Taino Methods ition, Memorition Proponens Orientals (Chines, ios. Estas) 1.3 Education fo the Development of vidal Greek Edwcation Ans: To promot iii! secs ad welfre thn th armonios developnent of the vrs specs of human personaly Spartan: To develop «good soldier inch zen thesia: Tope mn (hoya mind) or individual excellence nosds for publi wsfuoes ‘Contents: Span —Mitary and physical taining Ateians: Liberal edestion Methods: Athenian ~ Pris of indy THE TEACHING PROFESSION (EDUC231) Spartan Competition and vary Prponeniss Greeks 14. action for Uiitartanioy/ Roman Education ‘Aim: T ect the Rom you fr eaing atonal del Cone: Physical ining (arial ans, se of war wespons) Methods Elemeatry —memorzto, initaon Secondary ~ herr execs, intensive ad on sesh emma Proponents Romans2. MODERN CONCEPTIONS OF EDUCATION 2.1. auction for Rich, Fal Life Hai Tninhatte Homanin Aim To secre rsh a fl fe for ch nv heh once itn cent ‘Contents: Grammar Litetire a Mathemstics Methods: Text dy, writen tones, selacty ao selexpresson Proponent: Vitro de Felire 212. Northern o Sola Humana ‘Ai: For sci efor ‘Conta Chesil aah teas (Glows) Methods Inca iastrtion, repttion and mastery, mtvton, of eis sovrevorde Proponent: Desde Eras THE TEACHING PROFESSION (EDUC231) 2.8 Reform 00 ‘Aa Religions oes ‘Content: Physical edcationchancter education ath Hato, Scene Matods: Memorization, eigious,indetination Proponent: Main Lather 24, Connter- Reformation Aine To develop so unquestioning obedince oe ‘nubonty of thechars ‘Cone: 4: sion isda Methods: adapting tte leon tothe alien, neds terest of stale, eiewing the previous lesons, epetion formate, menoraston with undetandina se stub Proponent Chrintan Brothers, stents, ests 2.5. adacation a Training ofthe Mind / Formal Discipline ‘Ans: To tia th mind hough gto execs inde develop ines capocties To fom saacter (Mota physical and mal) Contents: Chia Languages and Math; Pia (vigor ofthe boc) Meat metal power and al (good const Maths: Formal seston, enya etsonig Salling Proponent: Jha Locke 216 Rathnaton iT enable mn oink forthemsves ‘Contents: Pilsophicl scenic nowsdse, ‘shes aaa orality Methods ita ants application of reason 2.7. action n Harmony with Nature Naturalistic Conception of EducationTHE TEACHING PROFESSION (EDUC231) Aim To develop the individ in accordance With the laws of buna developmen and opeserve tbe tral goodness of man ‘Contents: Holistic esata (pic, intellect) Proponent ean Jacques Rouseas 2.8. Eduction for Patrietle Chzemship ationaite Concept ‘Am: To develop mulitary preparedness and Szqesivenss er ihe preservation sl ssiaton ofthe Sate Content: Sova Stes Maths: Prati 2.9. Education as Paychlogeal Development ‘Aim: To det an contol growth and development thse spprepnte estima prcedes {JOHANN HEINRICH PESTALOZZI-—Sosiat reparation of hupanity FRIEDRICH FROEREL - Develops f he ctl JONATHAN HERBART — Mor deslpmeat EDWARD LEE THORNDIKE ~resize he illest Sstfston of haan wants Ternce ge, hiss Mathods prioles an Laws of Leming 2.40, Education aa Scenically Determined Process Aim: To make edaion a since Contec: Science Matods: Expert pobem-slvns, scientific rend andreas THE TEACHING PROFESSION (EDUC231) 2.11 Eduction a Scat Reconstruction / Sci Fxperimenalism ‘Ain: Prepare fora progressive rebuilding of the foci ner Contest Soci Sus Instanta examination ofthe social ‘tadiuos sad wal eben ‘Coe intelligent pariipation a cooperation in ‘eas ‘Vocational - social elationships fan's job Methods: Gane inclading social sian) inellgen and coopertive pretation: Fels Trips Deets Clason Sri comm if) PHILOSOPHICAL FOUNDATIONS|. MAJOR PHILOSOPHICAL THOUGHTS 1. Matin 12. Realism 1. Pepin Experimental, 2. MODERN PHILOSOPHICAL THOUGHTS 2.1 Pecans 2Esentis 2AProgessivin 24 Eisen 2S Social Ronson (See Module 2: Edwatonl Pisoni) {3 EASTERN PHILOSOPHIES 3. Hinde + Enppasizesa commitment 1 anil way ie eharstanzad bs hone courses, Service th eat put and on THE TEACHING PROFESSION (EDUC231) oence whic ane achieved hah Yoon Proponent: Mahatma Gandini in Eset The acer sows he way and ips nog by his on example, responsible forthe nes spat Welle 4+ The stafetscim to rementber everythin by beta gin sey of eey aes een Teaching methods a orl and memory meme, dscusion and dobats 3.2, Badan «+ "Belives inte FOUR NOBLE TRUTHS fn LAW OF KARMA, Proponent: isda Gautama ‘Buddha a Edo: {+ Eston is rots om fit Coating eGucatonaltem-oreceie ‘ional tenting nd ler Go each ‘ther dng clas ctor 33, Contutanam Teachers oral ith evoion 2 thea val th elder Love of lcsming broterho, csi nd Unser ove a jstceSeses the FIVECARDINAL VIRTUES Itencvlence, niente popiy, Proposes Confcis Coaficanis in Eden: Givi sie exams 1 Reso ils inthe schools 34, Tala + TAOss ay of i, aptilosan advocating samp gay athe is of bean leo ante ao ein a Inrmoay ith he whole niverse 4+ Scoop believes in WU WEL (Let ings some nual). ‘PropeeatLatTasTais a EdbcatonTHE TEACHING PROFESSION (EDUC231) ‘estonia 4 Physical exeises oles slow and ‘Seatoled body avenue to alas ‘mena slless |35.Zen Baio + Believes inthe THIRD EYE (o see things eich ac ite ote naked esa og attuned To the ns sevind Encourage maison (mind avakening) 1 Teices tithe ee universe sone’ ‘and and ione eat elie ‘olgzennent sous own mie no. ‘ne cnnot ever ache caine 36 tam 1+" Has ive Pillans: beben Allah, payer (Ga doy, ving. lsatvng and palgnmag) Propet Mumma / Mobanne nam Edun ‘+ Useflknowlege is necessary forthe bene it ofthe self and of mani ‘Atl lami goverment i requted ‘prove all mean 0 pombe dequt educsnon for sz tothe est of ably, ML SOCTOLOGICAL AND. ANTHROPOLOGICAL FOUNDATIONS OF Epucarion soctoLocy 4 The sieve of mn an sity {The science ofsoilelaboasips {The stds eitonehip heen ma tnd isa exvotiest 4+ Stuy of panes of human betasor {Study of poups and soietes al how theft te people THE TEACHING PROFESSION (EDUC231) SOCIETY — group of orgnize indvsdals who think of themecves 9 inn sroup and ho tv seth sharns the same cage occupying the sie tet ho interes teats ith fone another, remus fs. penibers hy Sergioup seal repoduction aad has 2 Shared comprobesive caltue, commas Stored aie, snimens spans 8nd se SOCIALIZATION +A proces of ain or couroming the common nossa net of sa on +A. proces whey people lar the ‘ses, value and acon propa tolndividuale ss eer ofa parcfears and interiniizes norms” and Sndieds of the aber member A602 shoe ese as Agents of Soctazation a. Famty Stoel /Edustion ech Mastin Socalgy of Eaton + Provides sly of the slings berween soiety andthe edicts! Droceres hich contiaie to the Saji and soluten to. pobents ‘contin the ean system ANTHROPOLOGY ‘© Seince tha stalin the orga and developmeat of a bis work ad ‘Schiewement wich aces the sty Of physcal intellect, mera, sei nd ull development of mn THE TEACHING PROFESSION (EDUC231) insding is estos, mores, felkways sdb CULTURE ‘He shred prods of buman leaning the set of leaders, belies, Mides acy and eae thts faratersies of prc socety oe population + The comple whole which inhes snowed, ebet, ars ws, mera. Sons, and other epbiis t ts acgie by man sta member of ELEMENTS OF CULTURE + Language. An abtoat stem of word ‘meas ad sol foal aspects of Celeb fosdatog of eal: vata dane Norms Ae etblsbed stadads of bev mnie By a soe ts te stared and enero! Senstone Peas or rewards fi sonduet cenering socal norms 2 Potvesanetions — pu, sromotion, ols, of ate 1 Negative — fines, imprisonment, eat aes, oni + Values ve coletive conceptions of what onsdeed good, desable aad oper orb, web and improper pelgia.Satolonel Implications to Education 4 The curcuar progam of all eaing asians Should be examined by the Commision on Higher Eesti (CHED) ap the Depart of Eton (Dep) so a thse will be response ote nee of the ieTHE TEACHING PROFESSION (EDUC231) + Pans shoal ave in he sehoo prj and fete, sod ie eaulution and socalzten owes. [CHARACTERISTICS OF CULTURE EDUCATIONAL PHILOSOPHIES \Undastaaing te eductonal pilosopies very porant for tee nor esas. What we bewe aboot what i ea or the ‘exisoee or he mena of Lis shape who we teacher. T'What we believe aboot how awlede i ‘sgh shape aur approach a teaching. THE TEACHING PROFESSION (EDUC231) 43. The way our bli out wit is ight and good ad restkable impact the Hearn n oUF lassoom. Yourbelltandyour own pilosphy of aueation Wil ienceall” our Aeties in dhe ‘lesa fot 1 how yu echt yom enh 4 how jos manage you easroom, how you elt fo estan ports, cola, is + he you cont you profession if SIN MAJOR EDUCATIONAL PHILOSOPHIES "Heal ~"idea Gs stent plosopy ia Wester thought Socrates and Plato FOCUS: Wisdom of goes: discipline ore, selon preseation| full beatae ofthe past,AIMSearch for TRUTH ough eas. Edacato is tnsfomaton: lens om change Ines CURRICULUM: ‘+ Evaminin th mot ofthe contemporary sles inthe st (great iterate classes e&) ‘Edenton at any eel should teach sans ok 1 Subjctmter ews + Backtotasiesappcch is aueaton Teachers roles: + Dealing with abtrat motions tog alte method & eonnecting anal wi acton + “Ratve, posing estos, selecting materia aod estabishing smeavitnmet sense the dened oncom + Arole model ibe sisted by seats Methods of astruton: 1 Lecturing but pariulrty wing lactic approach Piso’ tend of logue nzaged Stent loge exanzaton of allpoats of ew-ultndely lading wo acest and a sates of Hen this preach own she dete. Kaowledge cbse when ides re bought in consciousness ‘hr sel-eamuntion and discourse (pstensogs) 2) Questioning THE TEACHING PROFESSION (EDUC231) + Scaring fort hough Sosa questioning dass ~ questioning ‘kb point of wew (ong ndtv reson, sony esting) + Eshtentaisn ~ “personal exten” Soren Kctegnd (ISIS 1985) Father of Eisenia, ‘ean aa Sate Believes existence precedes ewenee” thts people ‘mist teat themeles adhe mst create er own mean FOCUS indivi the needs of individ, th soantivey and Msine sch pson est simply live ior ie by din so creates ser co Yas almost an alertiogit. Foes fon sos ae ther Isis: Tome the world Beer ‘+ Town iva fr sigiicant and meaning existence Eduction on acy booting he dtd! rom acto abd ‘sold dnl re responsi comeanonie Invi shld Be _3hen cred forthe een of concept ie pene, rah nd jie. ' Sebjest entered 1 Lists, History, Ars for Assbtc expression, an Humans or stl vases Teachers role ‘iste pesos one tht cues with i wemendns esponsiilays CsmphasizesIndvideal choles (Hee is m0 common way of Neng ee) ‘Should understand ihr ova “ved wor to help sents achieve ther ex ined worlds 1 Both Teche on stealer fom ech ote tei renion ere fend sod ‘nt ake sks: expose themselves Yo essuot studeas; & work enstanty 1 engble te sade to come “deal Dae to the peter experience &kwledge, the teers responsi 10 develop at cucatonl exon! that promotes anes of he pst and pen. and of he fe posses, "hele sient come sees to haa posit ab esd hat they themseves are both pases and full determined BY the pes every peseat 8 eondtod bythe past, but every eset 1 pepmat| ‘eit Rr posites for ebnge ad ne dreston = ae Henze * Soil usta thatthe cio sequsement so bei stents exoTHE TEACHING PROFESSION (EDUC231) METHODS OF INSTRUCTION: 1 ary ape Questomansner mets + Experimentation 1 Selterpenive astiites ‘This orientation stresses he nda offen viewed sn ppesition tote nos values and expectations of sciey Ir sreset ‘nLgmtlen wef sels fr undsondng aad asp ‘ceria tie. (angi. 197) + Perennatsn “persisting” and endurlag” ove te, teacher centered pilsophy Roert Maynard Hatin: nplemetes esaton ref athe Givers of Chicago, eacourauig moder crcl Huking oo eas eloped the Great Books The pone of te anes eins es thn o proces moa inllec, ad pial evolution thgughout te wold Hts) “Mortimer dle fuer developed ths eumiula based on 10 ret rakes of west lito FOCUS: Eveastiag ios and wives ts learned fom a, istry ted eae AINE: Rs an elighteos cinzen CURRICULUM Stes the "Great Boks collation of Tiere deste in Wester care 0 be oman, incon, nt relevant reas the ume period. These ook nie the Woks of Socrates, Ans, Home, Pato, Geofey Chae, ad Wilian Shakespeare “Teachers rte: lp sens to become ctrl sizes so understand th princes of human Knowle, Perennials nthe classoom woes tens pining ala titers trough the Great Boos au proving he undetstendins heath test wing. and bev. issle closely srcited wit the Socratic meting of essing which proms a open iat heen etches tue Tt coajtes up belles tet malta slgnlicance frm generation to gneration, rom epoch to epoeh as eure to eulture cz Tlie aot excellence, the poo i, and mental materi the Ssstance of ean) a e's paose + Essent “enon ache centered philosophy THE TEACHING PROFESSION (EDUC231) Watam C. Bagley — pice’ esses in Ameo (1938) "eenton anon isos nda consequent rides ffctive sas, any perscs wil pase tevaph twelve Yeu of Sctoolgg oid ienelves ne word an wus snore ad lack of Suet tring are hen hasepn”(Bages) .. Hlrch Jr — cen eset adhoc, cima aa founder of the Core Knowles Foundation. ‘Otter proponents: anes Koerner (1959), HG. Rikover (1959, Paul Coppeas (1978), a Thsodore Size (1988). FOCUS: Rigorous practise with ts tadonal subjects rsdn vung at an sceee AIME: Raise «knowledgeable sent (CURRICULUM Sirs develop dsepline ands common‘Teacher's role: Tesch re caren with knowles and sho arte mind was athe eacher deren Essen’ Platform 1 Sudeats were to be taut hy an essentialist teacher who is well duct aud knowledgeable inthe core eurscuam 2 Weane community note guriclum efor Uo promote the canon of American cular ea, student repaes of tbe schol, 10 easue dat all schools of ‘aryingdeoarapies hod a common Founton i fa” apron = thoy Way asd covld progress was to ve knowledge of there sujots tuh res a testing Reconstrctonism —“recomraction” Theodore Brameld (1900-1987) — founder of soe recoostons, in rescton against the reais of Weld Wat I He ‘evar the pte! freer aman aan hop teblosy fs aman ervey onthe cacy o este 3 beneficent sty Un tschology an hunan compassion aula Frere (19211997) 9a 9 Brazin whose expenses living in poverty Te no chanpion eetion ao eae the vehicle {ose change. Fre leaking sd lenin a pees a Inga che cl ast vent and relent the war THE TEACHING PROFESSION (EDUC231) Reconstctonss, bole stems mst be changed overcome ‘nonsion and imprors human cantons. FOCUS: ie adosing of soll questions and aquest wo ccte a beter Society and worlwide democr ‘AIM sol efor ‘CURRICULUM Fons oa studat experience and aking socal atone real problems sich as lence, huge, nteroational trois, ifatn, to neal Ts oon in opesion to Esentalism, t adaanty opposes sums quo and socks fo tno soit by ataclng the power ‘Hectares 0 ened interests ht perp 0d aun ose #5 tegen 1+ Progression — progress John Dewey ores proponest FOCUS: oa the whole hl, ter than onthe oatnt oF the teacher. This sess tht sae sold tet ns by ache experimentation AIME The scel should ingeove He Wa of ile fou zens tous peroncing iedoen and demcracy ia stools, Shared decison aki, Plkoong of eaters ith tent stentelesed topics ae ll spect CURRICULUM ded vn student intrest gestions, Teachers roe Provide expences so tht teas ci ear by dong Teaming s roted in the guasons of umes tht ante rough ‘perienlng the worlds atv, aot passive The lamers ples Solver and iaker wo makes manag duough his ot ber inidul experience in the psc! ang eataalcomext Progcsives vie! change ds alufal and progress ax both table and destable« coulay evoluion tased 0b MOS eperienes. Celebrating the ability 10 reflect and reason as oth an nvidia and society strength, Progressives accept uncertain, ses ‘vida a socal grow ad wlae the echalgues of the een ‘method o Beer asta the Wo ‘TEACHER'S LICENSURE eard of Professional Teachers Board Lr [Republic et No, 7836 Philippine Teachers Pofasoaization Act of 193THE TEACHING PROFESSION (EDUC231) [An Act Sucgthen the Regution and Supervision of the Praeive of Teaching in the Philips an Presribing 2 License Examiation fr Teacets an for Oe Papo tested bythe Sette and Howse of Representa ofthe Pines in Congres embed Statement of Poly - The sae recopazes the wl role of taeer in| tion-bulding and developmen! taossh # respoouble and ee Sizes: Toads ths ead he Sate shall ese aad pronase quality education Uy proper. supervision and repulsion of te casi ‘amination and profesomsition of the prac. of the tacing| protesion Objectives - This Act has the berin objectives, The promotion, evelopment and profssnalizaton of teachers and the teaching Professon andb. Tho stporsion and repute the Lense Defitom of Terms, - Fox purposes ofthis Act, he folowing tems shall Teaching - ffs the profession conceal pray with elsioom | nsrcon at the elementary od sesondnty Ive ascordance th he fimslam reseed hy the Departnen of Edun, Care a0 Sport, wher on purine ot f-tae bassin the pate ot pub shoals “Teachers rs all pesons engaged in esing othe elementary and ‘coon level, whether on flliae or prtne. bas nla ‘ndstral ars or vocational teasher ad all ther persons peering ‘persion ano adminis faetios i al eons ote area levels ad quali vo racial under his Act oar refers tthe Hoa fr Profession! Teaches dy estblhed a ‘site wae Act Commision = fers to the Profesional Reston Conumission Inhiiion Against the Practice ofthe Teaching Profession Except soars lowed user tis Ac, no pervon shal practhce of er to practice the teaching profession tthe Phipines be Sppsed ss teacher fo ay postion Without biog previous ciated 3 ‘hd ecrtfcte of registrtion ala vali professions! been from he Commision eum THREAD Fa THE TEACHING PROFESSION (EDUC231) Essiy_qeesions! Annet sightiewardy the folowing questions. Note Anes initd tots sentences aly 1. Why ist ita ave aber eee? 2 Relate your waching practice a experince fon the esl of your aasrers in WHAT IS YOUR EDUCATIONAL PHILOSOPHY? Quesionsi (See Table | ant of Mlstation section, Spee a dieory cousiiog ast of Plosepbics jon practise in pra teaching: Ebi come. Foc Examplesal Pi Tegan Comet 1 sein Gog esta ia gt ek 2 Pec jig ils ape salir abet {perp te gi 4 Const group profesional pledge in ongrnce withthe dct (Noe: Lied 1 ‘ne seatenss) For example: “As somp of profess teaches wwe pledge for Liloag academic excelleneund Aesicaion to teaching: more impeants. well fake ave to tk of cur ston dieenses, ‘ood, an thi wollen ereting bit ars forthe," B.teneaton eenuty wach education! philosophy is being ested bel WealsmPerinnatism.Exisentitio, seta, Reconstructontan, Progresso. THE TEACHING PROFESSION (EDUC231) cational plsopy that [Focuses on tue experience and taking social seson on el poems sich lence, lunge, iteration torsa,ifaon, sine Rpts dda 4. aso ase elphtened citizen an Stems thie ‘amc fom the “Gres Boks 41 Vales deep towed on coe subjects. Aims 10 ioe the way of lie of ou cies ough ‘expeviening feed and dena in cbs 601s a teacher's responsiblity Yo develop an ‘auction! eevee dt promotes avareass fo he pasta preset, and of the fue possbiines Deals with abstract astions through alec sud & conneetig analysis wih acon help sden’s to tecome cultural citizens and © desta the principles ofan knw edge ves tha teaching a euning 83 proves of fay inc te shld ms invent ae nr the wor 10. ses “Paso i” apoash = the ony ay & stidet could progtes wat to prove knowledge of the regis sujet tro estes a testing. €.Matiple Choice Test Chaos the correct anower. TRelpiows nls inthe clasoom and inthe School progtans rove the deep mata eign oF the pias Which piosophy his arty ‘ont ois tradion? sodas Conftciaisn © Hinds ‘isan 21 mitry ining vas the fous of Spartan ‘ication, whit nie the asl of Athen ‘scan? {Inet ining 1 Trinng of mind and body © Religions ining Vocational aiingTHE TEACHING PROFESSION (EDUC231) Whieh_progsam si tine seth Contin assertion ta tere shuld be inion ot clasesin aching” 4 Eduatio fo A EFA) B selec: Value efteton 1 Mora sore progam 4 What do you ell pesson who believes chat ‘isha ur superior ver the oes? Cola ltt ' Bthaoenrie Eta latit ‘& Xeoncentne 5. Which sconomic sytem spol he wales Si pate opty an psa of oi? ' Soca © Copia 4 Moderate capitis 6 ta onder to ke Roman sation tly ila, How sould the. yoda Tesoas Be to 2 Tata the sets native diet 1. Taugut itrestigly ough te play way nein Related sol inked othe evens beppening in seve ie {Prato at home under the guidance of their respects paste 7. Giving edvestion the igbost_ budgetary ailoestin, the Puilippine goverment recognizes the pose coatbtion oft ture sities he tonal development gels of the Pilipine Society. Which stesed ths goal of edeation for social rslaton? 2th dation 1 Followers of Cit © Gres edsston 1 Ror edeston 8. Which of te following stvtons presents 3 tal conti? THE TEACHING PROFESSION (EDUC231) 4: Te teneer and is stents have cls stnding {thei pte. 1 The eee and the aniston flo set of tera aging aad. The ocr as stats whose parent wat heir ‘tle oobi ier grades han wit they are ‘ob of geting. 4. The washer st high expectations for ber tnelligent sade ich geting higher aes 9. Which sination bums hata ens of atonnad ‘bexsmplied? 1 The dls conducted» dba using Filipino tein 1 The cass is requ to watch the TV sitcom of leg fo improve thir English communication sl The class ote ose corset ofthetheme sng of foreign move 18 When th teacher aks her Grae sens in Sv county ty wih ve, moet of teat chose Europe 10. Which ofthe follwing NOT a fanstion of he stool? 4 The sation of literate pres The esaisinet of at east oe pny sel for boys al gts enc usp The ing of tbl torso ee children {The provision of voetonl ining for shoo Se len 11. Which piosphy of eduction ifiences the fe Nal ater in schools? Praghasin 4 Socalint 12. Who amone te following believes tht eamiag rogues dipined atenies, seul hosed fd espet fo eatiaat anton? fn Esertlin bs Progress © Reale 1 Resonsnetonist » THE TEACHING PROFESSION (EDUC231) 15. Whi of the lowing isthe nin fieton of the pilsoy of education? 2 Kevoasder existing edestio goals in th at seis neste 1 Provide the academic backround prerequisite easing Define the goals and set the dieton for which Easation sto se asd te leur to bul bis ov percoat Piulosopy LHe room advisers always emphasize the imports of leaks ofthe body. Clem ae tong how to mash ter hands before and afer ‘tng, What is tis practice cle? io Falewsy Btw © Mores 1 Soci nem 15, A teacher who sibertes to the pragmatic Piosophy of edveation teow tht expenence Should fallow teasing i ber eackng Wise of he fallow des se dot appr eit” 4 Encouraging lees memnnze fist nowiedae Equipping lamers with the base stills Providing lunes opportunist apply theres fd pees ‘€ Regu eames ll mastery ofthe lesson lies aad 16, Whi plilosopy ituenced the uation of fective al aod sil in esting? 1 Confit i Extent © Tools Zen Boi, 17. Wish oes NOT dsc cus? aimed Sale Borrowed AaapuveTHE TEACHING PROFESSION (EDUC231) Is.Which Ensen —philospy smpasies compan, aera an iy? She 1 Budi © Hin Theis 19. One of the flowing quotations does not oafonn tothe Chin dctsee of Econ for Hunantaans Which oe 2 Do uno oes a You Would ike eters do uno ove ty sghhor as hse 1. Not on bse soos isa to ve but on every ‘etermoe tnt comes fom he mouth of God 16: Whatever goo ings we do oo po, epess Tater we doit fr God 20. Scowsing and Citizen’ Aen Tsing (CAT) sve tinina in charter bungie traning. ete wich Teds to te creation ofa ew focal onder and # pew soley evenly. Wht piles apport ths? EExstetalien ' Povnmalim «© Progessvsa 1 Soci evasion REFERENCES: ‘Atud, Gleada (2013) The Teaching Protson Rericvsd fom pave sideshaeset en?'SPum,capsign= rofistasingstm msm ssc sns= ssieue Aleste- Dian, Mavis (2013) PROFESSIONAL, EDUCATION. Reviower for the Lense Esamination for Teachers Puippine Nort ‘Untersiy- Pippin. Ble, Metnds (2012) What f your Educational Philosophy. Rate trom Inga desta netntism2 haat THE TEACHING PROFESSION (EDUC231) Cohen, LeoNor. (1999) Section I Phiosoptiat Parpetvesin Edun Socata! Foundation of Edition. TSCER Revie foe (Mw goa comn shea cio ess ‘Se sSOUSe We 4eat Hada RAIREO ‘aba aS rewusentaSO0 paper S220 2 sviloial foundations of isaton MRei-b ‘GUNA Aun dF nuseeaFQCNIUAT pO3Z d NavbOX: UGstisCalnann=bus14s6st6.dGy