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PPST-
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PROF ED 105
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The Teaching Profession

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Prof
Cristina N. Estolano, LPT, M.A.Ed.
Perlita M. Vivero, LPT, Ph.D.

Course
essi
Module
on
 Cristina N. Estolano, LPT, M.A.Ed.
Perlita M. Vivero, LPT, Ph. D.

Leyte Normal University

College of Education
Instructional Development Project
THE TEACHING PROFESSION
A Course Module

Copyright, 2020 by

CRISTINA N.ESTOLANO, LPT, M.A.Ed.

PERLITA M. VIVERO, LPT, Ph.D.

and

LEYTE NORMAL UNIVERSITY

Published by
LEYTE NORMAL UNIVERSITY PRESS
Paterno St., Tacloban City, Philippines 6500
Tel. No. (100) 888-0929

Photo cover by Mark Joshua Tan Photography

Module design by: Cristina N. Estolano and Perlita M. Vivero

An instructional development project of the faculty of Leyte Normal University-College of

Education for flexible Preface
learning instructional delivery mode.

The teaching profession is an occupational field in the education system that is directly responsible for developing and preparing the learners to gain knowledge, skills, and
attitude to become competent and ready for the world of work and productive and happy life. The development of responsible, productive, and humane citizens is the primary duty of
a teacher. This is what the authors of this course module believe in. They also consider dedication and hard-work as imperative qualities to achieve national development goals and
plans of our country. According to NEDA, we should be one in building a future where every Filipino enjoys a matatag, maginhawa, at panatag na buhay (neda.gov.ph). The long
years of teaching experience of the authors in preschool, elementary, secondary, and tertiary education made it possible to work hand-in-hand with the stakeholders in accomplishing
the said goal/plan. Throughout their teaching life, they have overcome challenges and experienced successes in the field of education. These challenges and experiences have been
integrated into the creation of this course module.

The teaching profession is a course offered to teacher education students in higher education. This course provides an opportunity for students to explore teaching as a
profession. It provides an overview of the teaching world and prepares them to become professionally licensed teachers based on the Philippine Professional Standards for Teachers
(PPST) and other international standards. This course module is created to provide such experiences.

What is a course module? A course module is a self-learning instructional material or a self-contained chunk of instruction. This is designed for learners to learn how to learn
and to be responsible for their learning. This is an engaging, self-paced, student-centered, reflective, and experiential instructional approach that could be done online or offline and
synchronous or asynchronous. This will allow the students to work on their own or to collaborate with other students. The teacher’s role is to facilitate and monitor the learning
process, assess performances, and provide feedback on individual progress. Throughout the course, the teacher is expected to guide and motivate each student to gain knowledge,
develop skills, and demonstrate appropriate attitudes.
 This course module contains a course syllabus that provides a visual framework of the whole course including grading system and references. This is divided into four parts.
Module 1 is titled “Teaching: A Profession, Vocation, and a Mission.” This is an introductory part of the course that introduces the elements of a profession, the professionalization of
teaching in the Philippines, and what makes teaching a vocation and a mission. Module 2 is titled “Relevant Laws and Regulation to the Teaching Profession.” This introduces the
laws and regulations that teachers are expected to adhere to as well as their duties, rights, and privileges. Module 3 is called “Philosophical Perspectives in Education”. This provides
enlightenment on the what, who, why, and how of teaching based on time-tested educational philosophies. Module 4 which is titled “21 st Century Teaching Landscape” presents the
competencies teachers need to demonstrate as local and global teachers of the generation Z and generation Alpha in the 21 st century and beyond.

The four modules start with the presentation of the module title, description, purpose, and requirements. A module may have three to four lessons of which each starts with
learning outcomes, topics, and requirements. There is a pretest that should be answered before starting with the first lesson and a posttest after the last lesson in modules 1- 4. A
performance checkpoint after each posttest is conducted to provide feedback on individual progress. Towards the end of the semester, an oral or written synchronous revalida will be
administered to evaluate collective knowledge, skills, and attitude after studying the course. The learning tasks follow the 4As strategy on teaching based on Kolb’s Experiential
Learning Theory.

Activity. This is the assessment of prior knowledge and activation of student’s schemas. The activity provides an understanding of what will be learned and promotes
engagement that makes them acquire new knowledge.
Analysis. This is the processing of the activity. Here, students will be able to assess and classify what is valid and what is not. Analysis prods more in-depth learning. It
promotes higher-order thinking skills by allowing the students to make connections and interconnections between course materials and real-life experiences.
Abstraction. This is where the concept is simplified and contextualized. It can be delivered through a summarized lecture, s synopsis, a graphic organizer, or a slide share to
name a few.
Application. This is the consolidation and evaluation of what has been learned from the module as students use them in real-life situations.

This course is equivalent to 3 units and is expected to be finished in 54 hours. However, since this course module is self-paced, the students calibrate their schedule within
the semester of the academic year. The student should only proceed to the next lesson after the submission and evaluation of the requirements for the preceding module. The
student is likewise expected to adhere to the HONOR CODE (found after the Preface) by having it accomplished and signed.

It is hoped that this course module will help prepare you to become a professional licensed teacher.

CRISTINA N. ESTOLANO, LPT, M.A.Ed.

PERLITA M. VIVERO, LPT, Ph.D.

Authors
 HONOR CODE

The purpose of
this Honor Code is to
communicate the
meaning and importance
of academic integrity to
all members of the Leyte
Normal University
community and to
articulate and support the
interest in maintaining
the highest standards of
conduct in student
learning. Leyte Normal
University embodies a
spirit of mutual trust and
intellectual honesty that
Modified from: The
is central to School for Ethical Education – Integrity Works! – www.ethicsed.org
the very
nature of learning, and
represents the highest
possible expression of
shared values among the
students, faculty, and
university administrators.
Table of Contents
The core values
Page
underlying and reflected
Preface
in this Honor
HonorCode
Codeare:
1. Academic
Table of Contents
honesty
Course Syllabus
demonstrated
Goal Setting
when:
Module (a) the A Profession, Vocation, and a Mission
1: Teaching:
ideas and Overview
works
of others are
properly cited; (b)
works for tests
and and
assignments are
 Pretest
Lesson 1 Teaching as a Profession
Lesson 2 Historical Development of Teaching as a Profession in the Philippines
Lesson 3 Teaching as a Vocation and a Mission
Posttest
Performance Checkpoint
Module 2: Relevant Laws and Regulations Relevant to the Teaching Profession
Overview
Pretest
Lesson 1 D.O. 42, s. 2017-National Adoption and Implementation of the Philippine Professional Standards for
Teachers
Lesson 2 R.A. 7836 Resolution No. 435, s. 1997-Code of Ethics for Professional Teachers
R.A. 9293-Amendment to Certain Sections of R.A. 7836
Lesson 3 D.O. 40, s. 2012-DepEd Anti-Child Abuse Policy
Lesson 4 B.P. 232-Education Act of 1982
R.A. 4670-Magna Carta for Public School Teachers
Posttest
Performance Checkpoint
Module 3: Philosophical Perspectives in Education
Overview
Pretest
Lesson 1 Philosophical Foundations of Education
Lesson 2 Philosophical Foundations of the K to 12 Curriculum
Lesson 3 Formulating One’s Philosophy of Teaching
Posttest
Performance Checkpoint
Module 4: 21st Century Teaching Landscape
Overview
Pretest
Lesson 1 Global and Glocal Teacher Competencies
 Lesson 2 21st Century Teaching and Learning Skills
UNESCO’s Five Pillars of Learning
Lesson 3 Challenges in Teaching
Lesson 4 Continuing Professional Development and Career Planning
Performance Checkpoint
References
Posttest Answer Key
Glossary

Republic of the Philippines

Leyte Normal University
COLLEGE OF EDUCATION
Paterno Street, Tacloban City

VISION
 A leading university of education and diverse disciplines attuned to local and global development needs

MISSION

To produce top-performing professionals equipped to engage in knowledge and technology production so necessary to develop a sustainable society

GOALS

To produce world-class educators and educational leaders imbued with ideals, aspirations, values, and traditions of Philippine life
that can adapt to the challenges of the world

OBJECTIVES

The College of Education (COE) offers programs designed to produce teachers who possess:

1. general and specialized knowledge, skills, expertise, and advanced studies in education and allied courses;
2. strong commitment to the attainment of personal, professional, and ethical attributes of an educator;
3. full understanding in the application of varied instructional processes, methodologies, and in the production of learning support materials in contextualized and localized
settings;
4. the ability to produce innovations and other alternative delivery modes to improve instruction and learning; and
5. the skill and capacity to undertake research whose findings can be used as inputs to policy formulation and improvement of instructional practices.

Institutional Outcomes College Outcomes Program Outcomes Course Outcomes

The College of Education intends The BSEd program endeavors to produce The preservice teachers should be able
to produce teachers who possess: graduates who can: to:
Critical Thinkers general and specialized articulate the rootedness of education in PPST
knowledge, skills, expertise, and philosophical, socio-cultural, historical, 6.3.1 Demonstrate awareness of existing laws
 advanced studies in education and
allied courses.
the skill and capacity to undertake
research whose findings can be
used as inputs to policy
formulation and improvement of
instructional practices.
Effective Communicator's proficiency in oral and written
communication.
ICT Competent the ability to produce learning
support materials in
contextualized and localized
settings.
Professionally Competent full understanding in the
application of varied instructional
processes, methodologies, and in
the production of learning support
materials in contextualized and
localized settings.
strong commitment to the
attainment of personal,
professional, and ethical
attributes of an educator.
Values-Driven Leaders excellent leadership performance
in the field of education.
psychological, and political contexts.
display skills and abilities to be a reflective
and research-oriented teacher.
effectively communicate in English and
Filipino, both orally and in writing.
apply skills in the development and
utilization of ICT to promote quality,
relevant, and accurate reporting learning
processes and outcomes.
demonstrate mastery of subject
matter/discipline.
practice professional and ethical teaching
standards sensitive to the local, national,
and global realities.
pursue lifelong learning for personal and
professional growth through varied
experiential and field-based opportunities.
lead others in the profession with
integrity and selfless service
and regulations that apply to the teaching
profession and become familiar with the
responsibilities specified in the Code of
Ethics for Professional Teachers.
7.1.1 Articulate a personal philosophy of
teaching that is learner-centered.
7.2.2 Demonstrate behaviors that uphold the
dignity of teaching as a professional by
exhibiting qualities such as caring
attitude, respect, and dignity.
7.3.1 Seek opportunities that establish
professional links with colleagues.
7.4.1 Demonstrate an understanding of how
professional reflection and learning can
be used to improve practice.
7.5.1 Demonstrate motivation to realize
professional development goals
based on the Philippine Professional
Standards for Teachers.
 Outcomes-Based Syllabus
Academic Year 2020-2021

PROGRAM: Bachelor in Secondary Education

Course Code PROF ED 105
Course Title The Teaching Profession
Course Credit 3 Units
Pre-Requisite None
Course Description This course deals with the teacher as a person and as a professional within the contexts of the Philippine Professional Standards for
Teachers (PPST), global standards, and educational philosophies. It includes professional ethics, core values, and awareness of
professional rights, privileges, and responsibilities as well as the teachers’ roles in the society as transformative agents of change.
Course Outcome Make informed decisions expressed through a portfolio on teachers’ teaching philosophies, professional and personal
competencies, rights and privileges, and duties and responsibilities towards becoming a professional licensed teacher.

COURSE PLAN

Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 1 Reading of Course Module
Overview of Overview
the Course
Module and
Goal Setting Goal setting Accomplished goal setting
(1 .5 hour) chart
Overview of Reading of Module 1
Module 1 Overview
(30 minutes)
Pretest Pretest Pretest results
(30 minutes)

Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
At the end of Module 1, you Module 1: Teaching: A Profession, Bilbao, Purita P., Corpuz,
are expected to: Vocation, and a Mission Rubric for evaluation of outputs Brenda B., llagas, Avelina T.,
Salandanan, Gloria G. (2018).
The teaching profession.
Lorimar Publishing: Quezon
Week 2 City, 2-21.
1. formulate a simple action 1. Teaching as a Profession Lesson 1 Lesson 1
plan on becoming a (3 hours) Dialogue analysis Action Plan on becoming a https://www.youtube.com/
professional teacher Sentence completion professional teacher watch?v=1nAO1WF2x00.
through an analysis of the Reading/Lecture
elements of a profession; Action planning

Week 3
2. illustrate on a graphic 2. Historical Development of Lesson 2 Lesson 2
organizer the historical Teaching as a Profession in the (3 hours) Watch-think-write Graphic Organizer on the https://www.pcw.gov.ph/la
development of teaching Philippines Reading/Lecture historical development of w/republic-act-7836
as a profession in the Graphic organizer making teaching as a profession in
Philippines; and the Philippines

Week 4
3. describe one’s vocation 3. Teaching as a Vocation and a Lesson 3 Lesson 3
and mission as a teacher Mission (1.5 hours) Read-reflect-react Reflection essay on one’s https://randallbutisingh.wor
in a reflection essay. Reading/Lecture vocation and mission as a dpress.com/2007/11/20/tea
Reflection essay writing teacher ching-is-a-vocation/
Posttest
CO/PPST 6.3.1 & 7.4.1 (30 minutes) Posttest Posttest results

Performance
checkpoint Performance checkpoint Performance checkpoint results
(1 hour)

Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
At the end of Module 2, you Module 2: Relevant Laws and
are expected to:
1. demonstrate awareness 1. D.O. 42, s. 2017-National
of the Philippine
Professional Standards
for Teachers and reflect
on its application to the
teaching profession;
2. analyze cases and 2. R.A. 7836 Resolution No. 435,
demonstrate behaviors
that uphold the Code of
Ethics for Professional
Teachers;
Learning Outcomes
Week 5 Reading of Module 2 Bilbao, Purita P., Corpuz,
Regulations to the Overview of Overview Brenda B., llagas, Avelina T.,
Teaching Profession Module 2 Salandanan, Gloria G. (2018).
(30 minutes) The teaching profession.
Lorimar Publishing: Quezon
Pretest Pretest Pretest results City, 215-306.
(30 minutes)
Rubric for evaluation of outputs Casihan, Luvimi L., Caubic,
Rosalina A., Lim, Lourdes S.
(2014). The teaching profession.
Adriana Publishing Co: Inc.
Manila, 31-39; 106-152.
Week 5 & 6
Lesson 1 Lesson 1
(3 hours) Watch-think-write Reflection essay on the https://www.youtube.com/
Adoption and Implementation of Reading/Lecture application of PPST to the watch?
the Philippine Professional Reflection essay writing teaching profession v=aA5cD474aIU&t=109s
Standards for Teachers
https://www.deped.gov.ph/
wp-
content/uploads/2017/08/D
O_s2017_042-1.pdf
Week 6 & 7
Lesson 2 Lesson 2 https://www.ceap.org.ph/up
(4.5 hours) Read-analyze-respond Case Analysis of adherence load/download/20138/2723
s. 1997-Code of Ethics for Reading/Lecture and/or violation of R.A. 7838 637531_1.pdf
Professional Teachers Case analysis Resolution No. 435, s. 1997
Comic strip making and R.A. 9293
R.A.9293-Amendment to Certain http://teachercodes.iiep.unesc
Sections of R.A.7836 o.org/teachercodes/codes/Asia
/Philippines.pdf
Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources

R.A. 6713-Code of conduct
and Standards for Public
Officials and Employees
Ethics for
3. analyze cases and 3. D.O. 40, s. 2012-DepEd Anti-
demonstrate behaviors Child Abuse Policy
that uphold the Child
Protection Policy;
Learning Outcomes Course Outline/Topics
Schedule Experiences Outputs
A comic strip that http://www.csc.gov.ph/phoc
demonstrates behavior that adownload/GovtIssuances/R
upholds the code of ethics ules_RA6713.pdf
https://www.officialgazette.
gov.ph/1998/02/12/republic
-act-no-8491/
Week 8
Lesson 3 Lesson 3
(3 hours) Read-analyze-respond Case Analysis of adherence https://www.deped.gov.ph/
Reading/Lecture and/or violation of D.O. 40,
wp-
Case analysis s. 2012
content/uploads/2012/05/D
Reflective photo essay
A reflective photo essay that O_s2012_40.pdf
demonstrates behavior that
upholds the child protection https://www.officialgazette.
policy gov.ph/1987/07/06/executiv
e-order-no-209-s-1987/
https://pcw.gov.ph/law/repu
blic-act-9262
Study Teaching and Learning Assessment Tasks and Learning Resources

4. analyze cases on the 4. R.A. 4670-Magna Carta for
Magna Carta for Public
School Teachers and
reflect on its application
to the teaching
profession
CO/PPST 6.3.1, 7.2.2, &
7.4.1
Learning Outcomes
Schedule Experiences Outputs
https://pcw.gov.ph/law/repu
blic-act-7877
https://www.academia.edu/
1879780/Photo_Essays_as_a
_medium_and_voice_for_re
Week 9 flection
Lesson 4 Lesson 4
Public School Teachers (4 hours) Watch-analyze-respond Case Analysis of adherence
Excerpts from B.P. 232- Reading/Lecture and/or violation R.A. 4670 https://www.lawphil.net/sta
Education Act of 1982 Case analysis and B.P. 232 tutes/repacts/ra1966/ra_46
5-minute reflective oral 70_1966.html
presentation 5-minute reflective oral
presentation on the https://lawphil.net/statutes/
application of R.A. 4670 and bataspam/bp1982/bp_232_
B.P. 232 to the teaching 1982.html
profession
https://www.youtube.com/
watch?v=KqmaMDhzKYo
https://www.youtube.com/
watch?v=5yQjLZ0IWS4
Week 10 https://www.youtube.com/
Posttest Posttest watch?v=Ki1BuezOCbk
(30 minutes) Posttest results
https://go.owu.edu/~dapeo
Performance ple/ggpresnt.html
checkpoint Performance checkpoint
(1 hour) Performance checkpoint results
Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources

At the end of Module 3, you
are expected to:
1. compare and contrast the
different philosophies of
education on a matrix;
Learning Outcomes
Module 3: Philosophical
Perspectives in Education
(30 minutes)
(30 minutes)
1. Philosophical Foundations of
Education
1.1 Eastern Philosophies
1.2 Western Philosophies
1.3 Contemporary
Philosophies
1.4 Post-modern Philosophies
Course Outline/Topics
Schedule Experiences Outputs
Week 10 Reading of Module 3 Bilbao, Purita P., Corpuz,
Overview of Overview Brenda B., llagas, Avelina T.,
Module 3 Salandanan, Gloria G. (2018).
The teaching profession.
Pretest Pretest Pretest results Lorimar Publishing: Quezon
City, 174-197.
Rubric for evaluation of outputs Zulueta, Francisco M., Maglaya,
Elda. (2012). Foundations of
education. National Book Store:
Mandaluyong City.
Casihan, Luvimi L., Caubic,
Rosalina A., Lim, Lourdes S.
(2014). The teaching profession.
Adriana Publishing Co: Inc.
Manila, 2-9.
Week 11
Lesson 1 Lesson 1
(3 hours) Checklist completion Comparison and Contrast https://web.augsburg.edu/~
Analysis of one’s Matrix on the different erickson/edc490/downloads
philosophy of philosophies of education /comparison_edu_philo.pdf
education
Video showing https://psychology.edu/abo
Reading/Lecture ut/four-models-of-adult-
Presentation of education/postmodernism-
comparison and and-the-challenges-facing-
contrast matrix
21st-century-educators/
https://www.youtube.com/
watch?v=ktvpCvWkjjI
Study Teaching and Learning Assessment Tasks and Learning Resources

2. illustrate the philosophical 2.Philosophical Foundations of the
perspectives applied to the
current education system;
and
3. create a video on one’s 3.Formulating One’s Philosophy of
philosophy of teaching that
is learner-centered.
CO/PPST 7.1.1
Learning Outcomes
Schedule Experiences Outputs
https://www.youtube.com/
watch?v=-1Pswf2_DYY
https://www.youtube.com/
watch?v=NZby1GqWwZM
https://www.youtube.com/
watch?v=OxIrUrbDgOU
https://www.youtube.com/
Week 12 watch?v=g_Y9_jN0E_Y
Lesson 2 Lesson 2
K-12 Curriculum (3 hours) Situation analysis on k to Illustration of the application of
12 educational philosophical perspectives
https://www.slideshare.net/
philosophies applied to the current
19710802/k-12-basic-
Pictograph educational system
Reading/Lecture education-program
Illustration making on k to
12 educational https://www.pressreader.co
philosophies m/philippines/sunstar-
pampanga/20160624/28162
Week 13 & 14 9599569288
Lesson 3 Lesson 3
Teaching (4.5 hours) Workshop on creating a Video on the personal
video philosophy of teaching
Presentation of personal https://cei.umn.edu/writing-
philosophy of your-teaching-philosophy
teaching
Critiquing session https://www.youtube.com/
watch?v=D8JV3w4TOVw
Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
 Schedule Experiences Outputs
Week 14
Posttest Posttest Posttest results
(30 minutes)

Performance
checkpoint Performance checkpoint Performance checkpoint
(1 hour) results

Week 15
At the end of Module 4, you Module 4: 21ST Century Teaching Overview of Reading of Module 4 Bilbao, Purita P., Corpuz,
are expected to: Landscape Module 4 Overview Brenda B., llagas, Avelina T.,
(30 minutes) Salandanan, Gloria G. (2018).
The teaching profession.
Pretest Lorimar Publishing: Quezon
(30 minutes) Pretest Pretest results City, 95 – 173.

Rubrics for evaluation of Pawilen, Greg T. (2019). The

1. describe the need for 1. Global and Glocal Teacher
teachers to possess the
characteristics of global
and glocal teachers;
outputs teaching profession passion and
mission. Rex Book store:
Quezon City, 47-58.
Lesson 1 Lesson 1
Competencies (1.5 hours) Survey on Teacher’s Reflection narrative
Perspectives Re: GTS
Index
Presentation of findings
and analysis
Reading/Lecture
Reflection narrative

Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
 Schedule Experiences Outputs
Week 16
2. determine the 21st Century 2. 21st Century Teaching and Lesson 2 Lesson 2 Checklists on 21st Century https://menntuntilsjalfbaerni
teaching and learning Learning Skills and (1.5 hours) Filling the gap Skills .weebly.com/uploads/6/2/6/
skills one needs to UNESCO’s Five Pillars of Branding the 21st-century 2/6262718/unesco_5_pillars
develop; Learning teachers and imbibing Work portfolio _for_esd.pdf
3. analyze the application of the pillars of learning
UNESCO's Five Pillars of Reading/Lecture https://www.indeed.com/ca
Learning in a school Work portfolio reer-advice/resumes-cover-
setting; letters/build-your-work-
Lesson 3 portfolio
4. identify strategies to 3. Challenges in Teaching (1.5 hours) Lesson 3 Analysis matrix
address the challenges in GRASPS
teaching; Reading/Lecture https://gamalearn.com/blog
Case analysis s/7-major-challenges-facing-
teachers-today/
5. explain the importance of 4. Continuing Professional Week 17 & 18
continuing professional Development and Career Lesson 4 Lesson 4 https://www.classcraft.com/
development to personal Planning (4.5 hours) Workshop on personal Personal Career Development blog/features/8-teacher-
and professional growth; career development Plan challenges-2018/
and planning
6. produce a personal career https://www.yourarticlelibra
development plan that ry.com/career/career-
demonstrates the desire Week 18 planning-
to achieve professional Posttest
definition-features-
development goals based (30 minutes) Posttest Posttest results
objectives-and-
on PPST and become a
glocal teacher of the 21st Performance benefits/32400
Century and beyond. checkpoint Performance checkpoint Performance checklist results
(1 hour)
CO/PPST 7.3.1 & 7.5.1
Week 19 Revalida (2 hours)
Grading System:
Portfolio on Products and Performances 60%
Posttests 40%
Revalida 10%
Total 100%

List of References:
Books
Bilbao, Purita P., Corpuz, Brenda B., llagas, Avelina T., Salandanan, Gloria G. (2018). The teaching profession. Lorimar Publishing: Quezon City.
Casihan, Luvimi L., Caubic, Rosalina A., Lim, Lourdes S. (2014). The teaching profession. Adriana Publishing Co: Inc. Manila.
Zulueta, Francisco M., Maglaya, Elda. (2012). Foundations of education. National Book Store: Mandaluyong City.
Ornstein, A., Levine, Daniel U., Gutek, Gerald L., Vocke, David E. (2014). Foundations of education. Wadsworth Cengage Learning: USA.
Pawilen, Greg T. (2019). The teaching profession passion and mission. Rex Book store: Quezon City.
Internet-Sourced Materials
Academic freedom. Retrieved from: https://www.britannica.com/topic/academic-freedom
5 Pillars of ESD. Retrieved from https://menntuntilsjalfbaerni.weebly.com/uploads/6/2/6/2/6262718/unesco_5_pillars_for_esd.pdf
Batas Pambansa Bilang 232. Retrieved from https://lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html
Career Planning. Retrieved from https://www.yourarticlelibrary.com/career/career-planning-definition-features-objectives-and-benefits/32400
Congress of the Philippines. (2012). Republic Act 10533 (Enhanced Basic Education Act of 2013). Retrieved from http://www.dlsl.edu.ph
CS Form 32 Revised 2018. Retrieved from: http://deped-misocc.net/forms-download-page/
Department of Education. (2017). DO 42, s. 2017 – Philippine Professional Standards for Teachers. Retrieved from http://www.deped.gov.ph/
DepEd Order No. 40, s. 2012. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
DepEd Order No. 42, s. 2017. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
Educational philosophies definition and comparison chart. Retrieved from https://web.augsburg.edu/~erickson/edc490/downloads/comparison_edu_philo.pdf
Executive Order No. 209, s. 1987. Retrieved from https://www.officialgazette.gov.ph/1987/07/06/executive-order-no-209-s-1987/
Essentialism. Retrieved from https://www.youtube.com/watch?v=ktvpCvWkjjI
Explainer video for the PPST. Retrieved from https://www.youtube.com/watch?v=aA5cD474aIU
Faculty rank. Retrieved from https://www.dbm.gov.ph/wp-content/uploads/2012/03/Manual-on-PCC-Chapter-7.pdf
Historical development of Philippine Education. Retrieved from https://www.youtube.com/watch?v=1nAO1WF2x00

Honor code. Retrieved from the school for ethical education –integrity works!@www.ethicsed.org

Llego, M.A. (2015). Legal bases of Philippine educational system. Retrieved from https://www.teacherph.com
Nursery, mission, vocation. Retrieved from: https://www.merriam-webster.com/dictionary/nursery
P.D. 1006. Retrieved from https://www.officialgazette.gov.ph/1976/09/22/presidential-decree-no-1006-s
Philippine qualification framework. Retrieved from https://www.ceap.org.ph/upload/download/20138/2723637531_1.pdf
Philosophy of education continuum chart. Retrieved from https://oregonstate.edu/instruct/ed416/chart3.html
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 Prepared by:

CRISTINA N. ESTOLANO, LPT, M.A.ED. PERLITA M. VIVERO, LPT, Ph.D.

Associate Professor 4 Associate Professor 3

Date Submitted: July 15, 2020

Reviewed by: Recommending approval:

JOYCE M. MAGTOLIS, LPT, Ph.D. MARIFE N. DAGA, LPT, Ed.D.

Program Chair, Prof. Ed BSED & TCP Dean, College of Education

Approved by:

MYRNA MACALINAO, LPT, D.A.

VP, Academic Services