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Historical Development OF THE Teacher Preparation AND

Professionalization IN THE Philippines
Education (De La Salle-College of Saint Benilde)

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HISTORICAL DEVELOPMENT OF THE TEACHER

PREPARATION AND PROFESSIONALIZATION IN THE
PHILIPPINES
Philippine Commonwealth From 1986 to the present
•All schools should develop moral • The bilingual policy in education was
character, personal discipline, civic reiterated in the 1987 Constitution of
conscience and vocational efficiency the Philippines.
•Promote effective participation of the • (EDCOM), Congress passed Republic
citizens in theprocesses of a democratic Act 7722 and Republic Act 7796 in 1994,
society creating the Commission on Higher
Education (CHED) and the Technical
•Educational Act of 1940“meet the Education and Skills Development
increasing demand for public instruction Authority (TESDA). The institute
and at the same time comply with the governing basic education was thus
constitutional mandate on public renamed in 2001 as the Department of
education” Education (DepEd).

Japanese Regime Martial Law period

6 basic principles of Japanese Education • The Department of Education became
1. Realization of New Order and promote the Department of Education and Culture
friendly relations between Japan in 1972, the Ministry of Education and
Culture in 1978, and with the Education
2. Foster a new Filipino culture based
Act of 1982, the Ministry of Education,
3. Endeavor to elevate the morals of Culture, and Sports.
people, giving up over emphasis of
• A bilingual education scheme was
materialism
established in 1974, requiring Filipino
4. Diffusion of the Japanese language in and English to be used in schools.
the Philippines
• Science and math subjects as well as
5. Promotion of Vvocayional course English language and literature classes
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were taught in English while the rest
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American Occupation
Pre- Hispanic Education in the
•The Americans used education as a
Philippines vehicle for its program benevolent
asimilation
•Education was oral, practical, •American soldiers were the first
andhands-on teachers
•The objective was basically to •Restore damaged school houses, build
promotereverence for, and adoration of new ones and conduct classes
Bathala, respect for laws, customs, and •Trained teachers replaced soldiers
authorities represented by parents and •Filipinos warmly received their new
elders teachers, Thomasites
•When the Spaniards arrived in the •American teachers infused their
Philippines they encountered islanders studentsthe spirit of democracy and
who knew how to read and write. progress aswell as fair play

Education during the Spanish Philippine Revolution

Regime
•Illustrados spear headed the
•The Friars established parochial Propaganda Movemnent
schools linked with churches to teach •Curricular reforms
catechism to the natives
1. Secularization of education
•Instruction was in the dialect
2. Instruction of Spanish
•Education was managed,
supervised,and controlled and the friars 3. Greater attention to natural science
•Education in the country was not 4. The design of a relevant curriculum
uniform 5. Improvement of higher centers of
•The system of schooling was not learning
hierarchical nor structured, thus there 6. Improvement of educational system
were no grade levels Downloaded by Arianne Rose Fangon (yhanyhanarianne15@yopmail.org)