Edited 101

THE TEACHING PROFESSION
Modules for the New Normal Setting

SY 2021-2022
Prepared by:
DANMAR C. CAMILOT
Name: Course & Year:_____________
Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Course Title: The Teaching Profession
Course Number: Prof Ed. 102
Course Description:
This course deals with the teacher as a person and as a professional within the context of national
and global teachers’ standards and philosophies. It includes an articulation of the rootedness of
education in the philosophical and historical context, the four pillars of learning, 21st Century skills,
Professional Ethics, core values, professional rights, privileges and responsibilities, and the teacher’s
role in society as an agent of change. It will make use of methods and strategies of teaching that
enhance the development of learners’ life and career skills and higher-order-thinking skills.
Total Learning Time: 54 hours
Pre-requisites: None
Overview
Hello everyone, I am grateful to be your instructor in this course, The Teaching Profession. May
we all have a wonderful and meaningful journey as we deal with what is considered as a noblest
profession? It is my desire that you will embrace and appreciate even more your chosen course and your
worth as a facilitator of learning.
Uncovering the Module
Let us uncover the module.
“Choose a job you love, and you will never have to work a day in your life” Author Unknown.
This is the very reason why we need to understand teaching not just a profession but also a mission. It is
not just a vocation but a special calling. Teachers should be committed and dedicated to serve and to
touch the lives of the students not just to be prepared for a job but also to become better individuals and
eventually rightful citizens of the country.
Course Reminders
This module is composed of discussions and learning that will guide you in giving your outputs
and will be translated to your grades. Oftentimes you need to give your own point of view and
discussion to the questions given. Please read everything and pass your answers within a week to avoid
deductive considerations.
Please follow the proper way of passing your requirements, the proper messenger account and
when you are going to drop your answers in school.
Lastly, our learning process will be multi-faceted. (1) You will be guided with a module, and (2)
You will also have a printed-based hand-out and that is downloadable.
Dear Students, it is my greatest wish that even without my presence, the materials that I will be
giving you may suffice the learning that you need. Let it be that you’re learning will be productive as
you have an adventure with this modular course in this pandemic period.
For your inquiries, you can contact me at (1) Facebook Messenger App with name DM
CAMILOT II (1) Cellular Phone, Smart: 09123753332 texting or calling.
Dear students this is self-learning with guided instrumentations from your course instructor. May you
find contentment and happiness in joining my modular course?
Above everything else, we would like to give praises to the Lord for the safety from COVID-19
until now. Stay safe everyone and learn well. If you have clarifications, don’t hesitate to reach me.
Stay at home always, follow health protocol and be productive. To God be all the glory!

Learning Outcomes
At the end of the modules, the students should be able to:
1. Demonstrate awareness of existing laws and regulations that apply to the
teaching profession, and become familiar with the responsibilities specified in the
Code of Ethics for Professional Teachers.
2. Articulate a personal philosophy of teaching that is learner-centered.
3. Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as a caring attitude, respect and integrity.
4. Seek opportunities to establish professional links with colleagues.
5. Demonstrate an understanding of how professional reflection and learning can be used
to improve practice.
6. Demonstrate motivation to realize professional development goals based on the
Philippine Professional Standards for Teachers.
Coverage of the Module

Module 1 – The Teaching Profession------------------------------------------------Week 1 & 2
Lesson 1- Teaching as a Profession
Lesson 2-Teaching as a Vocation and Mission
Module II - The Demands of Society from the Teacher as a Professional
and as a Perso------------------------------------Week 3 & 4
Lesson 1-The Demands of Society from the Teacher as a
Professional
Lesson 2-The Demands of Society from the Teacher as a Person
Module III –The Code of Ethics for Professional Teachers----------------------Week 5& 6
Lesson 1-The Code of Ethics for Professional Teachers:
The Preamble and Article 1
Relationship with the Secondary and Tertiary
A. The Teacher and the State
B. The Teacher and the Community
C. The Teacher and the Parents
Relationship with the Internal Stakeholders
A. The Teacher and the Learners
B. The Teacher and the Teaching Community
C. The Teacher and Higher Authorities
Lesson 4-The Code of Ethics for Professional
Teachers:
His/Her Person, Profession and Business
A. The Teacher and the Profession
B. The Teacher as a Person
C. The Teacher and Business
Module IV-The Rights and Privileges of Teachers in the Philippines---------Week 7 & 8
Module V – On Becoming a Global Teacher-------------------------------------Week 9 & 10

Lesson 1-The Global and Global Teacher Professional:
Is there a Difference?
Lesson 2-A Closer Look at the Teachers and the Teaching
Profession in the ASEAN and Beyond
Lesson3-The Changing Global Landscape for the 21st Century Teachers
Module VI –Ensuring Teacher Quality Through Competency
Framework and Standards-------------------------------------------Week 11 & 12
Module VII- Continuing Professional Development:
The Lifeblood of the Teaching Profession-------------------------Week 13 & 14
Module VIII-Philosophies of Education--------------------------------------------Week 15 & 16
Lesson 1-Our Philosophical Heritage: Philosophies of
Education
Lesson 2-Formulating My Philosophy of Education
Module IX-Teaching, the Noblest of All Professions---------------------------Week 17 & 18
Indicative Content
Module I: The Teaching Profession
 Lesson 1- Teaching as a Profession

 Lesson 2-Teaching as a Vocation and Mission
Module I - Teaching as a Profession
“Without hard work and discipline it is difficult to be a top professional”
 A professional is one who conforms to the technical or ethical standards of a profession. So, two
elements of a profession are competence and a Code of Ethics.
 The other elements of a profession are:
1. Initial Professional Education- Professionals generally begin their professional lives by
completing a university program in their chosen fields- teacher education, engineering,
nursing, accountancy. This means long and arduous years of preparation. Take note this
is just initial, which means only the beginning because a professional is expected to learn
endlessly.
2. Accreditation- University programs are approved by a regulatory body like the
Commission on Higher Education (CHED) in the Philippines to ensure that graduates
from these recognized programs start their professional lives with competence.

3. Licensing- Licensing is mandatory, not voluntary and is administered by a government authority
is the Professional Regulation Commission (PRC).
4. Professional development
This is an on-going professional education that maintains or improves professionals’
knowledge and skills after they begin professional practice. In the Philippines this is Continuing
Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016.
5. Professional Societies
Professionals see themselves as part of a community of like- minded individuals who put
their professional standards above the individual self- interest or their employer’s self- interest.
These professional societies put dedication to the public interest and commitment to moral and
ethical values.
Professional societies define certification criteria manage certification program, establish
accreditation standards and define a code of ethics and disciplinary action for violation of that
code.
6. Code of ethics
Each profession has a code of ethics to ensure that its practitioners behave responsibly. The code
states what professionals should do. Professionals can be ejected from their professional societies
or lose their licenses to practice for violating the code of ethics. (McConnell, Steve, source:
http://www. Alexs brown. com/prof9.html, retrieved 6-3-18)
 The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the
Code of Ethics for professional teachers is one of the grounds for the revocation of the professional
teacher’s Certificate of Registration and suspension from the practice of the teaching profession (Sec.23.,
RA.7836).
ACTIVITY: Let’s read these
Teaching as a Profession
Read the following instances when the word “professional” is used. ADD SOME MORE
INSTANCES, IF YOU CAN. As a group, explain what the word “professional” means in each case.
1. One night, cellphones were stolen right there from your home while you were asleep. There was
no indication of forced entry, so you claimed that the manner by which your cellphone was stolen
was highly professional.
2. Father tells floor tile setter home he asked to work on a newly constructed bathroom “ Gusto ko
yong gawang propesyonal, malinis at maganda.”
3. She is highly professional in her ways. She deals with everyone including her daughter-
employee professionally.
4. “How unprofessional of her to act that way. Teacher pa naman din.”
5. Medical doctors, lawyers, education consultants are entitled to professional fees (PF) for
expert services rendered.
6. After his oath taking as a professional teacher, he was congratulated and was told “ nowyou are
truly a professional.”
 Historical development of teacher preparation and professionalization in the Philippines
Teaching became a profession in 1976 with PD. 1006.The requirement of a licensure examination for
teachers that puts teaching at par with the other professions was enacted only in 1994 with the passing of RA.
7836, otherwise known as The Teachers’ Professionalization Act.
There was no formal preparation for teachers during the pre-Hispanic times. The formal training of teachers
began during the Spanish period when men were trained as maestros by The Jesuits. A few years’ later
“maestros” were also trained. In 1901, a two-year preparation for teachers was given by Philippine Normal
School. Then the two years became four years since the two-year academic preparation was seen inadequate. To
ensure quality teachers and to make teaching at par with other professions, in addition to a four-year teacher
education course, passing a licensure examination was made mandatory by RA. 7836.
 TEACHING AS A VOCATION AND MISSSION

Teaching: Mission and/or Job?

If you are doing it only because you are paid for it, it’s a job

If you are doing it not only for the pay but also for service, it’s a mission.
If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a mission.
If you quit because no one praises or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
It’s hard to get excited about a teaching job;
It’s almost impossible not to get excited about a
mission. If our concern is success, it’s a job;
If our concern in teaching is success plus faithfulness in our job, teaching is a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching.
*Adapted from Ministry or Job by Anna Sandberg

 TEACHING AS A VOCATION
Vocation comes from the Latin word “vocare’ which means to call. Based on the etymology of the word,
vocation, therefore, means a call. If there is a call, there must be a response. For Christians, the Caller is God
Himself. For our brother and sister Muslims, Allah. Believers in the Supreme Being will look at this voiceless call
to have a vertical dimension. For non-believers, the call is also experienced but this may viewed solely along a
horizontal dimension. It is like man calling another man, never a Superior being calling man.
Most often, when people use the word “vocation,” they refer to a religious vocation, like the mother in the
Activity phase of this lesson. Vocation includes other big callings like marriage and single blessedness. It does
not only refer to a religious vocation. It can also refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or station in life, the call is always to serve.
The Christians among you realize that the Bible is full of stories of men and women who were called by
God to do something not for themselves but for others. We know of Abraham, the first one called by God, to
become the father of great nation, the nation of God’s chosen people. We recall Moses who was called while in
Egypt to lead God’s chosen people out of Egypt in order to free them from slavery. In the New Testament, we
know of Mary who was also called by God to become the mother of the Savior, Jesus Christ. In Islam,we are
familiar with Muhammad, the last of the prophets to be called by Allah, to spread the teachings of Allah. All of
them responded positively to God’s call. Buddha must have also heard the call to abandon his royal life in order
to seek the answer to the problem on suffering.
From the eyes of those who believe, it was God who called you to teach, just as God called Abraham,
Moses, and Mary, of the Bible. Among so many, you were called to teach. Like you, these biblical figures did not
also understand the events surrounding their call. But in their great faith, they answered YES. Mary said: “Behold
the handmaid of the lord. Be it done to me according to your word”. (Of course, it is difficult explaining your call
to teach as God’s call for one who, in the first place, denies God’s existence, for this is a matter of faith.) The fact
that you are now in the College of Teacher Education signifies that you said YES to the call to teach. Perhaps you
never dreamt to become one! Teaching must be your vocation, your calling. May this YES response remain a
YES and become even firmer through the years.
 TEACHING AS A MISSION
Teaching is also a mission. The word mission comes from the Latin word “mission” which means
“to send.”The Webster’s New Collegiate Dictionary Defines mission as “Task assigned.” You are sent
to accomplish an assigned task.
The phrase “ mission accomplished” from the soldier in the Activity phase of this lesson suggests
that you were sent to do an assigned task, a mission and so if you faithfully accomplish the assigned
task, you proclaim “mission accomplished’.” You responded to the call to be a teacher and so your
mission in the world is to teach, the task entrusted to you in this world. These are how vocation and mission
are related. You were called for a purpose, i.e. to accomplish a mission while on earth which is to teach.
If it is your assigned task then naturally you’ve got to prepare yourself for it. From now on you
cannot take your studies for granted! Your four years of pre-service preparation will equip you with the
knowledge, skills and attitude to become an effective teacher. However, never commit the mistake of

culminating your mission preparation at the end of the four year pre-service education. You have
embarked in a mission that calls for a continuing professional development As the saying goes “once a
teacher, forever a student.”( More is said of continuing professional development in the Code of Ethics
for Professional Teachers in chapter 3.)
Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your
own unique way. Your Unique and most significant contribution to the humanization of life on earth in
the field for which you are prepaid- teaching.
What exactly is the mission to teach? It is merely to teach the child fundamental skills or basic r’s of
reading, ‘riting, ‘rithmetic and right conduct? Is it to help the child master the basic skills so he/she can
continue acquiring higher-level skills in order to become a productive member of society? Is it to deposit
facts and other information into the “empty minds” of students to be withdrawn during quizzes and test?
Or is it to “midwife” the birth of ideas latent in the minds of student? Is it to facilitate the maximum
development of his/her potential not only for himself/herself but also for others? In the words of Alfred
North Whitehead, is it to help the child become “the man of culture and of expertise? Or is it “to provide
opportunities for the child’s growth and remove hampering influences” as Bertrand Russell put it? you
will be made to answer this question again when you will be made to write down your philosophy of
education in a later lesson.
To teach is to do all of these and more! To teach is to influence every child entrusted in your care to
become better and happier because life becomes more meaningful. To teach is to help the child become
more human.
Teaching is indeed your mission:
- If you are doing it not only for the pay but also for service,
- If you keep on teaching out of love, it’s a mission.
- If you are committed to teaching even if it means letting go of other activities,
- If you remain teaching even though nobody recognizes your
efforts, It makes you get excited
If your concern is success plus faithfulness, it’s a mission.
 Teaching and life of meaning
Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately in
teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the
Intel Excellence in Teaching Award in an international competition, said in a speech delivered before a
selected group of teachers, superintendents, DepEd officials and consultants, to wit:
Teaching may not be a lucrative position. It cannot guarantee financial security. It even means
investing your personal time, energy, and resources. Sometimes it means disappointments, heartaches,
and pains. But touching the hearts of people and opening the minds of children can give you joy and
contentment which money could not buy. These are the moments I teach for. These are the moments I
live for.
There may be times, when you feel like giving up (many leave teaching after 3or 5 years for varied
reasons). Remember you responded to the call to teach and that you have accepted the mission to teach.
May you be found faithful to your vacation and mission till the end.
Module 2
THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PROFESSIONAL
INTRODUCTION:
Teachers spend at least 6 hours a day, 5 days a week in 10 months of the school year with students.
Practically, considering the 8-hour sleeping time at home, teachers spend more time with the students
than parents. That’s why parents expect so much of teachers.
Teachers have tremendous power to influence students. Society as a whole, expect much from
teachers and schools. Often when the young do not behave as expected, the question raised by parents
“Is that what you are taught in school?”
Schools are expected to work with and for communities and so are teachers. The Code of Ethics for
Professional Teachers cites the state, the community, the teaching community, school officials, non-teaching
personnel and learners as groups of people with for whim a teacher works. So a teacher works with
different groups and so plays different roles-tutor, nurse, guidance counselor, community leader,

resource speaker, consultant rolled into one. Indeed, much is demanded of teachers.

From his/her very title “Teacher,” to teach well is what society primarily demands of teachers.
The learning of the learner is the teacher’s main concern. In this lesson, Let us focus on this societal
primary expectation from teachers- good teaching.
Research says that the teacher is the single most important factor in the learner’s learning. The
effective teacher makes the good and the not so good learner learn. On the other hand, the ineffective
teacher adversely affects the learning of both good and the not so good student. Consider the following
research findings shared by Dallas Public Schools’ Accountability System:
Learning is gained realized by students during a year in the classroom of an effective teacher
were sustained over later years and were compounded by additional years with effective teachers.
Conversely, depressed achievement result resisted improvement even after a student was placed with an
effective teacher, and the negative impact was discernible statistically for approximately three
subsequent years.
Learning gains realized by students during a year in the classroom of an effective teacher were
sustained over later years and were compounded by additional years with effective teachers.
The negative effects of a poor-performing teacher on student achievement persist through three years of
high- performing teachers.
The good news is that if students have a high- performing teacher one year, they will enjoy the
advantage of that good teaching in future years.
Conversely, if students have a low- performing teacher, they simply will not outgrow the
negative effects of lost learning opportunities for years to come.
Having a better teacher not only has a substantial impact on students’ test scores at the end of the
school year but also increases their chances of attending college and their earnings as adults.”
( Hammond, D., 2000)
Clearly, a teacher’s impact on learners lasts. The teacher is the key to student achievement. Then
you have to prepare yourselves to become the best and the brightest, the most caring, competent and
compassionate teachers. The best and the brightest are those that possess and competencies? Let us
present the lists of competencies from four (4) authors after this activity.
The Teacher as a Professional
In lesson 2, we discussed the elements of a profession then we examined teaching against these elements.
Teaching fulfils the elements of a profession and so a teacher is truly a professional. A professional is one who
went through long years of preparation to earn a teacher education degree recognized by the Commission On
Higher Education, after which he/she hurdled a licensure Examination for Teachers (LET) administered by the
board for professional Teachers with the Supervision of the Professional Regulation Commission. By passing the
LET, he/she obtains a license which he/she is obliged to renew every three years on condition that he/she can
show proof of Continuing Professional Development. As a professional teacher he/she is expected to abide by the
Code of Ethics for Professional Teachers. Violation of the Code of Ethics can be ground for the revocation of
license. These ensure that as a Professional teacher, he/she practices his/her profession with technical and ethical
and moral competence.
This is exactly how the Code of Ethics of Professional Teachers define the professional Teacher. The
Teacher is a “licensed professional who possesses dignity and reputation with high moral values as well as
technical and professional competence…he/she adheres to, observes and practices a set of ethical and moral
principles, standards and values.”
The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of the state, community, higher
authorities and school officials and parents from teachers. You will discuss them in detail in the Chapter solely
devoted to the Code of Ethics. In this lesson, we shall focus on society’s demand of good teaching from the
professional teacher. In the first place, the word “teacher” suggests that the main responsibility of the professional
teachers is to teach. The teacher’s primary customer is the learner. So let us concentrate on effective teaching, the
professional teacher’s primary responsibility.
There are a number of models/frameworks of effective teaching. In the country, we have the Philippine
Professional Standards for Teachers (PPST). These PPST are standards of good teaching, which will also be
discussed in the succeeding lessons. In addition, we shall present four (4) evaluation models of effective teaching
here.
Models of Effective Teaching
Let us take a look at models of effective teaching which also serve as bases for evaluation of teaching.
A. Robert Marzano’s Casual Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviours-
- Involve routine events such as communicating learning goals and feedback and establishing rules

and procedures

- Involve addressing content by helping students interact with new knowledge, practice and deepen
new knowledge
- Helping students generate and test hypotheses
- Involve events enacted on the spot such as engaging students, recognizing adherence to rules and
procedures, establishing and maintaining effective relationships with students and communicating
high expectations for all students
2. Planning and Preparing-
- Planning and preparing for lessons
- For use of technology
- For needs of students receiving Special education
- For needs of students who lack support for schooling
3. Reflection on Teaching
- Evaluating personal performance such as identifying areas of pedagogical strengths and weaknesses
- Developing, implementing and monitoring a professional growth plan
4. Collegiality and Professionalism
- Promoting positive interactions with colleagues, students and parents
- Seeking mentorship for areas of need/ interest
- Mentoring other teachers and sharing ideas and strategies
- Adhering to school rules and procedures
- Participating in school initiatives (Source:www.marzanocenter.com/Teacher-Evaluation/#a, accessed 01-
31-16)
B. Charlotte Danielson Framework for Teaching
1. Planning and preparation
2. The classroom Environment
3. Instruction
4. Professional Responsibilities
-reflecting on teacher
-maintaining accurate records
-communicating with families
-participating in the professional community
-growing professionally
-showing professionalism (Source: tpep-wa.org/wp-content/uploads/Danielson-at-a-glance.pdf
Accessed 02-01-16)
C. James Stronge -Teacher effectiveness Performance Evaluation System (TEPES)
System: Seven performance standards:

1. Professional knowledge
2. Instructional planning
3. Instructional Delivery
4. Assessment of/for learning
5. The learning environment
6. Professionalism- maintains a commitment to professional ethics, communicates effectively and
takes responsibility for and participates in professional growth that results in enhanced
learning
7. Student progress- the work of the teacher results in acceptable, measurable and appropriate
student academic progress. (Teacher effectiveness Performance Evaluation System,
Handbook 2012-2013- www.mcvea.org/ extras/strongebook.pdf Accessed 02-23-16)
D. Teacher evaluation Standards- the McREL model (Mid-continent Research for Education and Learning
1. Teachers demonstrate leadership

- Lead in their classroom
- Demonstrate leadership in the school
- Lead the teaching profession
- Advocate for schools and students

- Demonstrate high ethical standards

2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices. (www.edison.k12.nj.us/ Page/5052, Accessed 02-03-16)
Table 1.Comparison of the 4 Models on Teacher Effectiveness
Danielson Stronge McREL Marzano
1. Planning and Instructional Planning Teachers facilitate learning for Planning and preparing
Preparation their students.
Assessment of/for Learning Teachers know the content
they teach
2. Instruction Professional Knowledge Teachers know the content Classroom strategies and
they teach behavior
Instructional Delivery
Teachers facilitate learning for
Communication their students
3.
The Learning Teachers establish a respectful Teachers facilitate
T
Environment environment for a diverse learning for their
he
Student Progress population of students students.
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4. Professional
Professionalism Teachers demonstrate leadership. Collegiality and
Responsibilities
Professionalism
Teachers reflect on their
practices
Module 3
THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PERSON
Introduction
I am only a teacher!” Often times this is what we hear when a teacher herself/himself amidst a
group of professionals like doctors, lawyers, nurses, accountants, engineers etc. And yet, admittedly, so
much is expected or demanded of a teacher. More than any other professional, teachers are subjected to
scrutiny to the minutest detail by those they associate with. Teachers are judged more strictly than other
professionals. When a teacher fails to meet expectations of the public, like when she wears an ultra mini
skirt or fails to pay debt on time, the remark from the scrutinizing eye of the public is “teacher pa man
din,” ( To think that he/she is a teacher).
What are the demands of the teaching profession from the teacher as a person? This can be re-
stated as “ what personal qualities or attributes of teachers are demanded by the teaching profession” or”
what personal traits must a teacher possess in order to function well as a professional teacher? Referring
to the professional teacher, the Code of Ethics gives big words like “possesses dignity and reputation,
with high moral values....adheres to, observes and practices a set of ethical and moral principles,

standards and values.” What are these big words in more specific teacher attributes? Let’s find out in
this lesson.
The qualities of your favourite teachers may not be very far from one another. Let’s compare them
with the twelve (12) characteristics of an effective teacher gathered from a fifteen- year longitudinal
qualitative study on more than one thousand essays of teacher education students. (Walker, Robert, J.
Twelve Characteristics of an Effective Teacher: A longitudinal, Qualitative, Quasi-Research Study of
In-Service and Pre-Service Teachers’:
1. Prepared- come to class each day ready to teach
2. Positive- have optimistic attitudes about teaching and about students
3. Hold high expectations- set no limits on students and believe everyone can be successful
4. Creative- are resourceful and inventive in how they teach their classes
5. Fair- handle students and grading fairly
6. Display a personal touch- approachable

7. Cultivate a sense of belonging- have a way to make students feel welcome and comfortable in
their classrooms
8. Compassionate- are concerned about student’s personal problems and can relate to them and
their problems
9. Have a sense of humor - make learning fun and do not take everything seriously
10. Respect students- do not deliberately embarrass students; teachers who give the highest respect get
the highest respect
11. Forgiving- do not hold grudges
12. Admit mistake- quick to admit being wrong
These twelve traits of good teachers are the same traits given by the students of these writers every time they
asked various classes to list down traits of effective teachers. The most common word given is caring. A caring
teacher is fair. He/she displays a personal touch and so is approachable. He/ She makes every learner belong and
feel welcome. He/ She feels with his/her students and so is compassionate. He/ She is forgiving, does not keep
grudges against learners. He/ She is humble enough to admit mistakes. Because he/she cares, goes to class
prepared. He/ She believes in his/ her students and so sets high expectations. He/ She cares that students learn and
so makes learning fun by injecting humor. His/ Her genuine care for learners is grounded on his/ her great respect
for every learner.
Professionalism
Professionalism is something demanded of teachers both as professionals and as persons. Professionalism
is succinctly described in Article XI of the Code of Ethics for Professional Teachers, to wit.
Section 1.A teacher shall live with dignity at all times.
Section 2.A teacher shall place premium upon self- respect and self-discipline as the principle as the
principle of personal behavior in all relationships with others and in all situations.
Section 3.A teacher shall maintain at all times a dignified personality which could serve as model worthy
of emulation by learners, peers, and others.
Section 4.A teacher shall always recognize the almighty God of being as guide of his own destiny and of
the destinies of men and nations.
The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670 cites integrity as
one essential trait of a professional teacher. This is given below:
C. INTEGRITY: Since the teacher’s work is not confined merely to the development of certain fundamental skills
and abilities encompassed by the teaching of the 3R’ s but also includes the development of desirable habits and
attitudes that go into the formation of character, his manner of living should provide a worthy example for his
pupils and students to emulate for his fellow teachers to be proud of, and for the community to feel as being
enriched by it.
The personal traits cited above as attributes expected of teachers as persons are all included in the big
words- “ live with dignity,” “ premium on self-respect and self-discipline,” “model, worthy of emulation” found
in the Code Of Ethics of Professional Teachers. They are not only personal traits, they are also professional traits
expected of teacher. In one word, these are all manifestations of professionalism, the hallmark of a professional.
APPLICATION: LET’S APPLY WHAT YOU LEARNED
1. Read this poem “ You are a Teacher” then answer the following questions on page 42:
YOU ARE A TEACHER
If I speak interestingly, effectively, and well,

But do not understand my students
I am a noisy gong or a clanging cymbal.
If I know all of the methods and techniques of
teaching, If I have complete faith that they will work,
So that I use them completely,
But think only of materials or techniques
Instead of how they can help my
students, I count for nothing.
If I go the second mile in my teaching,
Give up many activities,

But do it without understanding,

It does no good.
Love is very patient, very kind;
Love is not jealous, it does not put on
airs;
It is never tyrannic,
never; Yet does insist on
truth;
It does not become angry;
It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slow to lose faith when they do not.
It will bear
anything, Hope for
anything, Endure
anything.
This kind of love will never fail
If there are teaching methods, they will
change; If there are curricula, they will be
revised.
For our knowledge is
imperfect And our teaching is
Imperfect,
And we are always looking for the better ways
Which an infinite God has placed ahead of us.
When I began to teach, I fumbled and failed;
Now I have put away some of my childish
ways.
At present I am learning bit by bit;
But if I keep on seeking, I shall at last
understand As all along I myself have been
understood.
So faith, hope and love endure.
These are the great three
But the greatest of them is
love.
THE CODE OF ETHICS FOR PROFESSIONALTEACHERS: THE PREAMBLE AND ARTICLE 1
PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as
technical and professional competence. In the practice of their noble profession, they strictly adhere to, observe,
and practice this set of ethical and moral principles, standard, and values.
ARTICLE I
SCOPE AND LIMITATIONS
SECTION 1.The Philippine Constitution provide that all educational institutions shall offer quality education for
all Filipino citizens, a vision that requires professionally competent teachers committed to is full realization. The
provisions of this Code shall apply, therefore, to all teachers in all schools in the Philippines.
Section 2.This Code covers all public and private school teachers in all educational institutions at the preschool,
primary, elementary and secondary levels whether academic, vocational, special, technical, or non-formal. The
term “ teacher” shall include industrial art or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools at the aforesaid levels, whether on full-time or part- time basis.
THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS:

RELATIONSHIP WITH THE SECONDARY AND TERTIARY STAKEHOLDERS

A. THE TEACHER AND THE STATE
INTRODUCTION
The education of a child is not the sole responsibility of school heads and teachers. In fact, school heads and
teachers cannot do it by themselves. As the African proverb says, “it takes a whole village to raise a child.” The
Code of Ethics cites different groups of external stakeholders with whom schools and teachers have to relate and
work for the education of the child. These are the state (Article II), The Community (Article III) and parents
(Article IX). Secondary stakeholders indirectly receive the service. These are the learner’s parents. Tertiary
stakeholders are indirect but crucial participants in the process of children’s education. These are the future

employers, the government or the state and society in general. ( Source: DepEd Continous improvement- Project
learning Guidep.26)
ARTICLE II
THE TEACHER AND THE STATE
Section 1.The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instil allegiance to the Constitution and
respect for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2.Every teacher or school official shall actively help carry out the declared policies of the state, and shall
take an oath to this effect.
Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall be
physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize full commitment and devotion to duty.
Section 5.A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and
shall not, directly, or indirectly, solicit, require, collect, or receive any money, service, other valuable material
from any person or entity for such purposes.
Section 6.Every teacher shall vote and shall exercise all other constitutional rights and responsibilities.
Section 7: A teacher shall not use his position or official authority of Influence to coerce any other person to
follow any political course of action.
Section 8.Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of his
researches and investigations, provided that, if the results are inimical to the declared policies of the state, they
shall be drawn to the proper authorities for appropriate remedial action.
ABSTRACTION: LET’S ADD TO WHAT YOU KNOW

The Cambridge English Dictionary defines a “nursery” as a “place where babies and young children are
cared for while their parents are somewhere else.” In horticulture, a nursery is a place where young plants and
trees are cultivated and grown.
Both definitions may apply to the statement in the Code of Ethics: “schools are the nurseries of the
citizens of the state:” indeed parents leave their children in schools under the care of teachers while they work.
Like nurseries where young plants are cultivated and grown, schools through teachers are entrusted with the noble
task of instilling pride in learners one’s cultural and educational heritage, love of country and in sowing the seeds
of national morality.
These are many things in our Filipino culture that we can be proud of and are therefore worth preserving and
passing on to maintain Filipino identity, promote national pride and cultivate love of country.
Every teacher is expected to be fit or else cannot perform his/her function. Pursuant to Sec. 22 (Medical
Examination and Treatment) of RA 4670 otherwise known as the Magna Carta to Public School Teachers,
teachers shall undergo annual physical examination free of charge not less than once a year during the teacher’s
professional life.
As a professional, the teacher is expected not to take advantage of his/her position or power to promote
his/her own interest whether political nor religious, nor to solicit, require or collect any money, service or material
from any person.
A professional teacher violates Section 6 of Article II if he/she fails to vote for no justifiable reason. Voting is
teacher’s participation in the affairs of the state.
He/she also violates Section 7.of Article II IF HE/SHE ENGAGES IN PARTISAN POLITICS. Teachers have to
preserve the dignity of the education sector by not engaging directly or indirectly in electioneering except to vote.
Engaging in partisan politics is teacher’s abuse of authority.
The professional teacher shall enjoy academic freedom so he/she can share the product of his/her researches
and investigations in support of the endless search for truth. However, this academic freedom is not absolute. It
has limits. if the research findings are damaging to the state, the research results shall be submitted to the proper
authorities for appropriate action.
B. THE TEACHER AND THE COMMUNITY

INTRODUCTION
The teacher works in, for and with the community. He /she rubs elbows with the leaders and members of
the community who, like him/her, aspire for the development of the young. He/she works in a community with its
own established customs and traditions which are sometimes different from the practise of the community where
he/she belongs.
In this part of lesson 2, we will look at how you, as professional teacher, should relate with
the community, another group of tertiary stakeholders.

ARTICLE III

THE TEACHER AND THE COMMUNITY
Section 1.A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the
best services by providing an environment conducive to such learning and growth.
Section 2.Every teacher shall provide leadership and initiative to actively participate in community movements
for moral, social, educational, economic and civic betterment.
Section 3.Every teacher shall merit reasonable social recognition for which purpose he shall behave with
honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and other
excesses, much less illicit relations.
Section 4.Every teacher shall help the school keep the people in the community, and shall, therefore, study and
understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain from
disparaging the community.
Section 5.Every teacher shall help the school keep the people in the community informed about the school’s work
and accomplishments as well as it needs and problems.
Section 6.Every teacher is an intellectual leader in the community, especially in the barangay, and shall welcome
the opportunity to provide such leadership when needed, to extend counselling services, as appropriate, and to
actively be involved in matters affecting the welfare of the people.
Section 7.Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
Section 8.A teacher possesses freedom to attend church and worship, as appropriate, but shall not use his
position and influence to proselyte others.
Below are key words which you have to locate in Article III of the Code of Ethics. Find them and
read that section that contains the word/words again. Be ready to answer the questions in the Analysis phase
of this lesson.
Leadership
Facilitator of learning Conducive
environment
Harmonious official relations Disparaging the community

Not use position
Community informed
Social recognition
ABSTRAC
TION: Let’s Add to What you Know
As a professional teacher, he/she provides is a facilitator of learning by ensuring that he/she provides a
favourable environment for learning. He/she acts as a leader by initiating and participating in community
activities for the benefit of community members and the community as a whole. As a community leader he/she
deals with other professionals and community officials harmoniously and professionally. Because he/she wants to
work with the community, he/she keeps people informed of developments in school. He/she does not take
advantage of his/her position as a professional teacher to proselyte. Neither does he/she criticize community
customs and traditions. Instead, he/she exerts effort to understand them with a sympathetic attitude. Above all, to
be a credible community leader, he/she earns the respect of community by behaving with dignity at all times and
so will not engage in vices such as gambling, smoking, drunkenness, and illicit relations.
C. The Teacher and the Parents

Parents are secondary stakeholders while their children (learners) are primary stakeholders.
Article IV
The Teacher and the Parents

Section 1: A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit
their confidence and respect.
Section 2. A teacher shall inform parents through proper authorities, of the progress or deficiencies of learners
under him, exercising utmost candor and tact in pointing out learner’s deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair
criticism.
ABSTRACTION: Let’s add to what you know
Teacher needs to connect with parents, his/her partners in the education of the learner. For the partnership
to flourish, teacher shall maintain cordial relations with parents. This relationship remains cordial if a teacher is
sincere and tactful in reporting child’s progress.
Module 4
THE CODE OF ETHICS FOR PROFESSIONAL
TEACHERS: RELATIONSHIP WITH THE INTERNAL
STAKEHOLDERS
The Teacher and the Learners
The learners are our primary internal stakeholders. They have no choice over the kind of teacher given
them. Fortunate are the learners who are in the classes of professional caring teachers. Unfortunate are those
whose teachers are a contrast of the caring and compassionate teachers.
The foci of this lesson are Article V, Article VI and Article VIII.
ARTICLE VIII. THE TEACHER AND THE LEARNERS
Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners in
the subjects they handle. Such determination shall be in accordance with generally accepted producers of
evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate
action, observing the process.
Section 2.A teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and
shall handle each learner justly and impartially.
Section 3.Under no circumstance shall a teacher be prejudiced nor discriminatory against any learner.
Section 4.A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if under served.
Section 5.A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is
authorized for such service.
Section 6.A teacher shall base the evaluation of the learner’s work on merit and quality of academic performance.
Section 7.In a situation where mutual attraction and subsequent love develop between teacher and learner, the
teacher shall exercise utmost professional discretion to avoid scandal gossip, and preferential treatment of the
learner.
Section 8.A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship.
Section 9.A teacher shall insure that conditions contributive to the maximum development of learners
are adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties. Abstraction: Let’s add to what you know
Perhaps the teacher’s traits that are wished by most can be summed up in the words “ Caring,” “
Compassionate” and “ Fair.” Article VIII, The Teacher and Learner” of the Code of Ethics described the
professional teacher to be such. Fair because he/she “bases the evaluation of the learners work on merit and
quality of academic performance; “ shall not “ make deductions from learners such scholastic ratings, as primary
scholastic” and “ determine academic marks.. in accordance with generally accepted procedures of evaluation
and measurements” and shall handle each learner justly and impartially.
Should love develop between teacher and student, the professional teacher is expected to be fair because
he/she shall “exercise utmost professional discretion to avoid...preferential treatment of the learner.” Teacher
fairness is assured when a teacher does not accept favour or gifts from learner or their parents in exchange for
requested concessions.
The professional teacher is likewise described as “caring and compassionate.” Article VIII, points out
that the professional teacher has the “interest and welfare of learners” as his/her “first and foremost concern” and
“under no circumstance shall a teacher be prejudiced nor discriminatory against any learner.”The professional
teacher is also seen to be caring and compassionate when he/she does not inflict corporal punishment on
offending learners.”
B. The Teacher and the Teaching Community

The professional teacher is not an island. He/She works with other professional teachers, some more or
less experienced than he/she is. Colleagues are teachers, partners and collaborators. How teacher relates to

his/her colleagues in the teaching profession determines if they become one’s greatest allies and supporters or
one’s greatest enemies.
Article V. The Teacher and the Teaching Community
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues.
When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall
support one another.
Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit for the
work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records
and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the
school, and shall not divulge to anyone documents which have not yet been officially released, or remove
records from the files without official permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an
unprofessional and unethical conduct of any associate. This may be done only if there is incontrovertible
evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating any right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he respects
the system of selection on the basis of merit and competence, provided, further, that all qualified candidates are
given the opportunity to be considered..
A professional teacher should work in collaboration with his/her fellow teachers. Gossip destroys
collegial relationships. It has no place in a professional community. A brotherly / sisterly correction for what may
appear to be unprofessional and unethical conduct of an associate is an act that is becoming of a professional.
Should there be justifiable criticism against a fellow teacher, the right recourse is to submit to proper authorities
any justifiable criticism.
It is unprofessional for a teacher to apply for a position for which he is not qualified. Professionalism
demands that selection is based on merit and competence. It is likewise unprofessional to divulge confidential
information concerning associates and the school.
Give credit to whom credit is due. A professional teacher will not claim credit for work not of his/her
own.
In order or not to jeopardize office operation or work, a teacher before leaving position, shall organize
records for his/her successor. Many a time a turn-over ceremony is well done but up to ceremony only because
records are not organized and so hampers the continuity of operation.
In short, at all times, professional teachers shall be loyal to and trust and support one another for the
common good.
C.THE TEACHER AND HIGHER AUTHORITIES
INTRODUCTION
In addition to colleagues in the teaching profession, professional teachers also relate to higher authorities
who are his/her school heads, Supervisors and Schools Division Superintendent, etc. How should he/she relate to
them professionally is the concern of this part of Lesson 3.
ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THEPHILIPPINES
Section 1.A teacher shall make it his duty to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of professional feeling or private opinion and
shall faithfully carry them out.
Section 2.A teacher shall not make any false accusation or charges against superiors, especially under
anonymity. However if there are valid charges, he should present such under oath to competent authority.
Section 3.A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when reforms are advocated but are opposed by the immediate superior, in
which case the teachers shall appeal directly to the appropriate higher authority.
Section 4.A teacher, individually or as part of a group, has a right to seek redress against injustice and
discrimination and, to the extent possible4, shall raise his grievances within democratic processes. In doing so, he
shall avoid jeopardizing the interest and welfare of learners whose right to learn must be respected.
Section 5.A teacher has a right to invoke the principle that appointments, promotions, and transfers of
teachers are made only on the basis of merit and need in the interest of the service.

Section 6.A teacher who accepts a position assumes a contractual obligation to live up to his contact,
assuming full knowledge of the employment terms and conditions.
It is unprofessional for a teacher to campaign against legitimate policies of the school and administrations
with which he/she disagrees. In contrast the professional thing to do is to support the legitimate policies even
though as a professional teacher one is personally against it. One must exert effort to understand the wisdom of
the policies of the administrations. In the first place they may not have become policies if they are not for the
good of teachers.
It is likewise unprofessional to file charges against superiors under cover of anonymity. If there is truth in
the charges filed against superiors, one should not be afraid to come into the open. “The truth shall set you free”
To transact official business through proper channels is the professional and ethical thing to do. There are
exceptions, however. When the reforms advocated are opposed by the immediate superior, the teacher shall
appeal directly to the proper higher authority.
To go on strike is not professional. True, professional teachers have a right to seek redress against
injustice or discrimination but should do it in a manner that does not jeopardize the welfare of learners whose
right to learn must be respected. Teachers going on strike adversely affect learners.
Appointments, promotions are based only on merit and need in the interest of service in the profession.
Likewise, transfer of professional teachers is done on the basis of merit and need. Transfer of a teacher made
because of school head’s prejudice towards the teacher is unprofessional.
LESSON 4. THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS: HIS/ HER PERSON,
PROFESSION AND BUSINESS
ARTICLE IV. THE TEACHER AND THE PROFESSION
Section 1.Every shall actively help insure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.
Section 2.Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession.
Section 3.Every teacher shall participate in the continuing professional education (CPE) program of the
professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance
the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.
Section 4.Every teacher shall help, if duly authorized, to seek support for the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5.Every teacher shall use the teaching profession in a manner that makes it a dignified means for
earning a decent living.
Abstraction: Let’s add to what you know

The first quote relates to Section 1, professional teachers should introduce themselves with pride as
professional teachers not as “just” professional teachers.
The second and fourth quotes relate to Section 2, making the best preparation for the teaching career and
section 3, continuing professional education.
The fifth and sixth quotes in essence talk about self-respect which is the essence of Section 4 and 5 of Article
IV, The Teacher and the profession. The Code of Professional Conduct for public School Teachers cited in
Section 7 of RA 4670 states: it (referring to the work of the teacher in the development of the young) is a trust of
which every teacher should strive to be worthy. Who uses his position for unworthy purpose betrays the trust.”
ARTICLE XI
THE TEACHER AS A PERSON
Section 1.A teacher shall live with dignity in all places at all times.
Section 2.A teacher shall place premium upon self-respect and self-discipline as the principle of personal
behavior in all relationships with others and in all situations.
Section 3.A teacher shall maintain at all times a dignified personality which could serve as model worthy
of emulation by learners, peers, and others.
Section 4.A teacher shall always recognize the Almighty God or Being as guide of his own destiny and of
the destinies of men and nations.
ANALYSIS: Let’s Analyze
There are more women than men in the teaching profession.

Does this indicate that less men are able to face the challenge of the teaching profession? Discuss with your
group.
So much is demanded of the teacher as a person. He/ She is looked up to as model and therefore must
walk her talk or ends up like a noisy gong or a clanging cymbal. This is a big challenge. His/ Her highest
obligation is to live with dignity in all places at all times, so 24 hours a day, 7 days a week, 31 days a month, 365
or 366 days a year. He/ she will never regret if he/she has made self-respect and self- discipline as the governing
principle in his/her relationships with all people in all situations. With the almighty God at the center of his/her
life, the professional teacher will be resolute in his/her intent to maintain a dignified personality and so can serve
as a model for learners, peers and all others.
The Code of Professional Conduct for Public School Teachers cited in Section 7 of RA 4670 puts it
succinctly:
INTEGRITY: Since the teacher’s work is not confined merely to the development of certain fundamental skills
and abilities encompassed by the teaching of the 3Rs but also includes the development of desirable habits and
attitudes that go into the formation of character, his manner of living should provide a worthy example for his
pupils and students to emulate, for his fellow teachers to be proud of and for the community to fel as being
enriched by it.
D. Article X- The Teacher and Business
While the salaries of teachers in the Philippines are still lower compared to other ASEAN member-states,
teachers’ salaries considerably increased after EDSA 1. But despite these significant salary increases, teachers
tend to over borrow or engage in business to earn out income. This part of Lesson 4 is focused on the teacher and
his/her involvement in business.
ARTICLE X
THE TEACHER AND BUSINESS
Section 1.A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided
that it does not relate to or adversely affect his work.
Section 2.A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other financial affairs.
Section 3.No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which
he can exercise official influence, except only when his assignment is inherently related to such purchase and
disposal, provided that such shall be in accordance with existing regulations.
1. Consider the findings of the study on teacher’s borrowing as shared by DepEd Secretary Leonor Briones:
1. The propensity of public school teachers to borrow is 505 higher compared to other employees of
the government such as the police and nurses.
2. Aside from the possibility of not receiving any pay once they retire, public school
teachers may also suffer sanctions-from mere reprimand to revocation of licenses to teach- due to
their unpaid loans. There are more than 500 pending cases versus teachers filled by various lending
institutions in the past 3 years.(Source: Merlinda Hernando- Malipot, Why Public School Teacher
Tend to borrow. Oct 31, 2017 –hhtps://news mb.com.ph)
3. Teachers owe Php 70 billion from legitimate leading institutions.(DepEd
Sec. Leonor Briones, https://www.sunstar.comph)
“Man does not live by bread alone,” says the Bible. Understandably, the professional teacher needs
money to satisfy his/her bodily need. Article X, Sec. 1 of the Code of Ethics allows the teacher to “engage in
legitimate income generation provided that it does relate to or adversely affect his work or a teacher. ”Section 3
also states:
No teacher shall act, direct or indirectly, as agent of, or be financially interested in any commercial
venture which furnish textbooks and other school commercial commodities in the purchase and disposal of which
he can exercise official influence, except only when his assignment is inherently related to such purchase and
disposal, provided that such shall be in accordance with existing regulations.
As said in the previous lessons, the teacher should live with dignity at all times and at all places and be a
model for all. So a teachers must…maintain a good reputation with respect to financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affair.”
If teachers live by the principles of self-respect and self-discipline as cited in the Code of Ethics, there

will be no problem on teacher indebtedness and teachers’ unfavourable reputation of not paying their debts. If a

teacher lives simply, he/she will not be that indebted. To live simply, the professional teacher must distinguish
between his needs and wants.
THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES
INTRODUCTION
After having learned the demands that learners, parents, school officials, the academic community, the
larger community and the state put on teachers, let us discuss their rights and privileges.

Refer to the 1987 Philippine Constitution, Commonwealth Act No. 578 and RA 4670, the Magna Carta
For public School Teachers. Read each part of these legal documents.

Filipino teachers ought to be aware and knowledgeable of these well-deserved benefits.
There is no other Constitution in the history of the country that has given importance to teachers more than
the 1987 Phil. Constitution.
The 1987 Philippine Constitution states… The state shall enhance the right of teachers to professional
advancement (paragraph 4,). It shall “assign the highest budgetary priority to education to “ ensure that teaching
will attract and retain its rightful share of the best available talents through adequate remuneration and other
means of job satisfaction and fulfilment.”
Commonwealth Act 578 amended the Revised Penal Code to include teachers, professors, and persons
charged with the supervision of public or duly recognized private schools, colleges, and universities, within the
term “persons in authority.”
RA 4670, otherwise known As The Magna Carta for Public School Teachers, details the rights, privileges and
benefits of teachers such as: 1) consent for transfer; 2) safeguards in disciplinary procedure; 3) no discrimination;
4) married couples to be employed in the same locality;5) academic freedom;6) not more than 6 hours of actual
classroom teaching;7) additional compensation for activities outside normal duties;8)salaries comparable to other
occupations to insure teachers a reasonable standard of life for themselves and their families;9) salaries
appropriated by local government not to be less than those paid to teachers of the national government;10) cost of
living allowance;11) special hardship allowances; 12) medical examination free of charge once a year during the
teacher’s professional life;13) prohibition of unauthorized deduction from teachers’ salaries;14) study
leave;15)indefinite leave; 16) salary increase upon retirement and 17) freedom to establish or join organization of
their choice. These show that welfare of professional teachers has been give much attention. After all, there is no
truth to what is often said about teachers “ overworked and underpaid.”
SUMMARY
The welfare of Teachers has been given much attention in the past years .The Philippine
Constitution guarantees that the state shall “enhance the right of teachers to professional
advancement;” “assign the highest budgetary priority to education;” and ‘ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration and
other means of job satisfaction and fulfilment.”
Other laws, especially RA 4670, the Magna Carta for Public School Teachers, give in detail
teachers’ rights, privileges and benefits.

WORKSHEETS FOR MODULES I TO IV
(Please answer all the Activities/Drills/Evaluation and pass to me after 2 months. TY)
Name: Course, Year & Section: Score:

Gender: Cell phone No.
Course Facilitator: Dr. Dina G. Reyes Date of Submission:
Worksheets for Module I

Activity 1: Let’s analyze
What does the word” professional” mean as used in the instances given above.
Activity 2: By the use of a graphic organizer, present the elements of a profession.
Activity 3. Answer this question, Why does the profession like teaching require long years of initial
professional education and continuing professional development after that long, arduous initial
professional education?
Activity 4. By way of an acrostic, explain the elements of a profession by defining each letter.
P-
R-
O-
F-
E-
S-
S-
I-
O-
N-
RUBRIC FOR ESSAY/WRITTEN EXAMINATION
CRITERIA Points Score

Content  Content indicates synthesis of ideas, in depth 10
analysis and originality
Grammar and  Free from spelling, punctuation, and grammatical 10
Mechanics errors, absence of fragments, comma splices, and
run-ons.
Format/Style  current format/style including margins, spelling and 5
identification

TOTAL 25
Activity 5.Present the historical development of teacher preparation and professionalization in the
Philippines from pre-Hispanic Philippines to 1996 by way of a graphic organizer.
Activity 6.Interview LET passers now teaching who did not go through the 4-year teacher education
course. They are graduates of other four-year courses but not teacher education.
Ask them the following questions?

1. What difficulties are they experiencing in teaching?
2. Do they agree that a four-year teacher education course is a better preparation for the teaching
profession? Why?
Activity 7. Please answer these questions.
1. What is meant by vocation/ mission?
2. Teaching as a job or a mission. What’s the difference?
Activity 8. Read this letter given by a private school principal to her teachers on the first day of a new
school year. It may make your humanizing mission in teaching crystal clear.
Dear Teacher:
I am a survivor of concentration camp.

My eyes saw what no man should witness:
- Gas chambers built by learned engineers.
- Children poisoned by educated physicians.
- Infants killed by trained nurses.
- Women and babies shot and burned by high school and college graduates.
So I am suspicious of education
My request is: Help your students become human.
Your efforts must never produce learned
monsters, Skilled psychopaths, and * Eichmanns.

Reading, writing, arithmetic are important only if they serve to make our children more human.

Directions: Explain your mission as a professional teacher by helping children become more human.
Activity 9. Please answer these questions comprehensively
1. To be your vocation and mission as a teacher, you have to “have more, do more in order to be more” to your
students and all others to whom you were sent. What does “do more, have more in order to be more” mean?
2. The greatest Teacher, Jesus Christ, spent much time to prepare his apostles before he “sent” them for their
mission to “go into the world baptizing them in the name of the father, and of the Son, and of the Holy Spirit.”
What is the equivalent of this preparation in your life as a future professional teacher?
3. Here is an excerpt of The True Decalogue of ApolinarioMabini.

Third. Develop the special talents that God has given you, working and studying according to your
capabilities, never straying from the path of good and justice, in order to achieve your own perfection, and by this
means you will contribute to the progress of humanity: thus you will accomplish the mission that God himself has
given you in this life, and achieving this, you will have honor, and having honor, you will be glorifying God.
( Source: http://malacanang.gov.ph/813-the true decalogue-by-apolinario-mabini/Retrieved,June22,2018)
What mission has God given to teachers according to The True Decalogue of Mabini?
Module 1Evaluation
Directions: Read the questions carefully, choose your answer and write the letter of your answer on the blanks
provided before the number.
1.Based on the elements of a profession given in this lesson, can the taxi driver be considered
a professional?- Analysis
a. No, because driving is not a college/university degree.
b. Yes, because there is such a term professional driver.
c. It depends on the technical and ethical competence of the taxi driver.
d. Yes, the taxi driver is competent and honest.
2.Which are elements of a profession like teaching?- Analysis
I. Long years of professional education
II. Passing the competency- based examination to obtain a diploma from TESDA
III. Continuing professional development
IV. Adhere to a code of ethics for the professional group
a. I,II And III b. II,III And IV c. I,III And IV d. I,II And IV
3.In the Philippines there was no teacher’s preparation since the Spanish regime. Is
the statement CORRECT? - UNDERSTANDING
a. No b. Yes c. There was but informal d. There was and for men only.
4.Which is the first legal document that professionalized teaching in the
Philippines?- Remembering a.RA.7836 b. PD 1006 c.RA.9192 d. RA
8981
5.Did the teacher preparation in the Philippines begin with 4 years?
a. Yes. b. Yes,4 years but informal c. No. d. No, it began with 1 year
6.Teaching is a vocation. What does this mean?
I. Teaching is calling to serve.II. Everyone is called to teach.

III. The response to the call to teach is a must.
a. I only b. II and III c. II only d. I,II and III

7.If teaching is considered as your mission, which applies/ apply?
I. You will be faithful to teaching no matter what.
II. You will teach for recognition of efforts
III. You will be faithful to your mission and you want to succeed.
a. I,II, and III b. II and III c. I and II d.I and III
REFLECTION
If you say “yes” to the call and mission to teach in this life, reflect on how you are going to prepare
yourself in this four-year teacher education
course.
Worksheets for Module II
Activity 1. Directions: Complete the acronym TEACHER as to what society expect of teachers as
professionals.
T- eaches with competence

E-
A-
C-
H-
E-
R-
Activity 2. Please answer these questions:
1. What does your list tell about society’s expectations from teachers?
2.How do you feel? Are you overwhelmed by the litany of expectations?
3. Are you changing your “YES” to the call to teach? If yes, why, if No, why?
Activity 3. Discuss your answer to this question. An LPT pin is worn by Licensed Professional Teacher
(LPT) and the letters LPT are attached to the name of every professional teacher in the Philippines in the
same way that M.D., Doctor of Medicine, is attached to the name of a medical doctor, R.N. for a registered
Nurse and CPA for a Certified Public Accountant. When you wear that pin and write LPT after your
name, you are announcing to the world you are a professional teacher. Professional teacher, what does this
mean?
Evaluation for Module 2. Directions- Encircle the letter of the correct answer
1. Which is/are TRUE of a professional?- Analysis

A. Completed college/university degree
B. Required of NC IV from TESDA

C. Demonstrates solely ethical competence

D. Abides by his personal Code of Ethics.
2. Which statement is TRUE of society’s demand from the professional teacher? – Analysis
A. The professional teacher is the primary duty of the professional teacher.
B. Effective teaching is the primary duty of the professional teacher.
C. The professional teacher is not expected to lead in the community affairs in order not to jeopardize
her teaching.
D. Because the professional teacher is expected to be highly enlightened, he is expected to campaign
for the good candidate during the election time.
3. The Filipino teacher is professional. What is/are expected of her/him? – Analysis
I. Technically competent II. Highly ethical and moral III. Has superior IQ IV. Popular among learners
A. I,II and III B. I and II C.I,II AND IV D. I and IV
Worksheet for Module 3
Activity 1. Recall your most memorable teacher who had the greatest impact on your life? What special
personal qualities did he/she possess? Write them down.
Activity 2. In the poem You are a Teacher, a. Which line of the poem do you like most? Why?
b. What mental portrait of the teacher in the classroom and the teacher in the community is painted by the
poem, “You are a Teacher?”
c. Complete this phrase, Professionalism is
Evaluation for Module 3

1. Which teacher’s personal trait is demonstrated if he is gender- sensitive and inclusive in his ways?
A. Fairness C. Passion
B. Sense of Humor D. Motivation
2. Teacher A claims she cares for students? Which is/are a manifestation of genuine care?
I. Knows students
II. Creates a favourable learning atmosphere
III. Maintains professional distance with students
A. I and III B. II and III C. I and II D. I,II and III
3. Who is excluded in the definition of professional teacher in the Code of Ethics? – Remembering
A. The schools Division Superintendent B. The librarian C. The principal
D. The Master Teacher
4. Private schools teachers are also required of a professional license. Is this statement TRUE?
A. Yes, it is true B. No, it is false C. It depends on the kid of private school
d. It depends on the teachers’ years of teaching experience
5. Which competence are professional teachers expected to demonstrate?
I. Personal II. Professional III. Scientific IV. Psychological
A.I and IV B. I and III C. II and III D. I and II
REFLECTION:
Of the personal attributes of a professional teacher, which do you have most? Which should you develop
more?

I. Activity 1. Based on the Preamble and Article 1, answer the following questions:
1. Are teachers who have no license considered professional?
2. What do technical and professional competence mean? (You may refer to the lesson on the Teacher as a
Professional).
3. Are private school teachers required of a license? What about pre-school teachers, vocational teachers,
ALS teachers, School heads, Education Supervisors and Schools Division Superintendents?
Activity 2. Based on Article 2, Please answer the following questions:

Article II
1. The schools are the “nurseries of the citizens of the state.” What are nurseries from? Why are schools
called “nurseries of the citizens of the state?”
2. “Each teacher is trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learn such heritage.” In what ways can teachers do this?
3. In what ways can the professional teacher help elevate national morality, promote national pride and
cultivate love of country?
4.What steps do employers take to ensure that a teacher is physically, mentally and morally fit?
5.Cite actions of a professional teacher that violate section 5, Article II.
6.How can a professional teacher violate sec. 6 and section 7 of Article II.
7.Every teacher shall enjoy academic freedom. What does academic freedom mean? Is this academic freedom
absolute?
Activity 3. Please answer these questions: What is the professional thing to do?
1. Teacher B has a brother candidate for the mayoralty race in their hometown. The brother’s opponent has
very good chance of winning and so teacher B starts secretly campaigning for his brother. Is this
professional?
Evaluation based on Article 2. The Teacher and the State

1. Which statement on academic freedom is CORRECT?
A. In search for truth, a professional teacher has the privilege to share the product or his research
whether or not in support of the declared state policies.
B. A teacher’s academic freedom is absolute.
C. A teacher’s academic freedom is limited.
D. Academic freedom belongs only to teachers in the tertiary level.
2. How, in the performance of her/his duty, can a professional teacher support the state?
A. Campaign for the political administration candidate.
B. Instill nationalism in learners.
C. Doctor research findings to favour the state.

D. Use his position to influence learners to support his interest.
Evaluation on Article 3. The Teacher and the Community
Select the correct answer.
1. How can teacher be a facilitator of learning?
a. By providing a conducive learning atmosphere
b. By earning social recognition from the community
c. By relating professionally with community officials
d. By keeping community leaders informed of school development
2. Can a professional teacher take the initiative to organize community activity for community development?
a. No, the professional teacher is confined only to the classroom.
b. Yes, a professional teacher he is a community leader.
c. No community development is the concern of government officials.
d. Yes, provided he always involves the learners.
3. How can a teacher show respect for community customs and traditions?-Application
a. Reject local customs and traditions which are different from his.
b. Divide the community by pointing out the negative elements of a given local
customs and traditions.
c. Disparage the community.
d. Study and strive to understand local customs and traditions.
Activity 1 for Article IX. The Teacher and the Parents
State 5 DO’s and 5 DON’Ts on how you should relate to parents for the sake of the learners. Make sure
your DO’s and DON’Ts are concrete. e.g. Make sure you have a box of facial tissue with you for parents who
become emotional.
Evaluation on Article IX. The Teacher and the Parents

1. How is professionalism manifested when a parent complains to a teacher for her son’s failing grade?
a. Blames the son for his failure
b. Inquires on what home is doing to help son cope with his failure
c. Explains that failure is due to learner’s indifferent attitude
d. Objectively shows how the failing grade came about and assures the parent that the son is given all
the academic help he needs
2. How should a professional teacher respond to unfair criticism raised by parents?
a. Listen to the criticism but discourages it
b. Reject the criticism outright
c. Ignore the criticism
d. Probe into the criticism and joins the parents afterwards
Worksheet for Module 4
ACTIVITY 1: LET’S DO THIS
How do you want your teacher to be? What are your WISHES for your teacher? Write them down then share with
your classmates.
MY WISHES FOR MY TEACHER
Evalu_ation on A_r_t_ic_l_e_8
1. Does the Code of Ethics for Professional Teachers prohibit a teacher and student to fall in love with
each other-Application
A. Yes, because it is unprofessional
B. No, but student should be transferred to another class.

C. No, but teacher shall exercise utmost professional discretion to avoid preferential treatment to
the learner.
D. Yes, because teacher will show favouritism definitely.
2. What should be the first and foremost concern of the professional

teacher?- Understanding
A. The interest and welfare of the learners
B. The progress of the learners
C. The social adjustment of the learners
D. The happiness of the learners
3. Does the Code of Ethics for Professional Teachers allow teacher to accept
remuneration for students which tutor teacher to accept remuneration for students which
tutor
teachers rightly deserve?-Analysis
A. Yes, they deserve the remuneration for the tutorial services.
B. No, except for what is authorized for such service.
C. Yes, provided pay is not excessive.
D. No, they are professional teachers and so are expected to give tutorial service.
Evaluation for Article V
1. Students reported to you about a teacher who has made it a habit to collect money for quizzes that never
were mimeographed or photocopied, the very reason for money collection. What is ethical for you to
do?
A. File a written complaint against the teacher with the students’ oral report as evidence.
B. Talk to the teacher concerned and correct his unethical conduct.
C. Bring the students and parents to the teacher concerned.
D. Advise the students to file a written complaint against the teacher.
2. The school was preparing for a national choral competition. What should be the response of the
teaching community?
A. Let the music teachers do the work since it is music-related.
B. All teachers should cooperate with and support the music teachers in whatever way.
C. Teachers complained against by students should not be involved in the
preparation activities.
D. Give passing grades to all students involved in the oral competition.
3. What is the professional obligation of one leaving a position? – Understanding
A. Pass on organized records to successor to carry on the work.
B. Tender a despedida party.
C. Leave your clerk/secretary for your successor’s guidance.
D. Erase all records; does not need them anyway.
Activity 1 for Article V

Directions: Please discuss your answer to the following questions:
1. Will filing a justified complaint against a fellow teacher do well for a community of
professional teachers? If you were the one intending to file a complaint, would you do so?
2. Which Filipino trait makes it difficult sometimes for professional teachers to function as a collegial
community?
Activity 1 for Article VI

Please answer with a check or wrong.
Is it professional for a teacher:
1.To complain against transfer of teachers with whom the school head has prejudice?
2.To be promoted based only on years of service?
3.To transact official business through proper channels, no exception?
4.To go on strike with his group to seek redress against injustice?
5.To file charges against superiors under anonymity to protect himself/herself?
6 .Not to support a legitimate policy with which he/she disagrees?
7.To campaign against legitimate policies of the schools and administration with which he/she disagrees?
Evaluation for Article VI
Select your answer.

1. Appointments, promotions and transfer of professional teachers are done only on the basis of and
in the .- Understanding

A. Merit-need-interest of the service.
B. Qualifications – years of service – interest of learners
C. Seniority – academic degrees- interest of teachers
D. Technical- professional competence – interest of the profession
2. Is it professional to support a school’s policy even if you do not personally agree? – Analysis
A. No.
A. Yes.
B. Yes, if it is a policy for teachers.
C. Yes, it depends on the kind of policy.
Activity I on Article IV
Here are quotes on the teaching profession. To which Section of Article IV does each quotation refer?
1. I wish I could persuade every teacher, to be proud of his occupation- not conceited or pompous, but
proud. People who introduce themselves with the shame remark that they are “just teachers” gives
despair in my heart. Did you ever hear a lawyer say depreciatingly that he was only a patent attorney?
Did you ever hear a physician say “I am just brain surgeon? “I beg of you to stop apologizing for being
a member of the most important profession in the world. Draw yourself up to your full height; look at
anybody squarely in the eye and say, “I am a teacher.” – Will Section:
2. ”Good, better, best. Never let it rest until your good is better and your better is best.” – Tim Duncan, Section:
3. “There are no secrets to success. It is the result of preparation, hard work and learning from failure.”
- Colin Powel Section:
4. “Success is where preparation and opportunity meet.”- Bobby Unser Section:

5. “Self-respect is the fruit of discipline; the sense of dignity goes with the ability to say no to oneself.”
- Abraham Joshua Heschel Section:
6. There are two kinds of pride both good and bad. Good pride represents our dignity and self-respect. Bad pride
is the deadly sin of superiority that reeks of conceit and arrogance.”
-John c. Maxwell. Section:
Evaluation for Article IV
Select your answer.
1. As a professional teacher, you shall manifest genuine and in teaching as
a calling. A. Pride- enthusiasm- new B. Enthusiasm-pride-noble
C. Enthusiasm-pride-good D. Genuineness-pride-mission
2. To be nationally and internationally competitive, in which should teacher participate according to
Article IV of the Code of Ethics? A. Continuing Professional
Education B. Seminars
C. Evaluate School courses D. Writing books
E. THE TEACHER AS A PERSON
Read Article XI of the Code of Ethics then answer following questions:

1.What is the big challenge for a teacher?
2.Are you ready to face the challenge?
Activity 1 on Article XIDirections: Describe the teacher as a person based on Article XI of the Code of ethics by
way of a cinquain. A cinquain is a five-line poem composed
of: Line 1- one word
Line 2- 2 adjectives that describe line 1
Line 3- 3 action words that relate to line 1
Line 4- 4 words (feelings) that relate to line 1 or a complete sentence
Line 5- 1 word, a synonym of line 1 or a word that sum it up.
Here is an example: Write your poem here
Teacher. 29
Caring, Compassionate
Questioning, Listening,
Responding
I love her dearly.
Evaluation for Article XI
1. For a professional teacher to live with dignity all places at all times, which should be his/her principles
of personal behavior?
A. Self-respect B. Self-discipline C. Charity D. Sincerity
A.I and II B.I,II,III C.II and III D.I,II,III and IV
2. According to Article XI of the Code of Ethics, who should serve as guide of the professional
teacher’s destiny and those of men on nations?
A. Learners B. Almighty C. School head D. Teaching philosophy
Activity 2. Interview teachers who have taught for at least 5 years (50% female, 50% male). What they consider
to be the biggest challenge in their life as teachers?
Activity 1 on Article X. Answer the following questions:

1. With teachers’ borrowing habits, which section of Article X do teachers fail to observe?
2. When do professional teachers violate Section 3 of Article X?
Evaluation on Article X
1. On what condition can a professional teacher engage in business?
A. Income generation is legitimate
B. Income generation is related to her/his work
C. Business includes books and school supplies
D. Adversely affects his/her work
2. Why is a teacher prohibited from direct business transactions involving textbooks and school supplies?
– Analysis
A. Possibility of exerting influence for his/her own business interest
B. Her/his main task is to teach not to engage in business
C. To avoid competition
D. The Code of Ethics says so
Performance Evaluation
APPLICATION: let’s Apply What You Learned
Directions: Pretend that you belong to team that campaigns for Senior High School graduates to enrol in teacher
education. Prepare a PowerPoint presentation and deliver your presentation. Send your video. Your PP should be
very convincing because you give a highly favourable picture of the teaching profession as learned in this module.
Cite all teacher’s privileges and benefits.
II. Evaluation
1. What is the maximum number of teaching hours for
teachers? A. 4 B. 5 C. 6 D. 7
2. Can a teacher go on study leave for two years?
A. Yes, provided given permit by the Secretary of Education B. No, for one year only
C. Yes, with salary D. It depends on the ranking of the teacher.
30
Module 5
CHAPTER 5 - On Becoming a Glocal Teacher
INTRODUCTION
Our world has been called a “global village.” Satellite communications make possible television,
telephone and documents transmitted through fax and electronic mails across thousands of miles in thousandths of
a second. Our students can view global warfare in the Middle East, famine in Africa, industrial pollution in
Europe or industrial breakthrough in Korea or Japan through a worldwide web (www) of the information
highway.
Global education poses a variety of goals ranging from increased knowledge about the peoples of the
world to resolutions of global problems, from increased fluency in foreign languages to the development of more
tolerant attitudes towards after cultures and peoples. Global education embraces today’s challenges as national
borders are opened. It paves the way for borderless education to respond to the needs of educating children of the
world they are entering. It offers new curricular dimensions and possibilities, current scientific and technological
breakthroughs for completely new frontiers in education.
Contemporary curricula respond to the concept of this global village. The increased use of technology in
the classroom, the incorporation of the changing realities of our world’s society, and the ease of mobility of
peoples of the world have become a challenge to your preparation as prospective teachers.
Hence, future teachers like you should prepare to respond to these multiple challenges. To become a
global teacher you should be equipped with a wider range of knowledge of the various educational systems
outside the country; master skills and competencies which can address global demands; and possess attitudes and
values that satisfy these benchmark requirements, then you can safely say, you have prepared well to be a great
teacher of the world.
But why a shift in the use of GLOBAL to GLOCAL as our chapter title?
Rolando Robertson (1992) a sociologist, in his article “Glocalization: Time –Space and Homogeneity-
heterogeneity, suggests replacing the concept of globalization to glocalization with the view in mind to blur the
boundaries between global and local. Robertson offers to see the local as one aspect of globalization. It many
mean, a global outlook adapted to the local condition or a local outlook adapted to the global condition. Further,
he said that the term glocalization means it is local culture which assigns meaning to global influences, and that
the two are interdependent and enable each other.
Glocalization in Oxford Dictionary of New Words (1991:134) defines the word glocal and the process noun word
glocalization as a blending of global and local conditions a global outlook adapted to local condition and the local
condition to global perspectives.
As future teachers, you have to blend both global and local perspective. As the saying goes: “think
globally, but act locally” or think local but act global.” You can be a global teacher and at the same time a global
teacher, if he local perspective based on the culture, traditions and contexts are considered.
LESSON 1- THE GLOBAL AND GLOCAL TEACHERPROFESSIONAL: IS THERE A

DIFFERENCE?
INTRODUCTION:
Lesson I will introduce the general concept of a global or glocal education and define the global and
glocal teacher. This introductory lesson will give you a clear perspective on how you would become that kind of
teacher. After understanding the two concepts, you will be able to prepare yourself for the succeeding lessons.
31
How do you prepare yourselves as teachers for a challenging task of making earners of today live
meaningful lives tomorrow? As you prepare children for their future, teachers need to explore what the future
holds. Teachers have to envision creative, innovative ways to prepare diverse learners in their own cultural
context without forgetting that they live in their local communities but within a global village.
To complete globally means to prepare teachers who are capable of changing lifelong education needs.
How do you prepare for these needs? What are the emerging technologies that will shape the future? How can we
use our technologies for best learning advantage? What will the jobs of the future and how should curricula be
shaped to prepare students for their future?
You will be teaching in the “flat world” or “One planet schoolhouse.” These two terms imply global
education as result of the shrinking world due to access in technology. The internet globalizes communication by
allowing users from around the world to connect to one answer.
A. Global and Glocal Teacher Education
Global education has been best described by two definitions.
UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating all
people in accordance with world standards.
Another definition is that global education is a curriculum that is international in scope which prepares
today’s youth around the world to function in one world environment under teachers who are intellectually,
professionally and humanistically prepared.
UNESCO’s Education 2030 Incheon Declaration during the World Education Forum established a vision
“Towards inclusive and equitable quality educational lifelong learning for all.” Sustainable Development Goal
(SDG) 4 for Education is one of the seventeen goals of the United Nations SDGs. The seven of the ten targets are
expected outcomes while three are means of achieving the outcomes. These outcome targets bring together all
member nations to expend beyond their geographical territories or global education.
By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:
4.1 Universal primary and secondary education. Ensure all girls and boys complete, free, equitable
and quality primary and secondary education leading to relevant and effective learning outcomes.
4.2 Early childhood development and universal pre-primary education. Ensure that all boys and
girls have access to quality early childhood development care and pre-primary education so that
they
are ready for primary education.
4.3 Equal access to technical/vocational and higher education. Ensure equal access for all women
and men to affordable and quality technical vocational and tertiary education including university.
4.4 Relevant skills for decent work. Substantially increase the number of youth and adults who
have relevant skills including technical and vocational skills, for employment decent jobs and
entrepreneurs.
4.5 Gender quality and inclusion. Eliminate gender disparities in education and ensure equal access
to all levels of education and vocational trainings for vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations.
4.6 Universal youth literacy. Ensure that all youth and substantial proportion of adults, both men
and women achieve literacy and numeracy.
4.7 Education for sustainable development and global citizenship. Ensure all learners acquire
knowledge and skills needed to promote sustainable development, including among others
through education for sustainable development and sustainable lifestyles, human rights, gender
equality, promote culture of peace and non- violence, global citizenship and appreciation of
cultural diversity and cultures contribution to sustainable development.
One of the means to achieve the target is to increase the supply of qualified teachers, through
international cooperation for teacher training in developing countries, especially the least developed countries and
island developing states.
James Becker (1988) defined global education as an effort to help individual learners to see the world as a
single and global system and to see themselves as a participant in that system. It is a school curriculum that has a
worldwide standard of teaching and learning. This curriculum prepares learners in an international marketplace
with a world view of international,” Understanding. In his article “Goals of Global Education,’ Becker
emphasized that global education incorporates into the curriculum and educational experiences of each student
knowledge and empathy of cultures of the nation and the world. Likewise students are encouraged to see the
world as a whole, learn various cultures to make them better relate and function effectively within various cultural
groups.
Thus, to meet the various global challenges of the future, the 21st Century learning Goals have been
established as bases of various curricula worldwide. These learning goals include:
1. 21st century content: emerging content areas such as global awareness; financial, economic, business, and
entrepreneurial literacy; civic literacy; health environmental awareness.
2. Learning and thinking skills: critical thinking and problem solving skills, communication, creativity and
innovation, collaboration, contextual learning, information and media literacy.
 ICT literacy: using technology in the context of learning so students know how to learn.
 Life skills: leadership, ethics, accountability, personal responsibility, self- direction, others
 21st century assessments: Authentic assessments that measure the areas of learning
32
On the other hand, glocal education is about diversity, understanding the differences and teaching the
different cultural groups in their own context to achieve the goals of global education as presented by the United
Nations. It is preparing future teachers from the remote and rugged rural villages in developing countries, to the
slum areas of urbanized countries, tthe highly influential and economically stable societies of the world for their
roles in the 21st century classrooms. Global teacher education addresses the need of the smallest schools to the
largest classroom in the world. It responds to borderless education that defies distance and geographical location.
This makes education glocal.
Thus, glocal education provides equal opportunity and access to knowledge and learning tools which are the basic
rights of every child in every community, locality within the global community.
Are our pre-service teachers preparing to provide glocal education in their perspective future school
assignments? Do they possess a strong foundation of their rootedness in culture so as to blend what is local with
what is global? Will you be a global teacher who is a true Filipino teacher with a solid value of nationalism and
Filipinism but who is capable of addressing the gobal challenges and needs of educating the children for the
future?
B. From Global Teacher To Glocal Teacher Professionals
Looking back at the concept of global education, how do we define now a glocal teacher? Is this Teacher
somebody who teaches abroad? Is this person teaching anywhere in the world, and is able to teach the 21 st century
learning goals? These are some of the fundamental questions that are raised regarding global teacher as new
concept of globalization and the recognition of localization in the same concept is fast emerging and recognized.
Hence, a glocal teacher is a global teacher who is competent and armed with enough skills, appropriate
attitude and universal values to teach learners at home or abroad but is equipped with both time tested as well as
modern technologies in education in any time and any place in the world. A glocal teacher is someone who thinks
and act both locally and globally with worldwide perspective, but is teaching in the communities, localities,
towns, provinces and regions where he or she is situated.
More specifically, a glocal Filipino is characterized by several qualities and attributes in addition to in-
depth knowledge, functioning skills and embedded values. Glocal Teachers:
 Understand how this world is interconnected;
 Recognize that the world has rich variety of ways of life;
 Have a vision of the future and sees what the future would be for himself/herself and the students;
 Are creative and innovative;
 Understand, respect and tolerant of the diversity of cultures;
 Believe and take action for education that will sustain the future;
 Facilitate digitally-mediated learning;
 possess good communication skills (for Filipino teachers to be multilingual);
 aware of international teacher standards and framework; and
 master the competencies of the Beginning Teacher in the Philippine Professional Standards for Teachers
(PPST,2017).
Further, glocal teachers in addition to the above qualities must possess the following distinct characteristics
and core values of Filipino Teachers: (Master plan for Teacher Education, 2017):
 cultural and historical rootedness by building on the culture and the history of the learners and the
place;
 ability to contextualize teaching- learning by using local and indigenous materials, content and
pedagogy whenever appropriate;
 excellence in personal and professional competence, leadership,
research, technology, innovation and creativity;
 Responsiveness through social involvement and service, learner-centeredness, respect and sensitivity for
diversity and inclusiveness;
 Accountability and integrity by being a positive role model with strong moral character, committed and
conscientious, credible, honest and loyal;
 Ecological sensitivity by being resilient and a steward of the environment for sustainability;
 Nationalism/ Filipinismby being a responsible citizen and upholding the Filipino identity amidst
globalization (glocalization); and
 Faith in the Divine Providence by being humane, just, peace- loving and respectful of human rights.
The need of glocal teachers is on the rise in several countries worldwide. Even developed countries are in dire
need of competent teachers who will teach in rural and urban classrooms imbued with the characteristics and
attributes of a glocal teacher.
SUMMARY
Glocal education is a concept that brings us to understand the connectivity of each member citizen in
the planet without leaving behind the local foundations. The advancement of technology shrank the world to a
size that everyone can be reached. Because of this development, we have to learn the diversity or differences in
cultures in order to address the global standards for education set by the United Nations. Global education
requires future teachers skills for the 21st century so that all will be ready to play a significant role to provide
educational access to all types of learners all over the world.3H3 owever, globalization does not leave
localization
behind. The blending of both concepts as advanced by Robertson (1992) underscores the rootedness and
sustainability of education as part of the vision of Education 2030. Thus a teacher who is global is also a glocal
teacher and a glocal teacher can also be global.
Lesson 1- Take Action
With your group, use the interview Tool for a Teacher found on next page. Identify two Filipino teachers.
One teaches in the Philippines and the other teaches abroad or has taught outside the country. Request for an
interview with the teacher either on-line or face to face. Write a report and share this with your classmates. Make
a reflection on the information you have gathered.
Who is a Global Teacher?
Interview protocol for face to face or on-line interview
Personal Profile: NameAge:No. of Years in the Teaching Place of teaching: PhilippinesOther Country:(Pls name)
Key questions: You may start with preliminary questions to establish rapport before you ask key questions for your
interviewee or informant.
How do you consider yourself as a teacher? Please explain.
beginningb. developingc. proficient
Which of the following have you given much considerations in your teaching? Why?
Local setting, values, tradition and culture.
Global scenario, international developments, 21st century skills
Local knowledge, values, culture, 21st century skills, international developments.
Where you are teaching what do you like most? (local or abroad) Why?
the learnersb. the learning environmentc. the pay
How do you consider yourself as a teacher? Please explain a.Localb. globalc. glocal C.Make a written report and submit
to your course facilitator. Share the same results to the class.
Lesson 1- Take Action

With your group, use the interview Tool for a Teacher found on next page. Identify two Filipino teachers.
One teaches in the Philippines and the other teaches abroad or has taught outside the country. Request for an
interview with the teacher either on-line or face to face. Write a report and share this with your classmates. Make
a reflection on the information you have gathered.
Lesson 1- Make a Reflection
Note: Use the result of your interview to answer some of the questions for your reflection.
1. Who is a glocal teacher? What are the attributes of the glocal teacher?
2. Can the teacher whom you have interviewed be classified as a glocal teacher? Why? Why not?
3. Can one be a global teacher, without teaching

abroad? Write your insight.
4. Reflect on the statement: “As a glocal teacher, act locally but think globally.”
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Lesson 1- Self- Check Questions
Instruction: Choose the correct answer from the options given.
1.The concept of globalization came about in recent years because the world has become
borderless primarily due to: a. Advance in technology b.ASEAN integration
c.Use of English as a medium of teaching d.Teacher exchange programs
2.Which statement is NOT TRUE about a professional teacher of the 21st century?
a. The Filipino Teacher abroad should know and understand the culture of the place of teaching.
b. The glocal teacher is one who enhances knowledge and skill to address the global demands but has
a strong affiliation to the local culture and traditions.
c. Blending the knowledge, skills and values appropriate for the world but preserving those one’s
own country is the essence of glocalization.
d. Disregard of cultural diversity and a focus on the 21st century skills is the ultimate goal of
globalized education.
3.When Roland Robertson started to use the phrase “think local, act global” he meant that
a.Even if you will be teaching in your hometown, your competence is world class
b.You should limit your lessons only to local knowledge, values and aspirations
c.You should use examples in your lessons from foreign countries
d.You believe that the best examples are coming from abroad
4.To which does global village refer?
a. Other countries abroad b.Include all the countries abroad
c.All the countries abroad including your own d.Our ASEAN neighbour
5.which set of core values should Filipino teacher possess to become a global
teacher? a.Cultural and historical rootedness and nationalism
b.Economic excellence and materialism
c.Inclusivity and self- preservation
d.Borderless thinking and interconnectivity
LESSON 2 - A CLOSER LOOK AT THE TEACHERS AND THE TEACHING PROFESSION

IN THE ASEAN AND BEYOND
INTRODUCTION
Lesson 2 will describe the teacher professionals in the ASEAN and beyond. It will also discuss the
current situation, circumstances, teaching work place, qualifications, career pathways, benefits and other factors
that influence quality education. This lesson will provide a clear landscape of how it is to be a teacher here and
abroad. The lesson will provide will focus on the teachers in the 10 member states of the ASEAN: Brunei,
Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand, Singapore, and Vietnam.
Teaching as a profession will be the focus of this lesson to provide a clear view of professional practices
for purposes of comparison and development of mutual respect among countries.
Furthermore, excerpts from the first Global Teacher Status Index shall be included in this lesson to
provide a global picture on the world’s respect for and trust In teachers and the profession.
THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

Let us now look closely at the teaching profession and professional of the ten ASEAN member countries
as a whole.
A. Thelevels of schooling as a teaching Meliu
In all the countries, in the ASEAN, the levels of formal schooling in the educational system are as
follows:
1. Primary level is composed usually of Pre-primary (Play School, Pre- K, kindergarten) and the primary
Level which is composed to grade 1 aged 6 yrs. Old; grade 2 aged 7 yrs. Old; grade 3, aged 8 yrs. Old;
grade 4 9 yrs., grade 5 aged 10 yrs. Old, and grade 6 aged 11 yrs. Old.
In the Philippines, the label primary level refers to elementary level. The elementary level has
two sub- levels, the primary grades which include Kindergarten to Grade 4 and the intermediate grades
which include grade 5 and grade 6.
2. Secondary level follows the primary level. Generally across the ASEAN it is composed of Junior High
School. The graduate from the senior high school can proceed to college or find a job appropriate to the
qualification. However, there are slight variations in some countries such as lower Secondary level is
three years with grade 7,8 and 9 while the upper Secondary Level is composed of Grades 10,11
and 12.
In the Philippines, the Junior High School is composed of Grade 7,8,9 and 10 with Grades 11 and 12
belong to the Senior High School.
Table 2.Variations in the number of years in basic education level across the ASEAN members.
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Variations Levels of Schooling and Number of years*
Lower Upper Total Countries (as
Primary/ secondary secondary number of of 2013)
elementary years
Version 1 5yrs 4yrs 3yrs 12 Lao PDR
Version 1 5yrs 4yrs 2yrs 11yrs Myanmar
Version3 6yrs 3yrs 2yrs 11yrs Malaysia
Version4 6yrs 3yrs 3yrs 12yrs Brunei,
Cambodia,
Indonesia,
Thailand,
Vietnam
Version 5 6yrs 4yrs 2 yrs (pre- university 12yrs Singapore,
for Singapore) Philippines
*ASEAN State of Education Report, 2013
In summary, basic education levels in most ASEAN countries have 12 years of formal schooling, divided
into primary, lower secondary and upper secondary levels. All primary education levels are compulsory, while in
some countries the secondary level in voluntary except the Philippines. In Singapore, the last two year levels are
pre- university levels. For the secondary level; there is a variation of 5,6 or 7 years which are either labelled as
middle school, junior high school, senior high school or lower or upper secondary level. There is universal
kindergarten and pre-school education for all. The number of years in the primary is from 5 to 6 years.
The basic education levels of elementary/Primary and the Secondary levels will provide the future jobs of
teacher education pre-service graduates.
3. Tertiary level is the college level which is beyond the basic education in all the countries in the ASEAN. It is
the ladder of educational system where the student earns a bachelor’s degree in teacher education, which is a
requirement to take a licensure examination to become a professional teacher.
In the Philippines, the technical Education and Skills Development Authority (TESDA) provides diploma
and training certificates for lifelong learning. The agency also assists in the implementation of the senior high
school technical- vocational tracks.
The pre-service teacher gets appropriate qualification degree in the tertiary level in order to teach in either
the elementary or secondary levels of the education system in either the public or private school in particular
country. In addition to the degree, most countries have specific recruitment policies and guidelines.
B. The Teacher Professionals Across the ASEAN

1. Academic Preparation of teacher Professionals in Basic Education
The admission to pre- service teacher education varies from the graduates of Grade 9 or Grade 12.In
remote places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, pre-primary of kindergarten future
teachers can have 9 years of basic education (Grade9) and get an advanced training for 3years to become teachers
(9yrs of basic education + 3 years teacher preparation) or 10 years of basic education plus 3 years of teacher
preparation.
For teachers of lower secondary level, future teachers should have 12 years of basic education and 2 years
of teacher preparation to earn diploma in teaching.
For upper secondary level, the requirement is 12 years of basic education plus 4 to 5 years of teacher
preparation to earn a Bachelor’s degree. However for non-education degree graduates they can take the post
graduate diploma in Education/Teaching. This will mean an equivalent to 12 years of basic education plus 4 to 5
years Baccalaureate Degree plus one year of Graduate Diploma.
Almost all teacher education provides a teaching practicum, student teaching or field experiences course.
This will provide them the opportunity to apply the theories and concepts in the content and pedagogy courses in
real class situation.
ASEAN countries have comparable academic teacher education preparations, however there are those
who have gone beyond their borders, While others are still strengthening their programs. Differences are
according to the context and needs and the education system of the particular member country, their history
culture and aspirations. Here are some commonalities in the teacher preparation.
2. Components of Teacher Preparation
Qualified, professionally trained, motivated and well supported teachers are the key to quality education.
The future teacher academic preparations should be responsive to this call. Common to all the ASEAN countries,
are four important components which are being addressed in the preparation of teachers! :
1. General knowledge and understanding – this cluster of knowledge and understanding are embedded in the
general education or liberal arts education subjects in college as preparatory to the core content subjects
in the liberal education provides the development of the person-hood of the future teacher. (What to know
about oneself and world.)
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2. Pedagogy – this component provides variety of teaching delivery approaches beyond the traditional
methods of teaching. The more innovative methods including student-centered approaches, cooperative
learning, project-based learning and many more based on international values to enhance, peace,
education, sustainable development, respect for diversity, inclusive education, and global citizenship.
Pedagogical theories and principles are also included. (How to teach).
3. Teaching practicum/experimental learning – In this cluster, knowledge, theories, principles and
pedagogies learned are validated in real life situation as teachers. In all ASEAN countries, teaching
practicum and experiential learning are required as practicum and experiential learning are required as a
component of training or for certification to teach.( Immersion to the real world of teaching/ Practicum/
teaching internship)
4. Specialized knowledge/ Major Courses - For those who will teach the content or discipline in the upper
elementary or the secondary levels, major content courses are learned. For the early years (pre-school to
Grade 3, a more comprehensive knowledge of child growth and development is given emphasis.
(What to teach in specific discipline or subject area}
The common degree titles include Bachelor of Education (Bed); Bachelor of Secondary Education
(BSEd); and diploma in Education either Pre-baccalaureate/ Post Graduate (PGDip). There are variations from
country to country.
Several standards and competencies were developed as a guide for all teachers some of which will be
discussed in detail in the succeeding lesson. But the most common are standards that revolve around or anchor on
the following domains:
1. Skills on the 21st century
2. Professionalism and accountability
3. Pedagogical competence
4. Teacher’s characteristics/ qualities
5. Knowledge competence
C. The Teaching Profession Practices in the ASEAN
1. Teacher’s Major Responsibilities
There are three major responsibilities of professional teacher across the different countries. These are (1)
Actual teaching, (2) Management of learning and (3) Administrative work. All this responsibilities have to be
carried out in the teaching hours required which is 6-8 hours per day, 40-45 hours per week, 4 weeks per month
and 10 months per year. In between the teaching days, are holidays specific to the country which may either be
civic holiday or religious holidays.
 Actual leaning –refers to the time of engagement of the teacher with the learners. This happens within the
official teaching hours. The actual teaching hours vary from one country and from school to school.
Sometimes actual teaching refers to contact time or time on task.
 Management of learning- refers to activities that support the actual teaching. This can be beyond actual
teaching time like remediation or enhancement, homework, or co-curricular activities.
 Administrative work – refers to the teacher’s job that includes writing test items, checking and recording
of test paper results, attending to parents, making reports and other related activities.
With all the responsibilities that the teacher is required to do, the salary of the teacher varies across the
different countries. In the ASEAN teacher’s salary ranges from as low as USD 120.50 to as high as USD 2,589.00
per month or even higher as in the case of Singapore which is around $45,755.00 per year according to the Global
teacher Status index Report. Salary is based on the qualification, teaching experiences and level 0r grade
assigned. Teaching in the Public schools will also have a different salary scale. In some countries, there are fringe
benefits provided like hardship par, maternity pay and other bonuses.
In the primary level, teachers handle more than one specialized subject. In fact in some countries including
the Philippines, all the subjects in the grade level is taught by one teacher in a self- contained classroom. In some
cases, team teaching is practiced either vertically or horizontally. In the vertical team teaching, for example
Elementary Science will be taught by one science teacher from grade 1 to grade 6, while for the horizontal team
teaching, science will be taught by one teacher in one level with different sections or groups. On the other hand,
in the secondary level, the teacher teaches the specific subject area or major area in the same level or in different
grade levels, too.
2. Teacher Licensing and Recruitment
Most teachers are licensed as professional or are certified to teach by the country’s appropriate agencies.
Those who are not certified of licensed become para-professionals or assistant teacher. In the Philippines, it is the
Professional Regulation Commission (PRC) While in Singapore it is the national institute for Education (NIE). In
Thailand, it is the teacher Education Council (Khurusapha) that gives a licensure test for teacher applicants, while
in Indonesia, Akta IV teacher license is given by the teacher colleges for an authority to teach. In other countries
where no licensing is provided, certification is issued instead. This is done by the Ministry of Education or the
teacher education colleges or universities.
Teacher recruitment process and qualifications are guided by the Ministry of Education for the Public
schools and the individual private schools under the guidance and policies of each country’s ministry.
D. The Teacher and the Teaching Profession beyond the ASEAN
“Benchmarking is learning the best from the best practices of the world’s’ best educational systems.”
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There are three examples of countries beyond the ASEAN. These are china, japan and the United States
of America. These countries were included as samples in the 2013 Global teacher Status Index. Let us find out
how their teaching profession practices are similar to the ASEAN.
1. China
China being the most populous country has over 200 million students attending public schools taught by
over 9 million teachers in the elementary, junior and senior high schools. Teachers in china from the largest
teaching force in the world. (Wang, 1996; Nanjundiah, 1996) the education system is highly centralized such that
course syllabi are written by scientists and professors hired by the National Educational Commission. The subject
matter and instructional contents are uniform for all. The first six years of school make up the primary grades
which are devoted to development of cognitive skills. This is followed by another six years of high school. Class
size ranges from 40 to 60 students and the students have to cover all topics in order to pass national examinations.
Students wishing to attend university must pass one of the two versions of the National University Entrance
Examination. The quality and reputation of the school will depend on the number of students passing the
examination (Changbin, 1995; Kwang 2000)
Education, one of the fundamental Chinese traditions, entered a new era of deep transformation after
1949. Education was used as a vital tool for centralization and unification of the country. The new educational
system includes:
 Six years of primary education
 Three years of junior school, three years of senior middle school.
 Six years of university
 Varieties of technical and vocational schools.
The political and ideological orientation of teacher education is “to cultivate cultured persons as teachers with
lofty ideals, high morality, strong discipline, a sense of mission as educators, engineers of the human soul and the
gardeners of the nation’s flowers” (Leung and Hui, 2000)
There are two main categories of teachers in China, based on the source and structure of their salary or pay.
The first category is the gongban (state-paid) teachers who earn salary comparable with other state employees in
state- owned enterprise. The second category is the minban (Community-paid) teachers who are paid by local
community depending on the community income.
State-paid teachers are categorized into grades according to their years of service and their standard
performance. The five grade systemare as flows:
 Super-grade teachers- highest level which occupy the upper level of 5% of the teaching force.
 Senior-grade teachers occupy 6 % of the teaching force in 1990 where most of the primary level teachers
belong.
 Third-grade teachers
 Second-grade teachers include the majority of the secondary teachers.
 First-grade teachers- some of the newly hired primary teachers.
China’s Teacher Licensing
The examinations are standardized for the secondary teachers by the central government, while
examination for the elementary teachers is responsibility of each province. Generally, primary teachers should
have at least graduated from secondary normal schools or senior secondary school while the junior secondary
teachers should at least have a teaching diploma from junior teacher colleges. The senior secondary teachers shall
graduate from a normal university or teacher colleges and holder of degrees from tertiary institutions.
Chinese Teachers Enjoy Unquestionable Authority
The general assumption in the Chinese society is that the teacher tells the single and absolute truth, and the
job of the students is to absorb the knowledge conveyed by the teacher without question. While some subjects like
English or Mathematics provide opportunities to practice, the structure of the lesson, their pace, and the nature of
questioning is determined by the teacher. It is a common experience of students to complete a 45 minute class
period without having talked once, or called individually or was able to raise a question. Students are guided by
the following tents:
 Important knowledge comes from teachers and textbooks
 Learning involves listening, thinking and silent practice
 Knowledge espoused by the teacher and he textbook is not to be challenged.
Because of the cultural uniqueness in delivering the lessons by the teachers, China ranked 1 in the Global
Teacher Status Index, where teaching profession is regarded equal to the doctor. This will further be explained in
the next section of the lesson.
Japan
The Japanese education system is highly centralized and is administered by the Mombusho or Ministry of
education. The school system from kindergarten through university serves about 24 million students, with about
ten percent (10%) going to the university. About one-third go to the private schools and the rest are enrolled in
the public school system.
The Japanese educational system is sometimes seen as a model on how to operate schools. The system
gives us a mental picture of obedient, quiet school children sitting on their desks, listening to the teacher and
working hard to pass the various entrance examinations.
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In 2005, a book Japan in the 21st century: Environment, Economy and Society states:
“Japan’s educational system produces students who perform far better on international examinations….Japanese
students are indisputably among the best in the world in solving mathematical equations…Youngsters are
behaved, envied around as law-abiding; Japan’s low crime rates are well known and widely envied around the
world. But what is even more striking than the lack of crime is the overwhelming civility; graffiti and vandalism
are rare and school sports teams not only bow to each other before the game but rush over the opposing team’s
stand after the game to par their respect.” (The Japanese Educational System
www.bookiemice.net/darkchildee/japan/jeduc.html)
In Japan, education is free and compulsory for children from 6 to 15 years. Classes are large and teaching
methods are usually lectures. Japanese students spend 243 days a year in school. The School calendar is year-
round with some breaks between sessions.
Standard curriculum includes Japanese language, social studies, math and science along with art, music,
home economics, physical education, with the greatest emphasis on learning the Japanese language.
The Japanese educational system is divided into five basic levels: Kindergarten, elementary schools (six
years) lower secondary school (three years) upper secondary school (three years) and university (usually around
four years). Elementary school covers six years of schooling from grade 1 to grade 6. Most of the teachers are
females. Lower secondary schools cover grade seven, eight and nine. Men compose two-thirds of the teachers in
this level. Class size average is 38 and the periods are fifty minutes long.
Upper secondary schools offer academic, technical and vocational programs. The first year courses
include Japanese language, English, Science and Math. Vocational course includes information processing,
navigation, fish farming, ceramics and business English. The upper secondary schools are ranked based on their
success in placing graduating students into prestigious universities.
The Teaching Profession in Japan

Japanese teaches are an essential element in the success story of the country. Major responsibilities are
entrusted upon the teachers for moral education and character development and for instilling values, attitudes and
living habits in students at all levels. Teachers are expected to infuse cultural values throughout school activities
including student’s lives, both in school or even at home and community.
Ever since teaching has been an attractive profession in terms of status. The appeal of the teaching career
has heightened because of increase in remuneration. According to the Global teacher Status Index in 2013, the
average of annual salary of teachers in Japanese is equivalent to $ 43,775.00 annually, which is second to
Singapore.
Teaching is one of few lifetime professional career opportunities readily available to women in Japan.
Ninety percent of the new teachers have four your college degrees with most having majored in other areas than
education. They fill up one third of the openings in the elementary level, two thirds at the lower secondary level,
and nearly nine- tenths at the upper secondary level.
Teacher Certification in Japan

There are different legal requirements for certification to teach in the pre-school, elementary school,
lower secondary school and upper secondary school.
First class certificateis issued to teach in the pre-school, elementary or secondary teachers with basic
qualification of having earned a Bachelor’s Degree. To teach in the upper secondary level, the basic qualification
is a master’s Degree.
Second class certificatehas a basic qualification of 2 years of study (62 credits units) in a university or
other post- secondary institution. While to teach in the secondary level, without a Master’s degree, the Second
Class certificate will be issued.
In addition to the length of study and degree qualifications, prospective teachers must earn as prescribed
number of credits in education studies and in the subjects to be taught.
Becoming a Teacher
Most of the public school teachers are prefectural employees even if they teach in municipal schools,
Prefectures play an important role in the selection and hiring of teachers. In addition to completing a degree, the
teacher applicant must secure a license to teach from the prefectural board of education. A license awarded by any
prefecture is valid in all prefectures. However, applicant is required to take prefectural appointment examinations.
A prefectural appointment examination is given in two stages. First stage, consists of written test in general
education and specialized fields and skills test for P.E. music and art. All applicants for lower secondary teaching
jobs are required to take a test in physical fitness. Second stage consists of interviews.
Age is very important consideration for teacher applicants. More than one half of the prefectures require
applicants to be under the age 30. But once the applicants gain entry to the teaching profession, they are assured
of lifetime employment. They are promoted essentially on the basis of seniority, as in all public sector and most
major private corporation employment. Because of the lifetime employment policy, all prefectural and municipal
boards of education are very careful in selecting new teachers. Dismissals are extremely rare and normally occur
only for unethical conduct.
Teachers are rotated from one school to another within the prefecture on various schedules.
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3. United States of America
The American Educational System has greatly influenced the Philippine Educational system specifically the
making of the Filipino teacher. The coming of the first American teachers called the Thomasites and the opening
of the normal schools in different provinces of the country provided a very strong foundation for teacher’s
education.
This section will present the current scenario about the teaching profession in United States of America.
Basic Education, the Avenue for Teaching Jobs in USA
The levels of education in the U.S are similar to those in other countries including the Philippines.
 Pre-primary education- Type of school providing this education are kindergarten, nursery schools,
preschool programmes, child/day care centers. Age level is 4-6 years old and the duration is 2 years.
 Primary education- elementary school
- There are varied levels of schooling in primary education.
 Middle school education- Grades 4-6, 5-7, or 6-8.
 Secondary education- high school- Grades 7-12 or 8-12
 Junior high school. Grades 7-8, 7-9, or 8-
 Senior high school. Grades 9-12, or 10-12
Duration of compulsory education is from entry of 6 years old to exit of 18 years old.
Becoming a Professional Teacher in the USA
Pre-service students who are preparing to teach in any of the above grade levels have to attend a college or a
university for four years, major or minor in education and earn in teaching certificate. It is possible to earn a
courses post- baccalaureate or by entering a Master of Arts in Teaching program.
Earning Teaching Certificates.United states of America has a decentralized educational system and
each State Education Agency (SEA) has its own guidelines and requirements for earning and maintaining a
teaching certificates. A teaching certificate earned in one state may or may not be recognized in another. There is
an increasing practice requiring that prospective teachers demonstrate some minimal level of competency by
passing a competency test before they are allowed to enter the profession. This examination is the National
Teacher Examination (NTE) or on Praxis I or Praxis II written test. Many states, now require that teachers also
renew their certification by continuing to take “renewal credits”. Permanent certification is granted if the teacher
performs adequately according to the standards established by the state.
Recruitment of Teachers.After following the successful completion of an application process, a
superintendent approves the applicant and the forwards a recommendation to hire to the local school board. Once
signed, a teacher has a legally binding contact to work, unless guilty of a crime, fails to show teaching
competency, or demonstrates egregious professional conduct. He/she is expected to complete teaching during the
term of his/her contract, with exception for pregnancy, medical leaves and unforeseen emergencies.
Salaries of Teachers .The salary range for teachers is determined by education and experience as by
locale. Teachers who have earned “masters plus 30 doctorate units” earn more than those with master’s degrees,
while teachers with master’s degree receive a higher salary than the Bachelor’s degree holder. Merit pay has been
adopted by some school districts, those who teach is sub-urban school districts or large towns typically each more
than teachers in either urban or rural districts. Some teachers work at another job during the school year or
summer. On the average according to the Global Teachers Status report, the average income teachers $44,917.00.
What Makes a Good American Teacher?
The definition of a “good” teacher slightly differs among levels. Those working in elementary schools
seemed more child- focused in their discussions and believed that good teacher is a kind person, one who is
“understanding” and “sensitive to the needs of children”. The secondary school teachers generally consider
themselves subject- matter specialists. Good teachers have to know how to teach their subjects. It is a plus if
students like a teacher. Some feel that having a sense of humor and an ability to handle a class increased the
likelihood that students would learn, but the teacher’s primary responsibility is to teach.
Middle school teachers pointed out that many schools are changing from junior high to a middle school
model because young adolescents still need the support of family like concerns. The middle schools teachers,
therefore, as a team should be able to give more personal attention to middle school learners.
E. The Global Teacher Status Index of 2013
In 2013, the VARKEY GEMES foundation, a non- profit organization registered with the Charity
Commission for England and Wales conducted the first ever global Teacher Status index. The study polled 21
countries all over the world that include: Brazil; chine; Czech Republic; Egypt; Finland; the Netherlands; New
Zealand; Portugal; Turkey; Singapore; South Korea’ Spain; Switzerland; United kingdom; and united States of
America. These countries were chosen on their performance in PISA and TIMMS to represent the major
continents of the world.
The index determined the level of respect afforded the teachers in the specific country. The data included
profile of teachers in the specific country. The data included profile of teacher respect; teaching as sought after
profession; contextualized understanding of teacher status; and views on pupils respect for teachers. China, South
Korea, Turkey, Egypt and Greece respect their teachers more than other European and Anglo Saxon countries,
while Israel and Brazil featured at the lower end of the Teacher Global Index.
This is shown in the table 3 below:
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Table 3: Global teacher status Index, 2013
Country Index rating Rank Country Index rating Rank
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 16
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech Republic 12.1 19
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing follows
Some of the key questions asked in the survey were:
1. How teachers are respected in relations to other profession?
2. What is social standing of teachers?
3. Will parents encourage their children to be teachers?
4. Is it perceived that children respect their teachers?
5. What people think teachers ought to be paid?
6. Should teachers be paid according to the performance of their pupils?
7. How much are teachers trusted to deliver a good education to children?
8. What is the degree of trust that people have on their education system?
Answer to the above questions were collated and clustered in three sections which are Teacher Status,
Perception of Teacher Reward and Teacher Agency and Control.
Teacher status
Social Status of Teachers.Contextual understanding of the teachers status was done by ranking
teaching alongside other professions in the country.
 Two thirds of the countries judged the status of teachers to be most similar to social workers(Germany,
Italy, Spain, Switzerland and the Netherlands.) the second closet status was to librarians ( USA, Brazil,
France, Turkey) and in New Zealand, people think that the job of teaching is most similar to nursing.
Only one country (china) think of teachers as being most closely compared to doctors. The result seems to
show the type of work the teachers do in the different parts of the world.
However, to determine the social standing of the teaching profession in
the order of how they are respected, the results show that:
 There is a higher regard of teachers in the primary/ elementary school teachers than in the secondary
school teachers, and head teachers against 14 other occupations included.
Teaching: Sought- After Profession. When parents were asked if they could encourage their parents were
asked if they could encourage their children to become teachers, the summarized answer are as follows:
 50% of parents in china provide positive encouragement for child to become teachers. China is joined by
South Korea, Turkey and Egypt while parents in Israel, Portugal, Brazil and Japan are least likely to
encourage their children to become teachers.
Pupil Respect for Teachers.Parentswere asked to respond whether they believe that teachers are respected
by their pupils.
 In china, 75% of the respondents believe that students respect their teachers, compared to only 27%
average per country.
 Turkey, Egypt, and Singapore have a high level of belief that pupils respect teachers with an average of
46%.
 Across Europe, there are higher levels of pessimism about student’s respect for teachers than in Asia and
the middle east .In most of the European countries, respondents thought that the pupils disrespect teachers
than respect them.
1. Perception of the teacher reward
Below, is the average actual teacher salary in the countries surveyed. The respondents were asked if the
current salary is too little, too much or just enough.
Actual average Participating country Actual average
Participating country salary per year in salary per year in
USD $ USD $
China $17, 730.00 Spain $29,475.00
Greece $23,341.00 Finland $28,780.00
Turkey $25,378.00 Portugal $23,614.00
South Korea $43,874.00 Switzerland $39,326.00
New Zealand $28,438.00 Germany $42, 254.00
Egypt $10,604.00 Japan $43,775.00
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Singapore $45,755.00 Italy $28,603.00
Netherlands $37,218.00 Czech Republic $19,953.00

U.S.A. $44, 917.00 Brazil $18,550.00
U.K. $33,377.00 Israel $32,447.00
France $28,828.00 Nothing follows
 Most countries judged a fair rate of pay as similar to teacher’s actual pay.
 In Japan, France and USA, the actual pay was judged higher than the fair rate of salary.
 Majority of the countries think teachers ought to be rewarded with higher pay than what they
are presently getting.
Performance-related pay. Most countries believe that teacher’s salary should be based on the achieved student
learning outcomes. The performance- related pay (PRP) should be used according to performance.
In all 21 countries, more than 59% of people think teachers ought to be paid according to the performance
of their pupils. The average across countries was 75%.
3. Teacher agency and control
The status of the teacher is also dependent on the people’s trust to deliver good education.
Trusting teachers to deliver education based on the results of the survey:
 No country gave a rating below 5, suggesting that all countries placed satisfactory to positive trust in
their teachers.
 Finland and Brazil at the top of the table displaying strong trust in their teachers, while Israel,
Japan, south Korea and Egypt are at the bottom of the table, showing limited trust for their teachers.
The VARKEY GEMS Foundation (VGF) Index will be immensely valuable as a means of stimulating
debate on education reform-just as the publication of PISA data did at the turn of the country. For this reason, the
VGF index deserves recognition for the big impact their study has made on future teachers on the Global
Teachers Status Index.
Peter Dolton, Professor of Economics at Sussex University, one of the writers of the 2013 Global Teacher Status
Index said:
“We find that there are major differences across countries in the way teachers are perceived by the public. This
informs who decides to become a teacher in each country, how they are respected and how they are financially
rewarded. Ultimately, this affects the kind of the job they do in teaching our children.”
Sunny Varkey, founder and trustee of Varkey GEMS FOUNDATION SAID: It is my ambition that teachers are
treated with as much respect as doctors. Sadly in many countries around the world, teachers no longer retain the
elevated status that we used to take for granted.
Overtime, the declining for teachers will weaken teaching, weaken learning, damage learning opportunities for
millions and ultimately weaken societies around the world.
He is also said: “it is with immense pride that I sayThat my parents were teachers. I recently spoke with
my mother about what she believed they had achieved by becoming teachers. She spoke fondly about the
goodwill that they enjoyed locally as a result of their chosen vocation. Those who taught were held in high
esteem. Teachers were often the most educated people in the community, so were turned to as source of advice
and guidance. Most importantly, of course, they sparked the imagination of children who went on to accomplish
great things for themselves and society.”
Summary
Lesson 2 gave us the glimpse about the status of professional teachers and the teaching
profession in the AEAN and beyond. Holistically, it described the current levels of basic
education schooling where the teachers are supposed to be employed. Teachers may teach in the
primary level or the secondary level according to their qualifications. One of these qualifications
is the teacher preparation which they earn in college education. When employed, a teacher may
teach all the subjects in a particular grade level in a self- contained classes. On the other hand,
those who are teaching in the secondary level, are allowed to teach their major areas of
specialization. As professional teachers, they have three important responsibilities: actual
teaching, management of learning and administrative work. Furthermore, lesson 2 provided
information about the 2013 Global teacher Index report which consolidated information from 21
countries worldwide. As future teachers, you were informed of how teachers are respected,
trusted, how much they are paid, and how much influence they have on educational system.
Data vary from country to country. If Philippines has been chosen as a participant in the survey,
Ledssoonyo1u: Tthaiknek Athcetiroens!ults will be similar?
So you have travelled to some places of the world. You surveyed examples of educational systems that
have educated millions of citizens in one big classroom: the world. As a future GLOCAL teacher, it is best that
you become familiar with the status of teachers and teaching profession in our global village. Let us now find out
how much have you learned:
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Task no.1: Make a matrix using the example below:
Title: The Teacher Professional and the Teaching Profession Across the ASEAN and Beyond
The Professional Educational What Grade levels How are they recruited
Teacher in Qualifications can they teach
ASEAN
CHINA
JAPAN
U.S.A
Title: The Global Teacher Status Index Report
Task no:2: Answer the following questions based on the GTS Index Report
What message do these data convey: 2/3 of the countries judged the professional status of teachers most similar to
social workers? Explain your answer.
In most European countries, more respondents believe that pupils disrespected teachers than respected them. Is
this situation true to the Philippine setting? Yes? Explain your answer.
Fifty percent of parents in China would encourage their children to become teachers. Would you do the same
thing to your younger sister or brother? Why? Why not?
Do you agree with the survey result that teachers should be paid according to student performance? Yes? Or no?
Why? Why not?
Teachers in the 21 countries surveyed, have positive trust ratings. Do you think Filipino teachers are also trusted?
Yes? Or No? Explain?
2. Enrichment Activity. Write an essay on the topic: How does a Filipino teacher compare with a teacher in
the ASEAN and beyond?
Lesson 2- Make a Reflection!

1. If given an opportunity to experience teaching in another country listed above, where would you like to
teach? Explain?
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Lesson 2- Self- Check Questions
All the items refer to lesson 2. Choose the correct answer from the choices given.
1. In all the ASEAN member countries, which level of schooling is free and
compulsory? a.Primary level c. Middle School Level
b.Secondary level d. College Level
2. Which of the ASEAN member countries, gives the highest teacher salary? –
Remembering a.Brunei b.Philippines c. Singapore d. Malaysia
3. Which country issues a teacher’s license through the Professional Regulation
Commission? a.Thailandb.Philippinesc.Indonesiad.Singapore
4. According to the Global Teacher Status Index, from what country have the teachers the greatest respect
from students?
a.China b.Finland c.Greece d.New Zealand
5.Which country, according to the Global Teacher Status Index, gives the highest salary to
teachers? a.Singapore b.South Korea c.Japan d.Switzerland
Lesson 3 - THE CHANGING GLOBAL LANDSCAPE FOR THE 21ST CENTURY

TEACHERS
INTRODUCTION
Lesson 3 is about the changing global landscape in teaching and learning brought about by factors such as the
learning environment, content and process of learning, types of learners and other parameters of learning in the
21st century. Further, lesson 3 will present how these changes will be addressed by the principles underpinning the
UNESCO’s pillar of learning: learning to know, learning to do, learning to be and learning to live together from
Delor’ s Report on learning: the treasure from within.(Unesco, 1992)
A.The Changing Global Landscape and the 21st Century skills for Teachers
We are an era of borderless “flat” world. Barriers have been broken by new information and
communication technologies. Globalization has opened doors that led nations to co-exist and be an
interdependent. However, the common future will still be more dependent on the knowledge, skills and values of
its people, thus glocalization can be the response..
As future teachers of the 21st century, there is an urgent need to understand the new landscape that is
brought about by the changes in leaps and bounds of the century. Furthermore, the development of the 21st
century skills is necessary tool for teachers. Without these 21st century tools, no teacher can survive.
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key categories of the different
changes and developments in the 21st century teaching and learning. To understand the categories, we will
attempt to:
1. Describe the new learning environment,
2. Identify the new learning contents,
3. Explain the new processes of learning and how these will be facilitated,
4. Describe the new type of learners, and
5. Describe the new type of teachers.
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The new learning environment. The idea of learning environment has broadened from the confines of the
four walls of the classroom to places and spaces that support learning. It is a place where interactions of the
learners among one another, with the teacher and the surroundings happen. It is characterized by the following:
 Learner-centered,
 New spaces and borderless,
 Enhanced opportunity for creativity and innovations, and
 Use of ICT.
The new Learning Contents. With the new learning environment and the explosion of knowledge, content
or subject matter of learning has been modified. From a specific discipline or subject area, subject matter of
learning has the following characteristics.
 Integrated/interdisciplinary
 Demand-driven
 Emphasis of learning tools on how to retrieve knowledge and;
 Balance of scientific, technological, cultural, global local concepts.
The New Processes of Learning and How These will be Facilitated. With advancement in the study of
the mind and cognition, various processes of learning evolved with human intervention of teachers and peers as
well as non-human intervention of artificial intelligence (AI) of robots. With these advancements, different
processes of learning and the method to facilitate these have evolved. These include the idea of multiple ways
of learning which can be mediated by the following:
 Face-to-face- when learners and teachers are confined in the same learning space at the same time with
the teacher facilitating learning.
 Distance Learning- when teaching-learning is mediated by traditional (modules in print) or modern
technology (on-line or off-line) withoutthe physical presence of the teacherin a virtual class. It can be
synchronous or asynchronous.
 Blended Modalities- when teaching and learning is facilitated through face-to-face or distance learning
which enable to teacher and learners to have both physical presence and physical absence in the teaching-
learning process.
 Experiential and lifelong – when learners are immersed into the real life situation, such that learning
becomes more authentic and meaningful.
The New Types of Learners – the new breed of learner does not have age boundaries. Learners maybe are in
an informal, formal or informal setting. The new type of learning is:
 A confident person who thinks independently and critically and who communicate effectively.
 Self-direct and who questions, reflects and takes responsibility for his/her own learning;
 A concerned citizen, inform about the world and local affairs, has a strong sense of civic responsibilities
and participates actively in improving the lives of others;
 A member of the new generation: pop-culture, different ways of thinking, responding.
Furthermore, the new types of learners, are those coming from diverse background, multi-cultural ,and multi-
generational as coming from different age groups of lifelong learners. In order for every learner to address the
challenges of the century, he/she has to develop life and career skills. Life and career skills are enhanced in school
as part of the learning outcomes. Life and career skills included the following: (www. P21 .org.; OECD, 2008.)
What are the characteristics of learners who have developed life and career skill? How can teacher enhance
these skills in every learner? What are these life and career skills?
Life and Career Skills
 Flexibility and Adaptability
Learners adapt to various roles, responsibilities and schedules. Despite the complex condition, they are able to
do the different task at one time. Recognition of this potential will give a signal to the teachers to provide all
learners the opportunities to develop their individual potential of being adaptable and flexible. Rigidity runs
counter to the development of this skill.
 Initiative and self-direction
A self-directed learner demonstrates life and career skills. Goals are set and managed by themselves. There
is a commitment of learning as a lifelong process. Many of the young learners is capable of doing things without
being told. They take initiatives. They do not need to be given detail instructions. They plan and work out their
plans. Like the learners, the teachers should also process the same skills.
 Social and Cross-cultural skills
This life and career skills require learners to respect cultural differences and work effectively with others, to
be open-minded to different ideas in order to innovate and improve quality of work. If one understands others
culture, it will be easy to respect. Disrespect many spring from ignorance and bias. To be able to appreciate the
mores, tradition, history of others, one needs to be open-minded and willing to accommodate and compromise.
 Productivity and Accountability
Individuals who process these skills are able to produce results. They respect teamwork and cooperation.
They manage time very well and can do multitask. The most tangible proof that one has done something is the
product or result. It can be an idea, or a material product. When one is tasked to do something, that person has an
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accountability to produce results as evidence of a job done. Better results are accomplished if done together
through collaboration and cooperation.
 Leadership and Responsibilities
Good leaders use interpersonal and problem-solving skills with integrity and ethical behaviour to influence and
guide others. Leadership and responsibility are life skill that should be developed by all learners and teachers.
‘’Leaders are born, but they can also be made”
The New Type of Teachers. As teachers are currently preparing students for jobs and technologies that
don’t even exist yet, the challenge then is to produce the new type of teachers. Teachers for the 21sst century
learners teach within the context of new environment new content or knowledge and new processes of teaching
and learning. Hence the new type of teachers must posses the following characteristics:
 Clear standard and accountability that their learners should know and be able to doat the end of
their schooling;
 Use broad pedagogies including inquiry-based learning cooperative learning, other pedagogies;
 Skillful in the integration of ICT in pedagogy;
 Skillful in the use of assessment to guide teaching and learning.
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems base on evidence;
 Practice the core values of inspiring teachers; and
 Develop life and career skill for the 21st century and beyond. (P21)
B.UNESCO’s Four Pillars of Learning from Delor’s Report:

Learning: A Treasure From Within
Our common future will depend on the degree to which we all become better world citizens. These are
huge changes that take place in our world. Too much is being asked of schools and teachers hence there is a
greater demand to cope and strike a balance between what is changing. What is unchanging must remain, and so
what is changing, should be deal with?
When JaquesDelor wrote a report for the UNESCO entitled: Learning: A treasure from within ,it was
because he believes that “within each child lies treasure” (Delors, 1996). The four pillars are seamlessly linked to
each other.
Learning to Know.This implies thirst for knowledge and acquisition of such knowledge. More, so it is
learning how to learn throughout one’s life. After completing formal education, there should be a great desire to
gain more understanding of the world and other people. An individual who is knowledgeable is literate. Being
literate is always related being knowledgeable. Thus the definition of the world literacy evolved through time.
Here are some definitions made by UNESCO.
HOW IS LITERACY DEFINED?
In 1958, UNESCO defined literate as one who can, with understanding, both read and write a short simple
statement on his or her everyday life. However, in 1970, a functionally literate person is one who can engage in
all the activities to use reading, writing and calculation for the community’s development. Further on, 2000
literacy was define as the ability to read and write with understanding a simple statement related to one’s daily
life. In involves a continuum of reading and writing skills and often includes numeracy. However, the UNESCO
international expert meeting in 2003, redefine literacy as the ability to identify, understand, interpret, create,
communicate and compute using printed and written materials associated with varying contexts. Literacy involves
a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential,
and to participate fully their community and wider society.
But with the changing global landscape, literacy in the 21 st century is not limited to the definitions given
previously. Let us look at the 21st century literacies as presented by SEAMEO, Innotech in Guro 21 Module,
2011.
The 21st Century Literacy.

21st Century Literacy Brief Description
The Art and Creativity Creativity and innovation are 21st century skills, thus in solving
problems and creating art works are part of this literacy.
Ecoliteracy Acquisition of knowledge about climate change, pollution, loss of
natural habitats and biodiversity. Solutions on how these environmental
problems could be addressed must e practiced.
Cyberliteracy/Digital literacy Being in the rapid changes in the use of technology for teaching and
(Information and ICT learning, teachers and learners need to develop and enhance the use of
knowledge) digital gadgets whether on-line or off-line.
Financial literacy Basic knowledge about the basics of economics and financial
management. This is necessary for every learner and teacher to be
able
to handle income, expenses and investments to be economically secure.
Media Literacy Teachers and learners must learn how to discern about any information
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which are transmitted via various forms and media.
48
Social/ Emotional Literacy knowledge about social dimensions and social skills that are appropriate
in the context of society. Emotional intelligence must also be developed
to be able to effectively manage the stresses due to the changing
environments of the 21st century society.
Globalization and Multi- If you respect multi-cultural diversity, aware of the global trends,
cultural literacy acknowledge differences and similarities respect each other’s dignity,
then you are multi-culture literate.
Learning to do. How can be knowledge and the methods be incorporated and enhanced towards the
developments of skills? To apply knowledge, one must have the 21 st century skills. Qualifications now is equated
to skills and not to knowledge alone. Can the knowledge gained be translated to application? Learning by doing is
a pragmatist’s view of life. Knowledge acquired is nothing unless applied in daily life.
Learning to Be. One of the most difficult things to do among the pillars is Learning to Be. It implies
developing the potentials of each individual. Continuing education must improve self-knowledge and self-esteem.
What would you like to BE? Answer to this question will required self-analysis, reflection, social skills,
creativity and personal discovery. At this point in time, have you decided that you should really BECOME a
TEACHER? Do you have now the skills that enable you become one?
Learning to Live together. These refers to the relationship among people. It is bringing in together a
community to work harmoniously, to live in peace and prosperity and to show respect and concern to others. It
also refers to interpersonal skills that will enable people to live side by side with others at home, in school, in the
community and the whole world.
All the pillars are interrelated with each other as basic principles. One pillar will not function if its stand alone.
There is a need to connect in order to address the 21st century demands for teaching and learning.
Lesson 3- Take Action!

With your group, make observations in your school campus. Write down one specific observation for
each of the Pillars of Learning that is being practiced. Place in the matrix below.
Pillars of Learning Observed Practices in the School

Learning to know
Learning to do
Learning to be
Learning to live together
Make a two comparison of the global teaching landscape before and in 21sr Century.
Parameters Before 21st century
1.Learners
2.Teachers
3.Learning Environment
4.Ways of Learning
5.Learning Content
Lesson 3- Make a Reflection!

The global learning village has changed and will keep on changing. As you prepare to become the Teacher of
the 21st Century, how will you prepare for these rapid changes?
Lesson-3-Self-Check Questions
Read and choose the correct option for the items that follow.
1. As a future teacher, one should be mindful that the learners in the 21st Century are characterize by
A. Rigidity of thinking B.Initiative and self-directionC.Control and single mindedness
D. Individualism
2. The new global landscape of the 21st Century shows the following EXCEPT one. Which one is not?
A. Teachers are ICT equipped. B. Learners are attuned to rote memorization.
C. Learning environment cab be any place. D. There are multiple ways of teaching.
3. Which of the Pillars of Learning is being described by the phrase “unity in
diversity”?- A.Learning to know B. Learning to do
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C. Learning to live together D. Learning to be
4. The teacher who spends more than what is earned, thus becoming vulnerable toloan sharks lacks .
A.Ecoliteracy B. Financial Literacy C. Cyberliteracy D. Media literacy
5. To be ready to teach in the 21st Century, a teacher should develop life and career skills which should also be
nurtured among the learners. Which of these career skills enables a person to quickly respond to changes in
the modern times? A. Leadership and
responsibilityB.Productivity and accountability C. Flexibility and
adaptabilityD.Social and cross- cultural skills
SUMMARY
Lesson 3 addressed what is dubbed as a new in the educational landscape but is continuously changing.
These include the learning environment that is learner-centered, new spaces and borderless. It promotes
creativity and innovation and ICT facilities are available. Within the learning environment, new contents are
tackled, unpacked, discovered. The contents are integrated and interdisciplinary and demand-driven. the
content is about learning tools and how these can retrieve knowledge and information and contents that balance
scientific, technological, cultural and local concepts for learning. How are these learned from the current global
perspectives? The delivery modes can be face to face, distance and virtual leaning, blended and experiential
lifelong learning. But the most important element in the landscape are the new learners. The new breed of
learners are confident, independent, critical, self- directed, civic oriented and glocal question, reflect take
responsibility and live in pop-culture. they need to develop 21 st century life and career skills. As these become
the context learning, there should evolve the new teacher. These teachers are quality teachers who have clear
standards of teaching and learning, accountable for students learning, use broad pedagogies, are skilful in the
use ICT and assessment of learning. They are skilful in action research, practice the core values of inspiring
teachers and have developed also the life and career skills of the 21 st century. All the new qualities of both the
learners and teachers are addressed in the UNESCO’s pillar of learning based on Jacque’s Delor ‘s learning the
treasure from within. Teaching and learning will be defined by the pillars as learning to know ( knowledge,
skills, values); learning to do (Application of what one knows); learning to live Harmoniously Together
(Respect of culture and Diversity, inclusivity) and learning to Be 9Self- identity and understanding, Confidence
and self worth).
Chapter 6 - ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK

AND STANDARDS
INTRODUCTION
Are qualified teachers, really quality teachers? Teacher quality matters. Most educators and policy makers
agree that one of the most important school-related factors influencing student achievement and outcomes is
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teacher quality. (Rice 2003) It has been found out to be the best predictor of student’s outcomes (Rivkin,
Hanushek and Kain, 1998 and Rice 2003).
One of the biggest challenges in ensuring teacher quality is the attractiveness of teaching profession. The
teaching profession is not as attractive like the other professions that is why it does not always get the best
material. This is a cause of concern in many countries around the world, as exemplified in the Global Teacher
Status in 2013.
A. Quality Teachers and Teachers Quality Defined
In lesson 3, we have discussed much about the attributes of teachers in the 21st century. What really is a
quality teacher? Quality teachers are characterized by the different skills needed in the 21 st century education.
Partnership 21 identified themes that are relevant to the changing times. These are (1) global awareness, (2)
financial, economic, Business and Entrepreneurial Literacy, (3) Civic Literacy and (4) Health Literacy. Also
included are knowledge and values.
With these themes in mind, the 21st century skills framework are clustered into three.
 Learning and innovation skills framework include Critical Thinking and Problem Solving, Creativity and
innovation and communication and collaboration and technology skills
 Information, media and technology skills Framework include information Literacy, Media literacy, ICT
(Information, Communication & Technology Literacy
 Life and Career Skills framework which was discussed thoroughly in Lesson 3.
Quality teachers are competent teachers. Teacher with global competence are able to demonstrate knowledge,
skills, values and dispositions as describe below:
1. Understand one’s own cultural identity and its influence on personal dispositions and classroom practices;
2. Know and integrate global dimensions in the subject one teaches;
3. Engage students in learning;
4. Use real-life local and global examples;
5. Value the inputs of culturally and linguistically diverse learners;
6. Create environment that encourage positive cross-cultural interactions;
7. Model social responsibility in local and global context; and
8. Help learners find appropriate actions to improve local and global conditions.
Having the appropriate competencies for the teaching, describe a quality teacher. Can quality teachers provide
teacher quality in our schools?
Teacher quality is a bit difficult to define. For some countries like the US. It has shifted its definition of
teacher quality from the possession of a credential or certification to what students know are able to do with what
they were taught by their teachers (Teacher quality, 2013). This is related to the outcome-based education. On the
other hand, some other countries use standards for teacher quality. The OECD has proposed in the discussion
table that the core elements of the teacher-quality standards should include:
 Planning and Preparation: including knowledge of the content and pedagogy, knowledge of students,
coherent instructional plans, and knowledge on how to assess student learning;
 Classroom environment: including creating a culture for learning and managing student behavior;
 Instruction: including communicating effectively, using appropriate discussion techniques, engaging
students, and providing responsive feedback to learners; and
 Professional responsibilities: including reflecting teaching, communicating with families, contributing to
the school and community and developing professionally. (Teacher quality, 2013)
There are differences in the context of how teacher quality is defined hence, there is no universal standard of
teacher quality. The teaching profession needs to have status. These should be developed and owned by the
teachers themselves like in Finland, Sweden and Denmark. In other countries, teacher standards for teachers
quality are set at the national or state levels but with consideration for local flexibility in the implementation.
In summary, quality teachers are defined by their attributes and characteristics while teacher quality is
defined by the standards set for the profession and are validated by the students learning outcomes.
B. The Competency Framework for Teachers in Southeast Asia (CFT SEA)
In collaboration with the Thailand’s Teacher Education Council, SEAMEO Secretariat (SEAMES) and the
SEAMEO Regional Center of Educational Innovation and Technology (INNOTECH) initiated the competency
Framework for teachers in Southeast Asia which was developed in 2017. The purpose was to revitalize teacher
education and to promote teaching as profession of first choice by professionalizing teacher’s pre-service and in-
service development using this Regional Competency Framework as a guide.
As described earlier, teacher competencies make up quality teachers. Competencies as defined in the framework
are a combination of skills, knowledge, behavior and attributes that enable effective or superior job performance.
This Competency Framework for teachers is a guide to improve teacher’s performance across the region.
There are (4) essential competencies and 12 general competencies and 136 success descriptors. The enabling
competencies are a set of performance criteria with success descriptors that describe observable behaviors
expected for teachers to perform in a high level. When used, this guide will promote common standards of
performance among teachers across Southeast Asia.
Four essential Competencies
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1. Knowing and understanding what to teach. It is the ability of teachers to deepen and broaden their
knowledge on what to teach, understand education trends, policies and curricula and be updated on local,
national, regional and global developments.
2. Helping students to learn.it is the ability to know students, use the most effective teaching and learning
strategies, assess and give feedback on how students learn.
3. Engaging the community. It is the ability to partner with the parents and caregivers, involve the
community to help students learn , and encourage respect and diversity.
4. Becoming a better teacher everyday. It is the ability to know oneself and others, practice human
goodness and then master the teaching practice.
1.0 KNOW AND UNDERSTAND WHAT I TEACH
General competencies Enabling competencies
1.1 Deepen and broaden my knowledge on 1.1.1Master my subject content.
what I teach. 1.1.2Use research- based knowledge.
1.2 Understand education trends, policies 1.2.1 Update myself on educational trends.
and curricula. 1.2.2 Study educational policies and how they effect teaching
1.2.3 Understand how to implement the curriculum
1.3 Keep myself updated on local, national, 1.3.1 Check new changes in education environment.
regional, and global developments.
2.0 HELP MY STUDENTS LEARN
General competencies Enabling Competencies
2.1 Know my students. 2.1.1 Identify my student’s needs and strengths to help
them learn better.
2.1.2 Understand how my students learn.
2.1.3 value what makes my students unique.
2.2 Use the most effective teaching and 2.2.1 select appropriate teaching and learning strategy.
learning strategy. 2.2.2 Design clear and effective lessons my students
can understand
2.2.3 Create a positive and caring learning space.
2.3 Assess and give feedback on how my 2.3.1 Design assessment process and tools.
student learn. 2.3.2 Monitor my student’s progress and provide
appropriate support.
2.3.3 use result from assessment to improve instruction.
3.0 ENGAGE THE COMMUNITY
3.1 Partner with parents and caregivers 3.1.1 Build a support network
3.1.2 Create welcoming space.
3.1.3 Sustain the partnership
3.2 Involve the community to help my 3.2.1 Engage parents and caregivers about their children.
students learn 3.2.2 design learning activities using community
conditions, local wisdom, tradition and knowledge.
3.3 Encourage respect and diversity 3.3.1 Accept what makes people different
3.3.2 Practice inclusion and respect in the classroom.
4.0 BECOME A BETTER TEACHER EVERYDAY
General competencies Enabling competencies
Let us look at the details of these Essential Competencies . In the matrix that follow you will find the (4)
Essential Competencies, 12 General Competencies and the corresponding 31 Enabling Competencies.
4.1 Know myself and 4.1.1 Continue to grow by knowing oneself more.
others 4.1.2 Become more aware and responsible for my emotions and health.
4.1.3 Nurture my relationships with care and respect.
4.2 Practice human 4.2.1 Be kind and compassionate.
goodness in my life 4.2.2 Inspire my students and colleagues by setting my best examples.
and in my work. 4.2.3 Nurture my student’s confidence on what they can do and become.
4.3 Master my 4.3.1 Keep alive my passion for teaching.
teaching practice. 4.3.2 take responsibility in my own personal and professional growth.
4.3.3 Inspire other teachers by setting my best examples.
The framework was agreed upon by the Minister of Education of the Southeast Asian countries including
the Philippines. It will be used as a guide to determine teacher quality across the region.
The figure below captures all the elements of the Competency Framework for Teachers in Southeast Asia.
52
COMPETENCY FRAMEWORK for TEACHERS
Southeast Asia
DEEPEN MY KNOWLEDGE
PRACTICE HUMAN ON WHAT I TEACH
GOODNESS IN MY
WORK AND IN MY LIFE
UNDERSTAND
EDUCATION TRENDS,
KNOW MYSELF AND POLICIES AND
OTHERS CURRICULLOM
KEEP MYSELF UPDATED ON

LOCAL, NATIONAL,
BECOME THE BEST KNOW AND
MASTER MY TEACHING REGIONAL AND GLOBAL
TEACHER UNDERSTAND WHAT I
PRACTICE DEVELOPMENTS
TEACH
PARTNER WITH PARENTS

KNOW MY STUDENT
AND GAURDIANS ENGAGE
COMMUNITY HELP MY STUDENT
MEMBER LEARN
INVOLVE COMMUNITY TO
HELP STUDENTS LEARN USE THE MOST EFFECTIVE
BETTER TEACHING STRATEGY
NATURE SCHOOL AND

ASSESS AND GIVE
COMMUNITY AS PLASCES
FEEDBACK ON HOW MY
OF RESPECT AND
STUDENTS LEARN
DIVERSITY
FIGURE 1: COMPETENCY FRAMEWORK FOR TEACHERS IN SOUTHEAST ASIA (2017)
The Philippine Qualifications Framework (PQF)
As a part of ASEAN convergence and in the light of globalization each country in the ASEAN, the Philippine
adopts national standards and levels for outcomes in education. This is called the Philippines Qualifications
Framework (PQF) which is provided by law. (RA 10968, s. 2018). Base on the level of education as PQF Level 6,
the PQF describes the career path for baccalaureate degree programs including teacher education degrees. All
graduates from the baccalaureate degrees are expected to exhibit outcomes as described in Table 4.
Table 4.Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors
53
PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes
Knowledge, skills and values Graduates possess a broad level of coherent knowledge and
skills in their field of study for professional work (teaching)
and lifelong learning.
Application (of knowledge, skills and Application of professional work (teaching) in a broad of
values) range of discipline and/or for further study.
Degree of Independence Independent (as a teacher) and/or in terms of related field.
What are the purposes of the Philippine Qualifications Framework?

The PQF is legal document that adopts national standards and levels for outcomes education in the
country. It assists individuals to move easily between different education and training sectors and the labor
market. Further, the PQF aligns the international qualifications for full recognition of the value of Philippine
Qualification. Also, the PQF will be used as the basis for accrediting certificates and licenses recognize by the
government.
Philippines Professional Standards for Teachers (PPST)

Based on the teacher Education and Development Map in 2006, Philippine Teacher Education is defined
as a lifelong journey from entry to basic education in DepEd to entry to as Teacher Education Institutions of the
CHED to licensing as a professional teachers of the PRC to employment to DepEd with attestation of the civil
service or private basic education.
In both public or private education, a newly recruited teacher undergoes a Teacher Induction Program
(TIP) led by the Teacher Education Council (TEC) and the private institutions are assisted by the Private
Education Assistance Council (PEAC). While in service the professional teacher continues professional
development through trainings by the duly authorized service providers of the PRC or shall continue professional
development through advancement in education (Master’s or Decorate) or other activities on their own. The
continuing employment or continues to practice profession in another capacity. In the middle of this professional
lifelong cycle, are the professional teacher standards, known as National Competency Based Teacher
Standards (NCBTS, 2006) and now known the Philippines Professional Standards for Teachers. (PPST<
2017, DepEd Order 42, s. 2017). Both are frameworks for teacher quality. The PPST, 2017 defined teacher
quality in a broader perspective attuned to the current demands and changes in the educational local and global
landscape to include the reforms if K to 12, the Outcomes-Based education of Higher Education, the ASEAN
integration, the UNESCO’s SDGs 2030 and the AmbisyonNatin 2040.
Being responsible for the pre-service development of teachers, teacher education institutions have a
responsibility of graduating students with PQF 6 qualifications and to master the PPST Beginning Teacher
Standards as well as the Program Outcomes of the CHED’s PSG for teacher education (CMO 74-82, s.
2017).The mastery of the beginning teacher competencies in an expectation of the teaching industry in basic
education.
The schematic diagram that represents the seven domains of the PPST is represented below
1 .CONTENT
KNOWLEDGE AND 2 .LEARNING
PEDAGOGY ENVIRONMENT
3. DIVERSITYOF
7. PERSONAL GROWTH
LEARNERS
AND PROFESSIONAL
DEVELOPMENT 52
Philippine
6 .COMMUNITY
LINCAGES & Professional
PROFESSIONAL
ENGAGEMENT Standards for 4.
Teachers CURRICULUM AND
5. ASSESSMENT AND
REPORTING
Figure 2.The Philippine Professional Standards for Teachers

Credit: Siena, A. National Educators Academy of the Philippines (NEAP) presented during the National Conference for the
ALS at SEAMEO, Innotech, 2017.
Let us focus on the PPST, 2017 particularly on the Beginning Teacher’s Competencies for Career Stage
Level 1.
There are seven (7) Domains in the PPST. The seven domains, collectively comprise 37 stands to refer
more specific dimensions of teacher practice. Each strand is calibrated according to the professional development
scale or as described Career Stage 1. Beginning Teachers; Career Stage 2; Proficient Teachers, Career Stage 3;
Highly Proficient Teachers, and career Stage 4, Distinguished Teachers.
Career stage 1: Beginning teachers. Newly qualified to teach as professional teachers are the beginning
teachers. They have acquired an appropriate degree in education foe allied fields and have passed the licensure
examination for professional teachers. They are assumed to have competencies in terms of content, knowledge
and pedagogy, as well as the 21st century skills and values support teaching and learning. They can manage
learning and have strategies that enable learner to enhance learning through their guidance.
However, since they are new to the teaching profession, Beginning Teachers are expected to seek advice
and assistance from their peers and experienced colleagues to continuously improve their teaching.
DOMAIN 1. CONTENT KNOWLEDGE AND PEDAGOGY
Strands Competency Indicators for Beginning teachers
1.1 Content Knowledge and 1.1.1 Demonstrate content knowledge and its application
application within and cross within/and or across curriculum teaching areas.
curriculum areas.
1.2 Research-based knowledge 1.2.1 Demonstrate an understanding of research-based
and principles of teaching and knowledge and principles of teaching and learning.
learning.
1.3 Positive Use of ICT. 1.3.1 Show skills in the positive use of ICT to facilitate
the teaching and learning process.
1.4 Strategies for promoting 1.4.1 Demonstrate knowledge of teaching strategies that
literacy and numeracy. promote literacy and numeracy skills.
1.5 Strategies of developing critical 1.5.1 Apply teaching strategies that develop critical and
and creative thinking, as well as other creative thinking/ and or other higher thinking skills.
higher-order thinking skills.
1.6 Mother tongue, Filipino and 1.6.1 Use of mother tongue, Filipino and English to
English in teaching and learning.
facilitate teaching and learning.
1.7 Classroom communication 1.7.1 Demonstrate an understanding of the range and non-
strategies verbal classroom communication strategies that support
learner understanding, participation, engagement and
achievement.
Domain 2. LEARNING ENVIRONMENT
2.1 Learner safety and security 2.1.1 Demonstrate knowledge of policies, guidelines and
procedures that provide safe and secure learning
environments.
2.2 Fair learning environment. 2.2.1 Demonstrate understanding of learning environments that
promote fairness, respect and care to courage learning.
2.3 Management of classroom 2.3.1 Demonstrate knowledge of managing classroom structure
53
structure and activities that engages learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities
within the
available physical learning environments.
2.4 Support for participation. 2.4.1 Demonstrate understanding of supportive learning
environments that nurture and inspire learner
participation.
2.5 Promote od purposive learning. 2.5.1 Demonstrate knowledge of learning environments that
motivates learners to work productivity by assuming
responsibility for their own learning.
2.6 Managements of 2.6.1 Demonstrate knowledge of positive and non-violent
learner behaviour. discipline in the management of learner behaviour.
Domain 3. DIVERSITY OF LEARNERS
3.1 Learner’s gender, needs, strength, 3.1.1 Demonstrate knowledge and understanding of
interests and experience. differentiated teaching to suit the learner’s, gender, needs,
strength, interests and experience.
3.2 Learner’s linguistics, 3.2.1 Implement teaching strategies that are responsive to the
cultural, socio-economic and learner’s linguistics, cultural, socio-economic and religious
religious backgrounds.
background.
3.3 Learners with disabilities, 3.3.1 Use strategies responsive to learners with disabilities,
giftedness and talent. giftedness and talents.
3.4 learners and difficult 3.4.1 Demonstrate understanding of the special educational
circumstances. needs of learners in difficult circumstances, including
geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters, child abuse and child
labor practices.
3.5 Learners from indigenous groups. 3.5.1 Demonstrate knowledge of teaching strategies that are
inclusive of learners from indigenous groups.
Domain 4. CURRICULUM AND PLANNING
4.1 Planning and management of 4.1.1 Prepare developmentally sequenced teaching and learning
teaching and learning process. process to meet curriculum requirements.
4.2 Learning outcomes aligned with 4.2.1 Identify learning outcomes that are aligned with learning
learning competencies. competencies.
4.3 Relevance and responsiveness of 4.3.1 Demonstrate knowledge in the implementation of relevant
learning process. and responsive learning programs.
4.4 Professional collaboration to 4.4.1 Seek advice concerning strategies that can enrich teaching
enrich teaching practice. practice.
4.5 Teaching and learning resources 4.4.1 Show skills in the selection, development and use of
including ICT. variety of teaching and learning outcomes, including ICT to
address learning goals.
DOMAIN 5: ASESSMENT AND REPORTING
STRANDS COMPETENCY INDICATORS FOR BEGINNING
TEACHERS
5.1 Designs, selection, organization 5.1.1 Demonstrate knowledge of the design, selection,
and utilization of assessment organization and use of diagnostic, formative and summative
strategies. assessment strategies consistent with curriculum requirements.
5.2 Monitoring and evaluation of 5.2.1 Demonstrate knowledge of monitoring and evaluation of
learner progress and learner progress and achievement using learner attainment
achievement. data.
5.3 Feedback to improve learning. 5.3.1 Demonstrate knowledge of providing timely, accurate
and constructive feedback to improve learner performance.
5.4 Communication of learner needs, 5.4.1 Demonstrate familiarity with a range of strategies for
progress and achievement to key communicating learner needs, progress and achievement.
stakeholders.
5.5 Use of assessment data to enhance 5.5.1 Demonstrate an understanding of the role of assessment
teaching and learning practices and data as feedback in teaching and learning practices and program.
programs.
DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
Strands Competency Indicators for Beginning Teachers
6.1 Establishment of learning 6.1.1 Demonstrate an understanding of knowledge of learning
environments that are responsive to environments that are responsive to community contexts.
community contexts.
6.2 Engagement of parents and the 6.2.1 Seek advice concerning strategies that build relationships
54
wider school community in the with parents/guardians and the wider community.
educative process.
6.3 Professional ethics. 6.3.1Demonstrate awareness of existing laws and regulations
55
that apply to the teaching profession, and become familiar with
responsibilities specified in the Code of Ethics for
Professional
Teachers.
6.4 School policies and procedures. 6.4.1 Demonstrate knowledge and understanding of the school
policies and procedures to foster harmonious relationship
with the wider school community.
DOMAIN 7. PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
7.1 Philosophy of teaching. 7.1.1 Articulate a personal philosophy of teaching that as

is learner-centered.
7.2 Dignity of teaching as a 7.2.1 Demonstrate behaviours that uphold the dignity of teaching
profession. profession by exhibiting qualities such as caring attitude, respect
and dignity.
7.3 Professional links with colleagues. 7.3.1 Seek opportunities to establish professional links with
colleagues.
7.4 Professional reflection and 7.4.1 Demonstrate an understanding of how professional
learning to improve practice. reflection and learning can be used to improve practice.
7.5 Professional developments goals. 7.5.1 Demonstrate motivation to realize professional
development goals based on the Philippines Professional
Standards for Teachers.
Summary
Lesson 4 is all about quality teachers and teacher quality. It is a continuation of Lesson 2and Lesson 3
which were about teachers and teaching profession. The qualities of the 21 st century teacher have been
discussed in the previous lessons. However to bridge this lesson, there was a need to differentiate between
quality teachers and the teacher quality. There can never be teacher quality without quality teachers, for
quality teachers are defined by individual knowledge, skills and values, on the other hand teacher quality
is defined by the teacher standards for teaching profession. For the Southeast Asian countries, the
framework is driven by the four essential competencies and 31 enabling competencies. The Philippine
Professional Standards for Teachers (PPST) are also in support of the Philippine Qualifications
Framework (PQF) which determines the qualification of any baccalaureate degree holder. The Career
Path Stage 1: Beginning Teacher is the focus of this lesson because; the pre-service teacher education
graduate should master the competencies that are stated in 32 strands of the seven domains of the
standard for Filipino Teachers. There are items that are similar between the Southeast Asian Framework
and the Philippine Professional Standards for Teachers. If the competences included in the standards are
mastered by any future teacher, then quality teachers will be produced and teacher quality will be
achieved.
TAKE ACTION!
TASK 1: Use the World Wide Web.
Secure a complete copy of the Philippine Professional Standards for Teachers (PPST) from the website of the
Department of Education by searching for DepEd Order No. 42, s. 2017 including its attachment. Print and keep
this document as one of the valuable references as you continue your journey to finish your degree and in your
teaching career.
Task 2: Compare the Competency Framework for Teachers in Southeast Asia (CFT SEA) and the Philippine
Professional Standards for Teachers (PPST). Identify at least 10 competencies that are found in both standards.
Make a matrix for your answer along the identified domains. Example is found below.
General Competency Domain CFT for SEA Enabling PPST Competency Indicators for
Competency Indicators Beginning Teachers
Example: Knowledge, skills and Example 1.1.1 Master my 1.1.1 Demonstrate content knowledge
values. subject Matter and its application within and/or across
(add 2 or more examples) curriculum teaching areas
Learning Environment
(2 examples)
Diversity of Learners
(2 examples)
Curriculum and
Planning (2 examples)
Professional Development
(2 examples)
56
Make a Reflection
57
1. When you become a professional teacher in the future, how can you enhance the state of quality teachers in
the Philippines?
2. After studying the different domains and competencies of the PPST, which domain is do you find EASY
to master?
Self-Check Questions
Answer the following items, with the correct answer from the options given.
1.A teacher who has learned and practiced the 21st century skills can be described best as .
A. Qualified teacher B. Applicant teacher C. local teacherD. border-less
teacher 2.In the Philippines, teacher quality id defined by .
A.NCBTS, 2006 B.CFT SEA, 2017 C. PPST, 2017D. PQF, 2018
3. The PPST are teacher standards which have to be mastered only by Beginning Teacher. This statement is
. A.True B.False C. DoubtfulD. None of the options
4.What the CFT SEA, PQF and PPST assure the stakeholders of?
A.TeacherqualityB.Teacher disposition C. Quality teacher D. Teacher decision
5. Which is the ultimate competency that baccalaureate degree holder including a teacher education
graduate demonstrate?
A.Independence B. Knowledge C. CooperationD. Application
7
CHAPTER
CONTINUING PROFESSIONAL DEVELOPMENT:
THE LIFEBLOOD OF THE TEACHING PROFESSION
BRENDA B. CORPUZ, PhD
“Who dares to teach must cease to learn.” _ Unknown
INTRODUCTION
The professional license for teaching obtained after passing the Licensure Examination for Teachers
(LET) simply tells that the professional teachers, Hence, every professional teacher is expected to continue
developing after obtaining his/her professional license. This is one big demand for a professional teacher. The
code of Professional Conduct for Public School Teachers cited in Section 7 of RA 4670 states: “Responsibility is
something expected of a professional teacher. The work of the teacher in the development and guidance of the
young is a tremendous responsibility for which he is accountable to God, to his country, and to posterity. It is a
trust of which every teacher should strive to be worthy”
In fact, all professional teachers owe it to themselves and to the clientele they serve to go through CPD.
When doctors and nurses a mistake, they bury their mistakes. When a lawyer commits a mistakes, he/she puts
his/her mistake behind bars. What about the teacher? When teacher commits a mistake he/she multiplies that
mistake. A professional, therefore, cannot afford to commit a mistake. A professional needs to go through CPD.
The Philippine Profession al Standards for Teachers (the revised National Competency-Based Teacher
Standards) includes personal growth and professional development as the seventh domain. With the enactment of
RA 10912, the CPD Law of 2016, CPD for all the professions regulated by PRC is now mandatory. Mandating
CPD is the only way all professionals including teachers is not an option. It is a necessity. Continuing
professional development for professional teachers sharpens the professional teacher’s competitive edge in a
highly competitive global world.
ACTIVITY: Let’s Discuss
Explain the meaning of each of the following quotations:

1. “Growth is an evidence of life”
2. “Man/woman is an “unfinished project.”
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ANALYSIS: Let’s Analyse
How do these statements relate to Continuing Professional Development?
ABSTRACTION: Let’s Add to What You Know
The Philosophical Basis of CPD

“Growth is an evidence of life” this implies that anything that a alive grows or anything that grows is
alive. So a teacher who is alive grows physically, psychologically, mentally, socially, emotionally, spiritually. If
he/she doesn’t grow, it means he/she is no longer alive.
“Man/woman is an unfinished project.” For a professional teacher, he/she is always in the process of
becoming better and better as a person and as a professional teacher. No person, no professional can claim he/she
has already “arrived” at a state of perfection. Neither “Perfecta” nor “Perfecto” who is perfect by name is not
perfect. This means that no professional has arrived at a perfect state. This implies that every professional is
expected to continue developing.
The Historical and Legal Bases of Continuing Professional Development in the Philippines
Even before the enactment of this CPD Act of 2016, CPD was already alluded to in the 1987
Philippine Constitution. No less that fundamental law of the land, Section 5 Paragraph 4, state: “The
State shall enhance the right of teachers to professional advancement”
Other laws also cited continuing professional development, as follows:
1. Batas Pambansa 232, the Education Act of 1982, chapter 3. Duties and obligations to assume
the responsibility to maintain and sustain his professional growth and advancement.
2. RA 9155, An Act Instituting a Framework of Governance for Basic Education, Establishing
Authority and Accountability, renaming the Department of Education, Culture and Sports as the
Department of Education, and for other purposes, was enacted on August 11, 2001. In the
enumeration of duties and functions of the Secretary of Education, Section 7 A., to wit.
In addition to his/her powers under existing laws, the Secretary of Education shall have
authority, accountability and responsibility among other things for (6) Enhancing the employment
status,
professional competence, welfare and working conditions of all personnel of the department;. . . Section 7,
Estate, to wit, “. . . Consistent with the national educational policies, plans and standards, the school heads
shall have authority, accountability and responsibility for … encouraging staff development.” (Underscoring
mine)
3. R.A 7836, the teachers’ Professionalization Act, also provided for mandatory Continuing Professional
Education (CPE), now referred to as a Continuing Professional Development (CPD), to wit.
To encourage continuing professional growth and development and to provide additional basis
for merit promotion, in addition to their performance rating, teachers may take an oral and written
examination at least once in five (5) years as basis for merit promotion. In taking this examination, no fee
shall be required (Sec. 19.Periodic Merit examination of teachers.)
Unfortunately, due lack of funding, the merit examination has not been implemented up to writing time.
The same RA.7838 states:
Unjustified or wilful failure to attend seminars, workshop, conferences and the like or the continuing
education program prescribed by the board and the commission. (Sec. 23, h. revocation of the certificate of
Registration, Suspension from the practice OF THE Teaching Profession, and Cancellation of Temporary or
Special Permit.)
4. The board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to adopt code of
Ethics for Professional Teachers pursuant to provisions paragraph (e) Article 11 of RA. 7836, otherwise
known as The Philippine Teacher’s Professionalization Act of 1994. This code of Ethics states:
Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional a Regulation Commission, and shall pursue such other studies as well improve his efficiency,
enhance the prestige of his profession, and strengthen his competence, virtues, and productivity in order to be
nationally competitive. (section 3 article IV)
5. Executive Order #226 ,Institutionalized of the Continuing Professional education (CPE) Programs of
the Various professional Regulatory Boards (PRBS) Under the Supervision of the Professional
Regulation
59
Commission (PRC) . This was signed and issued by the office of then President Fidel V. Ramos on
JULY 25, 1995, to wit:
The completion by professional licences of the Continuing Professional Education (CPE)
programs adapted by all Boards is hereby imposed as mandatory requirement for the renewal of
professional licences (Sec. 1.)
This executive Order was premised on the following:
WHEREAS, the various professions play a crucial role in nation-building.
WHEREAS, it is imperative to impose upon registered professional the completion of the Continuing
Professional Education (CPE) programs adapted by the concerned Board as a pre-requisite for the renewal of
their licences;
WHEREAS, the professionals who undertake the CPE programs are enabled not only to upgrade or
improve their technical knowledge and skills but also to keep them abreast with modern trends and technology
in their respective professions, thereby assuring the rendition of highly qualitative professional services that will
be globally competitive under the General Agreement on Trade in Services (GATS) and the same time securing
the safety and protection of the public.
WHEREAS, the confidence and patronage of the public in a professional depend upon his competence
and he quality of service rendered resulting from his acquisition of updated technical knowledge and skill;
6. R.A 10912, Continuing Professional Development Act of 2016- With the enactment of this law, CPD
for all the forty-three (43) professions regulated by PRC including the teaching profession has become
mandatory.
The Silent Provisions of RA 10912, The Continuing Professional Development Act of 2016
Alot of questions have been raised about RA. 10912, otherwise known as the Continuing Professional
Development Act of 2016. Many a teacher resists CPD. It is claimed to be extra expense, extra effort and extra
time when in fact it is every professional’s obligation. CPD is the only way professionals can sharpen their
competitive edge in an international world that has become global village. The need for CPD is heightened by
ASEAN integration and internationalization which are now real. To be in, a professional must meet international
standards. The way to go is CPD. The purposes of CPD for professionals are stated RA 10912 Article 1
Declaration of Policy.
It is hereby declared the policy of the State to promote and upgrade the practice of professions in the
country. Towards this end, the State shall institute measures that will continuously improve the competence of the
professionals in accordance with the international standards of practice, thereby, ensuring their contribution in
uplifting the general welfare, economic growth and development of the nation.(Underscoring mine)
The state policy on promoting and upgrading the practice of professional in the country and the institution
of measures to “continuously improve the competence of the professionals in accordance with international
standards” and gives Filipino professionals a competitive edge in the ASEAN region and in the world.
Number of CPD Units Required
Article III, Section 10 of the same CPD Act states: “ The CPD is … made as a mandatory requirement in
the renewal of the Professional Identification Card (PICs) of all registered and licensed professional… How many
credit units are required for the renewal of PICs? For the professional teachers group, based on Professional
Regulatory Board for Professional teachers Resolution no. 11,series of 2017, the following credit units are
required:
Period No. of Credit Units Required
December 2017 15 Credit units
January – December 2018 30 Credit units
January 2019 onwards 45 Credit units
Ways By Which Professional Teachers Can Earn Units.

As shown in the figure below CPD credit units can be earned in 4 ways.
1. Professional track - This includes trainings provided by CPD providers accredited by PRC. You can earn
credit units as a participant to a training approved by the CPD Council. You earn more credit units as a
participant to a training approved by the CPD Council. You earn more credit units if you serve as a
resource speaker, trainer or demonstration teacher. You also earn credit units as panellist/reactor,
facilitator/moderator. You earned much more if you are assigned by the CPD program.
2. Academic track – this refers to the completion of a Master’s degree, completion of candidacy to the
doctorate program, completion of the doctorate program, completion of a post-doctoral diploma, and
being a recipient of a professional chair grant, and/or fellowship grant. Take note that ONLY
COMPLETION of the master’s degree is given full credit units of 45. Earning MA units is not given any
credit unit but completion at candidacy for the Doctorate degree already entitles one to 45 credit units.
The master’s and doctorate degrees must have been earned five (5) years before renewal of professional
license.
60
3. Self-directed track – this includes trainings offered by non-accredited CPD providers. It refers to
“learning activities such as online training, local/international seminars/nondegree courses,
institution/company-sponsored training programs and the like which did not undergo CPD
accreditation but may be applied for and awarded CPD units by the respective CPD units by
respective CPD Councils.
In addition, self-directed track includes serving as a accreditor (e.g. ISO, ISA, PACOCUA,
PAASCU, AACUP, etc.) it also includes study tours socio-civic activities using the profession.
4. Productive Scholarship – this means that the professional teacher has developed
program/training module, curriculum guide or any other resource material. Or the professional
teacher has written an article in a professional magazine or a technical/ research paper and even
better if that technical paper is published in the refereed/peer –reviewed professional journal.
Best in the professional teacher writes a book ora monograph or comes up with an invention or
creative work, the latter entitles him/her to 45 credit units.
Even professional and/or lifetime achievement awards from the division level to regional,
national and international level make the professional teacher earn credit units.
For specific number of credit units by professional teachers per CPD activity, refer to
Professional Regulatory Board for Professional Teachers Resolution No. 11, series of 2017.
(Refer to Appendix J.)
As this Chapter on CPD is being written, discussion in the Senate are going on for possible
amendments on CPD implementation.
Continuing Professional Development Plan
A proof that a professional teacher has made CPD his/her way of life is his/her formulation of a CPD plan
which is he/she religiously follows whether monitored by hi/her superiors because he/she monitors
himself/herself.
Developing a personal CPD Plan help teachers leaders develop purposely. It is not enough to have a good
intention to do CPD. It is the best that good intention should be made concrete in a simple and doable plan. Every
professional who has sincere intent to grow professionally must have an annual personal CPD plan.
Professional teachers formulating their respective annual CPD Plans and faithfully observing them lead to
the building of a CPD culture among professional teachers. With that CPD culture, the negative attitude towards
mandatory CPD hopefully will fade away. We hope to reach a point where professional teachers will oblige
themselves to go through CPD not because it is mandatory but because this is something they owe to themselves
as professionals and to the public they serve. This is professionalism.
Templates for a CPD Plan
Below are two templates for a CPD Plan. The first one is the template use in the public schools. The
second is another template use by others. Comparing the two templates make one conclude that they are basically
the same. The different terms used actually refer the same. Take note the sample questions. They ask basically the
same thing.
Which template to use? It is up to you. For those interested to be in DepEd, it may be good to use the
IPPD format.
Teacher’s Individual Plan for Professional Development (IPPD)
Objectives Methods/ Resources Time Frame Success Indicators
Strategies
What What What will I do When do I What PPST What learner
competence professional to access expect to have competence performance
will I enhance? activity will I resources? accomplished? would I have would have been
undertake to enhanced? improved?
achieve my
objective?
Personal CPD Plan

Training objective Activity Resources Needed Time Expec Expected
Need Frame ted Outcome
Outpu
t
61
What do I What What Human Material When am What results
need to should I do activity I supposed does this
improve to address should I Whose What materials or to have activity have
my my need? undergo help do I how much cash addressed on my
teaching? to address need to do I need to my need? teaching and
my need? address address my need? my student
my need? learning?
Preparati To make Tutorial Laptop LCD May 2018 5 PPs More
on PP for at IT interesting and
of PP least 5 teacher more concrete
lesson Expert lesson
presentation
and improved
students’
scores.
Joining Professional Learning Community/ Communities of Practice

CPD is made possible and alive through professional learning communities (PLCs) These PLCS are
powerful collaborations in which teachers work together to analyse and improve their classroom practice in a
systematic process.
The Department of Education institutionalized the School Learning Action Cells (SLACs) as mechanism
for CPD…
In an interview with beginning teachers and administrators on conditions that help them improve their
own practice, the answer boils down to this “working in a school with an integrated professional culture)
Learning from the CPD practices of High Performing Countries

Let us learn from the CPD practices of high performing countries like Singapore and Finland.
CPD in Singapore
Singapore is the first country in the world to adopt the PLC framework nationwide.
( Dimmock& Tan, 2013; Hairon and Dimmock, 2011) It has institutionalized PLC in its schools. Professional
development is very much alive. In 2010 in the Ministry of Education (MOE) mandated all schools to be a
“learning organization” concept of schools supports the building of a strong mentorship culture where a
collaborative and community-oriented form of professional development thrives. Every teacher is entitled to 100
hour per year of optional training which everyone makes use of. Schools are encouraged to provide at least one
hour of curricular time per week for teachers to actively engage in school-based Professional Development (PD)
initiatives. These PLCs are led by school leaders who provide teachers with structures and resources to engage in
a variety of inquiry-based PD practices.
For PD, Singapore has 1) Teacher-Researcher Networks, 2) Lesson study and other forms of “Learning
Circles”
In the Teacher- Researcher Networks, faculty researchers from NIE, senior specialist from MOE, and
teacher researcher including those with higher formal training in research ( who are called “ research activities”
serve as mentors to teachers to conduct action research. The overall goal of these learning communities is to
provide teachers with resources to engage in action research (Hairon 2006), which is usually a form of classroom-
based investigation where teachers discuss and reflect upon pedagogical problems and find their own solutions to
improve teaching and learning. The teacher-researcher network follow these steps:
A.Identification and definition of a
problem; B.Planning for improvement;
C.Implement of teaching/learning activities;
D.Observation of results (data collection)
E.Reflection on the outcomes.
At the completion of the research, participants write a group reflective journal to summarize the
procedures, findings, conclusions and implications of the study. These actions research journal are problems.
Opportunity like a forum, symposium and publications are given to teachers to share their research findings.
Another effective strategy for PD in Singapore is the lesson study (Lewis, Perry,&Hurd, 2004) adopted
from Japan. The overall goal of lesson study is to foster collaborative inquiry and data-driven pedagogical
reflection among teachers.
How is this done? This consists of four cyclical phases (Tan, 2014):
1.Study phase – teacher analyse the curriculum to be taught and formulate long-term teaching and learning goals;
2.Planning phase – teacher select lessons for research, predict student thinking and difficulties, and plan the
implementation of specific lesson for data collection;
3. Analysis phase – teachers observe and discuss the classroom evidence collected (e.g., videos, student
written work);
4. Reflection phase – teachers discuss student learning and identify new areas for further inquiry.
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Much of the professional development of Singapore teachers occurs within schools setting through the
Learning Circles or Learning Terms. With the widely – accepted concept of “school as learning organizations”
and with teachers’ welcoming attitude to PD, there are a number of work-embedded opportunities for PD. Topics
foe PD range from curriculum innovation, student-centric teaching practices, new uses of ICT, collaboration
lesson planning, to project-based learning.
Source: Bautista A., Wong, J., &Gopinathan, S. (2015) “Teacher Professional Development in Singapore.
Depicting the Landscape” Psychology, Society & Education. 7(3) 311-36 Nov. 2015 Accessed 4-20-2018
CPD in Finland
Teachers in Finland meet one afternoon each week to jointly plan and develop curriculum. They are
encouraged to work together to share materials.
CPD in Japan
Lesson Study Approach to Professional Development
Japan is well known for lesson study. How does Japan do lesson study as a strategy for professional
development. Below is a detailed description of how Japan implements a lesson study:
Every teacher periodically prepares a best possible lesson that demonstrate strategies to achieve a
specific goal (e.g. student becoming active problem-solvers or students learning more from each other) in
collaboration with others colleagues. A group of teachers observe while the lesson is taught and usually record
the lesson in a number of ways, including videotapes, audiotapes, and narrative and/or checklist observations
that focus on areas of interest to the instructing teacher (e.g., how many student volunteered their own ideas).
Afterwards, the group of teachers and sometimes outside educators, discuss the lesson’s strength and weakness,
ask questions, and make suggestions to improve the lesson. In some cases the revised lesson is given by another
teacher only few days later and observed and discussed again.
Teachers themselves decide the theme and frequently of research lesson. Large study groups often break
up into subgroups of 4-6 teachers. The subgroups plan their own lesson but work toward the same goals and
teachers from all subgroups share and comment on lesson and try to attend the lesson and follow-up discussion.
For a typical lesson study, the 10-15 hours group meetings are spread over three to four weeks. While schools let
out between 2:40 and 3:45 p.m., teachers’ work days don’t end until 5 p.m., which provides additional time for
collegial work and planning. Most lesson study meeting occurs during the hours after school let out. The
research lesson allow teachers to refine individual lessons, consults other teachers and get colleagues’
observations about their with other classroom practice, reflect on their own practice, learn new content and
approaches, and build a culture that emphasizes continuous improvement and collaboration.
Some teachers also give public research lesson, which expedites the spread of best practices across
schools, allows principles, district personnel, and policymaker to see how teachers are grappling with new
subject matter and goals, and gives recognition to excellent teachers.
CPD in New Zealand

In New Zealand, the Ministry of Education gives funds for 20 percent release time for new teachers and
10 percent release time for second-year teachers Ministry of Education to observe other teachers, attend
professional development activities, courses and work on curriculum. Mentor teachers deliberately spend time to
observe and confer with beginning teachers.
(Source: By Linda Darling-HAMMOND, Ruth Chung Wei, and Althea Andree How High Achieving Countries
Develop Great Teachers: Stanford Center for Opportunity Policy in Education~ Research Brief August, 2010)
Accessed http:/edpolicy.standard.edu)
Characteristics of Effective CPD

Based on the professional development practices and experiences of high performing countries, we can
say that a CPD that works is 1) continuous; 2) collaboration; 3) focused on specific teacher need; 4) job-
embedded; 5) given enough time; and 6) funded. The one-shot workshops that teachers bemoan don’t work.
CPD must be continuous thus the word continuing professional Development. A professional does not
stop developing or else he/she ruts. Stagnant water becomes putrid.
CPD must also be collaborative, thus the need to be part of a PLC, a professional learning community. It
was Helen Keller who said “ Alone we can do so little; together we can do so much”
CPD must be focused on a specific teacher need. It responds to a need and so is highly relevant to the
teacher. A CPD that prescribed by higher officials does not necessarily responds to teacher’s need.
If CPD is job-embedded, it becomes even more relevant. The teacher has not to be removed from the
workplace for CPD so there is no work disruption. What the teacher is trained on exactly what he/she does.
Quality CPD demands adequate time. What is 10 to 20 hours removed from contact time with learners?
Quality time spent for CPD ultimately redounds to improved teaching for the benefit of learners.
CPD with support funds is definitely better that one without.
APPLICATION: Let’s apply what you learned
1. How does this proverb relate to CPD?
“ a Much- used plow shines; stagnant waters stink.
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2. If a caterpillar is meant to become a butterfly and seed to grow into a tree that gives shelter or bears fruit,
whatever is its nature, what is a professional meant to become?
3. Study the career progression for professional teachers from the board for professional teachers of the
Professional Regulation Commission. With CPD in mind, give two thoughts related to CPD that you can
derive from this career path.
CAREER PROGRESSION FOR PROFESSIONAL TEACHERS
Years of teaching Phases of the teacher’s lifelong career Stages in the teacher’s PQF
Development Continuum level
1-3 Induction Teacher 1 6
4-8 Self- Assessment Teacher 2
9-15 Experimentation career Progress Master teacher 1 7
Department Head
16-24 Self- Reassessment Master teacher 2
Principal 1
25-32 Frustration satisfaction2 Master 3 8
Supervisor/ Director
33-40 Bitter serene Master teacher 4
Disengagement Disengagement superintendent
41 and more Total extension of Disengagement Emeritus teacher3
Employment (active retired teacher
4. Formulate your annual Personal CPD plan. Regardless of the format/ template you will use. Make
sure that:
A. The CPD plan responds to your need to improve yourself as a person and as a professional teacher.
B. You state that need/ objective specifically and clearly.
C. Your activities, resources are aligned to your objective and are complete and adequate.
A. Your plan is simple and doable, caSnubmemaaccroymplished in a year because this is an annual CPD plan.
One cannot give what one does not have. A teacher who embraces Continuing Professional Development will have
more to give to his/her students and to all others whom he/she serves.
The CPD act of 2016 requires every professional teacher go to through CPD. CPD units are a requirement for the
renewal of professional licenses.
Let us learn from the CPD practices of countries which are known for their sterling school performance. Finland
and New Zealand have institutionalized CPD and so set time for CPD within the teachers’ teaching schedule. In
new Zealand, teacher observe other teachers, attend professional development activities, courses and work on
curriculum, mentor teachers deliberately and spend time to observe and confer with beginning teachers.
Japan is well-known for its lesson study where a teacher demonstrates a lesson as he/she is observed by his/her
colleagues. The demonstration lesson is open to critiquing by fellow teachers for professional development.
Singapore has its lesson study, too, in addition to teacher- Researcher Networks, lesson Study and other forms of
“Learning Circles.”
Based on the professional development practices and experiences of high- performing countries, we can say that a
CPD that works is 1) continuous; 2) Collaborative; 3) Focused on a specific teacher need; 4) Job- embedded; 5)
given enough time and 6) funded. The one- shot workshops that teachers bemoan don’t work.
CHECK FOR UNDERSTANDING

1. Why is CPD is necessary for professional teachers?
I. To continuously improve their professional and personal competence
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II. To be at par with other professionals
III. To abide by the CPD Act of 2016
A. I,II and III B.II and III C.I and III D.III
2. Which statement/s on CPD is /are CORRECT? – Analysis
I. A professional teacher may earn CPD units through self- Directed learning.
II. One mode of CPD is through productive scholarship.
III. All credit units earned by a professional shall be accumulated and transferred in accordance
with the pathways of equivalences of the PQF.
A.I and II B.I and III C.I, II and III D.II and III
3. Which is a proof that a professional teacher demonstrates a genuine desire for CPD? –
Analysis A.Goes through CPD even if it is not required by law
B. Do CPD for promotion
C. Go for CPD as mandated
D. Do CPD because everybody does it
EVALUATION
Interview teachers who have been teaching for 3 years, 5 years and more than 5 years. Ask each of them
how they go through Continuing Professional Development. Write your findings in the matrix given below.
SYNAPSE STRENGTHENERS
1. “One of the dumbest things you can do in your own career is stay for years when you
are comfortable.’ What message does this have on teacher’s CPD?
2. Teaching is a “learning profession.” What does this mean?
3. PQF and AQRF are qualifications framework? What are they? What does each mean?
What have they do with CPD?
4. Study “ Journey Towards Basic Education Curriculum” In Appendix F. What message
do these curricular reforms tell you?
REFLECTION
Will I as a professional teacher go through CPD even if not mandated by law?
CHAPTER 8PHILOSOPHIES OF EDUCATION
INTRODUCTION:
We are heirs to rich philosophical heritage. Passed on to us are a number of philosophies of various
thinkers who lived before us. These thinkers reflected on life in this planet. They occupied themselves searching
for answers to questions about human existence. These existential questions come in different versions- “ what is
life?” “ who I am?” “why am I here?”or “ what am I living for?” “what is reality?” “is the universe real?” “what
is good to do?” “how should I live life meaningfully?” and the like. In the school context, these existential
questions are: “why do I teach?” “what should I teach?” “how should I teach?” “what is the nature of the
learner?” “how do we learn?” etc. these questions are philosophical questions. They are tackled in the subject,
philosophies of education.
OUR PLHEILSOSOSONP1HICAL HERITAGE:
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PHILOSOPHIES OF EDUCATION
LEARNING OUTCOME
Explain at least seven philosophies of education
INTRODUCTION
Lesson 1 is focused on at least seven philosophies of
education. Each philosophy has itsown answer to question like “what is the nature of
the learner,” how does he/she learn, what should I teach him/her.
ACTIVITY: let’s do these

An exercise to determine your educational philosophy
Find out to which philosophy you adhere. To what extent does each statement always, 3 if
you agree but not always, 2 if you agree sometimes, and 1 if you don’t agree at all.
Statement 1 2 3 4
1. There is no substitute for
concrete in learning.
2. The focus of education should be
the ideas that are as relevant
today ass when they
were first conceived.
3. Teachers must not force their
students to learn the subject
matter if it does not interest
them.
4. Schools must develop
student’s capacity to reason by
stressing on a humanities.
5. In the classroom, student must be
encouraged to interact with one
another to develop social virtues
such ass cooperation
and respect.
6. Students should read and
analyze the great books, the
creative works of history’s
finest thinkers and writers.
7. Teachers must help students
expand their knowledge by
helping them apply their
previous experiences in
solving new problems.
8. Our course of study should be
general, not specialized;
liberal, not vocational;
humanistic, not technical.
9. There is no universal, inborn
human nature. We are born and
exist and then we ourselves
freely determine our
essence.
10. Human beings are shaped by
their environment.
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11. School should stress on the
teaching of basic skills.
12. Change of environment can
change a person.
Curriculum should emphasize on
13. the traditional disciplines such as
math, natural science,
history, grammar, literature.
Teacher cannot impose
14. meaning of what they are
taught.
15. School should help individuals
and accept responsibility for
their thoughts, feelings and
actions.
Learners produce knowledge
16. based on their experiences.
For the learner to acquire the
17. basic skills, he/she must go
through the rigor and discipline
of serious study.
The teacher and the school
18. head must prescribe what is
important for the students to
learn.
The truth shines in an
19. atmosphere of genuine
dialogue.
Statement 1 2 3 4
20. A learner must be allowed to learn at
his/her own pace.
21. The learner is not a blank slate but
brings past experience and cultural
factors to the learning situation.
22. The classroom is not a place where
teachers pour knowledge into
empty minds of students.
23. The learner must be taught how to
communicate his ideas and
feelings.
24. To understand the message from
his/her students, the teacher must
listen not only to what his/her
students are saying but also to
what they are not saying.
25. An individual is what he/she
chooses to become not dictated by
his/her environment.
Interpreting your scores: if you have 2 answers of 2/4 in numbers:
1,3,5,7 you are more of progressivist 2,4,6,8,

you are more of a perrenialist
9,15,20,25 you are more of an existentialist 10,12
you are more of a behaviourist 11,13,17,18
you are more of an essentialist
14,16,21,22 you are more of a constructivist
19,23,24 you are more of a linguistic philosopher
If youAnhaalvyesis2: lsect’osrAensaolyfz4e in several of the 7 clusters, you have an

electric philosophy which means you put the philosophies together. If your scores are less
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than 4, this means that you are not very definite in your philosophy. Or if your scores are
less than 3 in most of the items, this means your philosophy is quite vague.
ABSTRACTION: LET’S ADD TO WHAT YOU KNOW
After you have gotten an idea on the philosophy/ies you learn let us know more about
each of them, (http://en.wikipedia.org/wikiphilosophy_of_ education.)
Seven philosophies of education:

 Constructivism
Why teach. Constructivist sees to develop intrinsically motivated and
independent learners adequately equipped with learning skills for them to be
able to construct knowledge and make meaning of them.
What to teach. The learners are taught how to learn. they are taught learning
processes and skills such as searching, critiquing and evaluating information,
relating these pieces of information, reflecting on the same, making meaning
out of them, drawing insights, posing questions, researching and constructing
new knowledge out of these bits of information learned.
How to teach. In the constructivist classroom, the teacher provides students

with data or experiences that allow them to hypothesize, predict, manipulate
objects, pose questions, research, investigate, imagine, and invent. The
constructivist classroom is interactive. Kit promotes dialogical exchange of
ideas among learners and between teacher and learners. The teacher’s role is
to facilitate this process.
Knowledge isn’t a thing that can be simply deposited by the teacher into the
empty minds of the learners. Rather, knowledge is constructed by learners
through an active, mental process of development; learners are the builders
and creators of meaning and knowledge.
Their minds are not empty. Instead, their minds are full of ideas waiting to be
“midwifed” by the teacher with his/her skilful facilitating skills.
 Essentialism
 Why teach. This philosophy contends that teachers teach for learners to
acquire basic knowledge, skills and values. Teachers teach “not to
radically reshape society but rather to transmit the traditional moral
values and intellectual knowledge that students need to become model
citizens.”
 What to teach. Essentialist programs are academically rigorous. The
emphasis is on academic content for students to learn the basic skills or
the fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct- as
these are essential to the acquisition of higher or more complex skills
needed in preparation for adult life. The essentialist curriculum
includes the “traditional disciplines such as math, natural science,
history, foreign language, and literature. Essentialists frown upon
vocational courses…” or other courses with watered down academic
content… the teachers and administrators decide what is most
important for the students to learn and place little emphasis on student
interests, particularly when they divert time and attention from the
academic curriculum.
 How to teach. Essentialist teachers emphasize mastery of subject
matter. They are expected to be intellectual and moral models of
their students. They are seen as “fountain” of information and as
“paragon of virtue,” if ever there is such a person. To gain mastery
of basic skills, teachers have to observe “core requirements, longer
school day, a longer academic year…”
With mastery of academic content as primary focus, teachers rely
heavily on the use of prescribed textbooks, the drill method and other
methods that will enable them to cover as much
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academic content as possible like the lecture method. There is a heavy
stress on memorization and discipline.
 Progressivism
 Why teach. Progressivist teachers teach to develop learners into becoming
enlightened and intelligent citizens of a democratic society. This group of
teachers teaches learners so they may live life fully NOW not to prepare them
for adult life.
 What to teach. The progressivists are identified with need-based and
relevant curriculum. This is a curriculum that “responds to students’ needs
and that relates to students’ personal lives and experiences.”
Progressivists accept the impermanence of life and the inevitability of change.

For the progressivists, everything else changes. Change is only thing that does
not change. Hence, progressivist teachers are more concerned with teaching the
learners the skills to cope with change. Instead of occupying themselves with
teaching facts or bits of information that are true today but become obsolete
tomorrow, they would rather focus their teaching on the skills or processes in
gathering and evaluating information and in problem- solving.
The subjects that are given emphasis in progressivist schools are the “natural
and social sciences.” Teachers expose students to many new scientific,
technological, and social developments, reflecting the progressivist notion that
progress and change are fundamental… in addition, students solve problems
in the classroom similar to those they will encounter outside of the
schoolhouse.
 How to teach. Progressivist teachers employ experiental methods. They believe
that one learns by doing. For john Dewey, the most popular advocate of
progressivism, book learning is no substitute for actual experience. One
experiential teaching method that progressivist teachers heavily rely on is the
problem-solving method. This problem- solving method makes use of the
scientific method. (You will learn more of this in your principles and strategies
of teaching.
Other “hands-on-minds-on-hearts-on” teaching methodology that
progressivist teachers use are field tips during which students interact with
nature or society. Teachers also stimulate students through thought-provoking
games, and puzzles.
 Perrenialism
 Why teach. We are all rational animals. Schools should, therefore,
develop the students’ rational and moral powers. According to
Aristotle, if we neglect the students’ reasoning skills, we deprive them
of the ability to use their higher faculties to control their passion and
appetites.
 What to teach. The perrenialist curriculum is a universal one of the
view that all human beings possess the same essential nature. It is
heavy on the humanities, on general education. It is not a specialist
curriculum but rather a general one. There is less emphasis on
vocational and technical education. Philosopher Mortimer Adler
claims that the “Great Books of an ancient and medieval as well as
modern times are a repository of knowledge and wisdom, a tradition
of culture which must initiate each generation.” What the perennialist
teachers teach are lifted from the Great Books.
 How to teach. The perennialistclassroom are ‘centered around
teachers.” The teachers do not allow the students’ interest or
experiences to substantially dictate what they teach. They apply
whatever creative techniques and other tried and true methods which
are believed to be most conducive to disciplining the students’ minds.
Students engaged in Socratic dialogues, or mutual inquiry sessions to
develop an understanding of history’s most timeless concepts.”
 Existentialism
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 Why teach. The main concern of the existentialist is “to help
students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts,
feelings and actions.” Since ‘existence precedes essence’, the
existentialist teacher’s role is to help students define their own
essence by exposing them to various paths they take in life and by
creating an environment in which they freely choose their own
preferred way. Since feeling is not divorced from season in decision
making, the existentialist demands the education of the whole
person, “not just the mind.”
 What to teach.”In an existentialist curriculum, students are given a

wide variety of options from which to choose.” Students are afforded
great latitude in their choice of subject matter. The humanities,
however, are given tremendous emphasis to “provide students with
vicarious experiences that will help unleash their own creativity and
self-expression. For example, rather than emphasizing historical
events, existentialists focus upon the actions of historical individuals,
each of whom provides possible models for the students’ own behavior.
…Moreover, vocational education is regarded more as a means of
teaching students about themselves and their potential than of earning
a livelihood. In teaching art, existentialism encourages individual
creativity and imagination more than copying and imitating
established models.”
 How to teach. “Existentialist methods focus on the individual.

Learning is self-paced, self-directed. It includes a great deal of
individual contact with the teacher, who relates to each student openly
and honestly. To help students know themselves and their place in
society, teachers employ values clarification strategy. In the use of
such strategy, teachers remain non- judgemental and take care not to
impose their values on their students since values are personal.”
 Behaviourism
 Why teach. Behaviorist schools are concerned with the modification
and shaping of students’ behavior by providing for a favourable
environment, since they believe that they are a product of their
environment. They are after students who exhibit desirable behavior in
society.
 What to teach. Because behaviourists look at “people and other
animals…as complex combinations of matter that act only in response
to internally generated physical stimuli,” behaviourist teachers teach
students to respond favourably to various stimuli in the environment.
 How to teach. Behaviorist teachers “ought to arrange environmental
conditions so that students can make the responses to stimuli.
Physical variables like light, temperature, arrangement of furniture,
size and quantity of visual aids have to be controlled to get the desired
responses from the learners…teachers ought to make the stimuli clear
and interesting to capture and hold the learners’ attention. They
ought to provide appropriate incentives to reinforce positive
responses and weaken or eliminate negative ones.’ (Trespeces,1995)
linguistic philosophy
Why teach. To develop the communication skills of the learner because
the ability to articulate, to voice out the meaning and values of things
that one obtains from his/her experience of life and the world is the
very essence of man. It is through his/her ability to express
himself/herself clearly, to get his/her ideas across, to make known to
others the values that he/she has imbibed, the beauty that he/she has
seen, the ugliness that he/she rejects and the truth that he/she has
discovered.
Teachers teach to develop in the learner the skill to send
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messages clearly and receive messages correctly.
What to teach. Learners should be taught to communicate clearly
- How to send clear, concise messages and how to receive and correctly
understand messages sent. Communication takes place in three(3) ways- verbal,
nonverbal, and paraverbal. Verbal component refers to the content of our
message, the choice and arrangement of our words. This can be oral or written.
Nonverbal component refers to the message we send through our body
language while paraverbal component refers to how we say what we say- the
tone, pacing and volume of our voices.
There is need to teach learners to use language that is correct, precise,

grammatical, coherent, accurate so that they are able to communicate clearly
and precisely their thoughts and feelings. There is need to help students expand
there is need to teach the learners how to communicate clearly through non-
verbal means and consistently through paraverbal means.
There is need to caution the learners of the verbal and nonverbal barriers to
communication.
Teach them to speak as many languages as you can. The more languages
one speaks, the better he/she can communicate with the world. A
multilingual has an edge over the monolingual or bilingual.
How to teach. The most effective way to teach language and communication is
the experiential way. Make them experience sending and receiving messages
through verbal, nonverbal and paraverbal manner. Teacher should make the
classroom a place for the interplay of minds and hearts. The teacher facilitates
dialogue among learners and between him/ her and his/her students because in
the exchange of words there is also an exchange of ideas.
APPLICATION:Let’s apply what you learned
You will be grouped into philosophies, constructivism, essentialism, perennialism, progressivism,

behaviourism, existentialism, linguistic philosophy.
Agree on which group will be:

1. Contructivists
2. Existentialists
3. Progressivists
4. Essentialists
5. Perennialists
6. Behaviourists
7. Linguistic philosophers
Which advice will you give?
For the essential group- students are not interested in the lesson.
For the perennialist group- student want to specialize and belittles general education
subjects.
For the progressivist group- parents question students’ community immersion for
it poses certain risks
For the behaviourist group- teachers tells students from deprived homes: “ if there’s
a will, there’s a way. Poverty is not a hindrance to success.
For the existentialist group- a colleague asks you to make the decision for her fear
that she may make the wrong decision.
For the constructivist group- teacher does not accept meanings of lessons derived
by students; teacher’s meaning and understanding are the only one’s acceptable.
For the linguistic philosopher- students are not made to talk; they just listen with
teacher doing all the taking.
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Summary: we have a very rich philosophical heritage. But only seven
philosophies were discussed here: essentialism, progressivism, perennialism,
existentialism, behaviourism, linguistic philosophy and constructivism. The
rest are assigned to you as research work. The seven philosophies differ in
their concepts of the learner and values, in why do we teach (objectives), what
should be taught (curriculum) and how should the curriculum be taught
(teaching strategies. However, there exist also some similarities among the
philosophies.

1. Understanding the philosophies. Answer each with a YES or NO. if your answer
is NO, explain your answer in a sentence.
Essentialism
1. Do essentialists aim to teach students to reconstruct society?
2. Is the model citizen of the essentialist the citizen who
contributes to the re-buliding of the society?
3. Do the essentialist teacher give up teaching the basics if the
students are not interested?
4. Do the essentialist teacher frown on long academic calendar and
core requirements?
Progressivism
1. Do the progressivist teachers look at education as a
preparation for adult life?
2. Are the students’ interests and needs considered in a
progressivist curriculum?
3. Does the progressivist curriculum focus mainly on the facts
concepts?
4. Do the progressivist teachers strive to stimulate in the
classroom in life in the outside world?
Perennialism
1. Are the perennialist teachers concerned with the students’
mastery of the fundamental skills?
2. Do the perennialist teachers see the wisdom of ancient,
medieval and modern times?
3. Is the perennialist curriculum geared towards specialization?
4. Do the perennialist teachers sacrifice subject matter for the sake
of student’s interest?
Existentialism
1. Is the existentialist teacher after students becoming specialist in
order to contribute to society?
2. Is the existentialist concerned with the education of the whole
person?
3.is the course of study imposed on students in the existentialist
classroom?
4. Does the existentialist teacher make heavy use of the
individualized approach?
Behaviourism
1. Are behaviourists concerned with the modification of students/
behavior?
2. Do behaviourist teachers spend their time teaching their
students on how to respond favourably to various environmental
stimuli?
3. Do behaviourist teachers believe they have control over some
variables that affect learning?
74
4. Do behaviourist teachers believe that students are a product of
their environment?
Linguistic philosophy
1. Do linguistic philosophers promote the study of language?
2. Is the communication that linguistic philosophers encourage
limited to verbal language only?
3. Do linguistic philosophers prefer the teacher who dominates
discussion to save time to a teacher who encourages dialogue?
4. Is the curriculum of the linguistic philosopher open to the learning as
many languages, like Mother Tongue, as possible?
Constructivism
1. Does the constructivist agree to a teaching methodology of
“telling?”
2. Do constructivist believe that students can construct
knowledge?
3. Do constructivists approve of teaching learners the skill to
learn?
4. Do constructivist believe that meaning can be imposed? (for
your key to correction, refer to page 212-213.)
II. Test your mastery. YOU MAY NEED TO RESEARCH FURTHER

IN ORDER TO GAIN MASTERY. The first exercise in this lesson (An
exercise to determine Your life Philosophy) May help.
To which philosophy does each theory of man belong? A

person:
1.is a product of his environment.

2. Has no universal nature.
3. Has rational and moral powers.
4. Has no choice; he is determined by his environment.
5.can choose what he can become.
6.is a complex combination of matter that responds to physical
stimuli
7. Has to free will.
8.has the same essential nature with others
9. Is a rational animal/
10. First exist then defines him/herself
11.is a social animal who learns well through an active interplay with
others
12. Is a communicating being.
13. Is a maker of meaning
14. A constructor of knowledge
( foiur your key to correction, refer to page 211.)

RESEARCH CONNECTION
Research on rationalism, reconstructionism and pragmatism. Your research

problem is what should be taught and how should these be taught? State
your findings, conclusions and recommendations. Use the matrix below.
Problem Research methodology
Source: (bibliographical
Findings entry format
75
conclusions
SYNAPSE STENGTHENERS
1. Read section 5 of RA 10533, the enhanced basic education Act of 2013 in
Appendix G on which philosophies of education is the K to 12 curriculum
anchored?
2. Read excerpts from RA 8980 in Appendix H on which philosophies of
education is ECCD anchored?
LESSON
Formulating My Philosophy of Education
2
Learning outcome
Formulate my philosophy of education
INTRODUCTION
You have been acquainted with various, philosophies. With which do you
identify yourself? What is your personal philosophy of education? You are
expected to formulate it in this second lesson.
Your philosophy of education is your “window” to the world and
“compass” in life. Hence, it may be good to put the philosophy of education
in writing. You surely have one just as everybody has only that sometimes it
is not well articulated. Your philosophy of education is reflected in your
dealings with students, colleagues, parents and administrators. Your attitude
towards problems and life as a whole has an underlying philosophy. In this
lesson, you will articulate your thoughts on you perceive the learner, on
what are the right values, on what and on how you must therefore teach. If
you articulate your philosophy of education, you will find yourself more
consistent in your dealings with other people, in your actions and decisions.
As a teacher you have tremendous power. You can make a difference in the life of the
young.
In this lesson, you will formulate your philosophy of education. this should give you
direction on what you should do and to be your students to ban agent of change. All in all
your philosophy of education must spell out very clearly what you and how you should
teach, how you should relate to your students to make a difference.
ACTIVITY: let’s read these

Here is a simple of philosophy of education.
Study the example of Teacher Macrina’s Philosophy of Education given below.
My philosophy of Education as a grade school teacher I

believe that every child
 Has a natural interest in learning and is capable of learning.
 Is an embodied spirit.
 Can be influenced but not totally by his/her environment.
 Is unique, so comparing a child to other children has no basis
 Does not have an empty mind, rather is full of ideas and it is my task to draw out
these ideas.
I believe that there are unchanging values in changing times and these must
76
be passed on to every child by my modelling, value inculcation and value
integration in my lessons.
I believe that my task as a teacher is to facilitate the development of every child to
the optimum and to the maximum by:
 Reaching out to all children without bias and prejudice towards the “least” of the
children
 Making every child feel good and confident about himself/herself through
his/her experiences of success in the classroom
 Helping every child master the basics skills of reading, communicating in oral
and written form, arithmetic and computer skills
 Teaching my subject matter with mastery so that every child will use his/her basic
skills to continue acquiring knowledge, skills and values for him/her to go beyond
basic literacy and basic numeracy
 Inculcating or integrating the unchanging values of respect, honesty, love and care
for others regardless of race, ethnicity, nationality, appearance and economic status
in my lessons
 Consistently practicing these values to serve as model for every child
 Strengthening the value formation of every child through “hands-on-minds- on-
hearts-on” experiences inside and outside the classroom
 Providing every child activities meant to develop the body, the mind and the spirit
 Teaching not only what to learn but more important how to learn
Analyze the given example in your small groups, then answer the following questions:
1. Which of the philosophies studied in lesson 1 are reflected in the given
philosophy?
2. What are teacher Macrina’s concept/s of the learner?
3. Who, according to teacher Macrina’s philosophy, is the good and

educated person?
4. What is the teacher’ concept on values?
5. What does teacher Macrina believe to be her primary task?
6. Do her concepts of the learner and the educated person match with how
she will go about her task of facilitating every child’s full development?
7. You notice that the teacher Macrina’s thoughts on the learner, values
and method of teaching begin with the phrase “I believe.” Will it make a
difference if she writes her philosophy of education in paragraph from using
the third person pronoun?
8. Why is one’s philosophy of education said to be one’s “window” to the

world or “compass” in life?
77
ABSTRACTION: Let’s add to what you already know
Your philosophy of education is your concept of the learner, concept of what must be
taught and how this must be taught. These thoughts are the bases of your actions and
decisions when you prepare to teach and when you teach.
Teacher Macrina subscribes to the Christian philosophy because she believes that the
learner is an embodied spirit and she wants to provide every child with activities that are
meant to develop the learner’s body, mind and spirit. The fact that she is mindful of the
development of the mind and spirit. the fact that she is mindful of the development of the
mind makes her a rationalist. Because she is after the wholistic development of the learner-
body, mind and spirit- she is also humanist in thinking and in practice.
She also believes in the behaviourist philosophy because she accepts that the
learner can be influenced by the environment. However, she does not totally adhere to the
behaviourist philosophy because she does not agree that the learner can be totally
influenced by his environment. Teacher Macrina is constructivist in philosophy because
she does not agree that the learner has an empty mind (John Locke’s tabula rasa), rather
she believes that the child is full of ideas and it is her task to draw out these ideas.
Teacher Macrina is also essentialist in orientation. She is convinced that her primary
task is the child’s mastery of the basic skills of reading, communicating in oral and written
form, arithmetic and computer skills. she believes that mastery of these basic skills prepares
the child to go beyond the basics. Her behaviourist philosophy makes her work hard for
every child to experience success which surely contributes to a favourable learning
environment.
Teacher Macrina is also essentialist and perennialist in thinking. She believes in

unchanging values of respect, honesty, love and care for others regardless of gender, race,
ethnicity. Nationality, appearance and economic status and therefore inculcates them in her
lessons.
She is also cognitivist in thinking and practice because like Bruner, she believes that
modelling these values is the most effective way to teach these values.
She wants to make use of hands-on-minds-on-hearts-on” experiences inside and outside
the classroom. this makes her a progressivist. Teacher Macrina applies the
progressivist’sdictum,learning by doing and the whole world (outside the classroom) is a
classroom. She is also progressivist in the sense that she teaches learners not only subjects
matter but also how to learn.
This is how one’s philosophy of education governs one’s practice as a teacher.
APPLICATION: Let’s apply What you learned
With Teacher Macrina’s philosophy of education as an example, formulate your own

philosophy of education. (By the way, when you apply for a teaching job at the Department
of Education, you will be asked to write your own philosophy of education.)
78
Summary:
It is important that you make explicit your philosophy of education. Your
. philosophy of education is your “window” to the world and “compass” in life.

Your philosophy is your own thought and formation, never formulated for
you by another that is why you were advised to begin stating it with the
phrase “I believe.” It is best to state it in the concrete not in the abstract like
a theory because this is your blue print go daily life.
A. Read Teacher Macrina’s philosophy of Educaation. Then answer the questions that
follow:
1. Does teacher Macrina have a clear philosophy on how she should teach
values?- Evaluation
A. YES
B. Somewhat
C. No
D. Not at all
2. Which teaching methodology statement should I formulate if I cling to the
progressivist philosophy of education?- Creating
A. I will make students learn by doing; less teachers talk, more student talk.
B. I will make students learn by listening; less student talk, more teacher talk
C. Teaching- learning takes place only in the classroom.
D. Teaching- learning is best with the full use of the chalkboard.
3. I am a progressivist. For teaching in the affective domain, which will from part
of my philosophy of education?- Creating
A. I will inculcate values in my lessons.
B. I will engage my classes in values clarification.
C. I will not do any sort of value education considering pluralistic values.
D. I will impose objective values to my students
Research connection
Research on at least one formulated philosophy of education then summarize the

teacher’s concept of the learner and how the teacher should relate to the learner,
important subject matter to be taught, how that subject matter should be taught.
1. What are the consequences of the absence of a teacher’s lack of a clear

philosophy of education?
79
2. Read the quote at the beginning of this lesson. How does the quote relate to a teacher
formulating his/her philosophy of education?
3. Print your philosophy of education and put it in a special place on your working table.
This should serve as an everyday reminder of what you should be and what you
should do as a teacher.
Teaching, the Noblest of all Professions

lesson 9
LEARNING OUTCOMES:
Cite reasons why teaching is said to be the noblest of all professions

Commit to the teaching profession, the noblest of all profession.
INTRODUCTION
Teaching has a lot of demands. That is why only a few answer the call to teach. Even for
those who respond to the call, sometimes their response is half-hearted because they find
themselves in situation where there is no other choice. Or if finally, they become
professional teachers they introduce themesleves as teacher “lang” (meaning teacher
only) or leave after three or four years of teaching. Only a few embrace it as their
mission while on earth. Yet, it is has always been described as the noblest profession.
Activity: Let’s view and discuss
View the moving story of teddy and Ms. Thompson at Youtube tilted “three letters
from Teddy.”
Analysis:Let’s do Analyze
1. What do you like most in the story? Why?

2. Do you know of a student who is similarly situated as “Teddy?”
3. Did you ever have a “Ms. Thompson” in your life?
4. Any lesson learned?
Share your answers with your group.
ABSTRACTION/GENERALIZATION let’s add to what you’ve learned
The story of teddy must have touch you a lot. I have seen it and presented it
to audiences a number of times and it has always touched me. Let us
remember that three are a lot of “Teddy’s” in our classes. But there may be
just a few “Ms. Thompson’s” in the classrooms. The like “Ms.Thompson“ as
a teacher is said to be an “endangered, disappearing species.” “hopefully, the
story touched you so much that starting from now you vowed to belike
“Ms.Thompson” to all your students in the future and so the like of
“Ms.Thompson” multiplies.
80
Convinced of the nobility of the teaching profession, Henry Adams also said,
“A teacher affects eternity; no one knows where his influence stops.”
John Steinbeck, Nobel and Pulitzer Prize- winning American novelist,
claims
“ Teaching might even be the greatest of the arts since the medium is the
human mind and spirit.” While the artist works on canvass, the teacher works
on the human mind and heart.
The greatest men and women in history were teachers- Socrates, Plato,
Aristotle, Confucius. Lao tsu, Sidhadharta Gautama, Jesus Christ. Their
teachings have transformed the individual and collective lives of their
followers and their worlds. Their teachings reverberate up to the present. An
old anecdote about teaching and teacher may convinced you more that you
are preparing for a profession which is the noblest of all professions. It is
considered the mother of all professions. teachers me share it with you
anyway.have a special place in heaven. Agree or disagree? Read “ their
special place in heaven ‘ lifted from teacher teacher: A Tribute to teachers
everywhere published by the technological Institute of the Philippines on the
occasion of its 50thFloundation Anniversary. This is old story told again and
again, but let me share it with you anyway.
The special place in
heaven By Cynthia
FerrerGubler
At the gates of heaven, Saint Peter stood, resplendent, holding the keys to heaven. Before him snaked a very long
line of people eager to pass through the portals of heaven.
Saint peter asked the man at the head of the line
Saint Peter asked the man at the head of the line a simple
question: ‘why, dear sir, should I let you enter heaven?”
the man replied: “I am a doctor. In my lifetime, I saved lives, curved the sick and gave them and their families a
better quality of life.”
To which Saint Peter commented: ‘Remarkable. You may enter through the gates of paradise and enjoy your
rightful place.”
Next in line was a woman dressed in a no-nonsense business suit.

Saint Peter asked her the same. “Why should I let you enter heaven, dear woman? “and she replied: “I’m an
entrepreneur. I gave people decent jobs, paid them well enough for them to feed, clothe, shelter and afford
their families the niceties of life.”
“ah, said Saint Peter. “Indeed that is remarkable as well.

But, of course, you may enter heaven.”
A young man in uniform stepped up and faced Saint Peter and to the same question, he responded: “ I am a
policeman.
In my lifetime, I came to the succor of the citizenry, protected
It against criminals who plagued the streets down on earth.”
Saint peter was impressed, and gave the young man a pass to enter through the gates o heaven.
81
Soon, it was the turn of a dignified elderly man, who did not wait for Saint Peter to pose him the question, and
offered his reason: “I am a lawmaker. I crafted laws and policies for the benefit of all the stakeholders of society,
prescribing their rights and violations, thereof.”
Impressed with the lawmaker’s credentials, Saint Peter let him through, without any hesitation.
Fast on the heels of the lawmaker, a young woman, austerely dressed, came up front. “Tell me, young lady, why
should I let you in?” Saint peter asked. She replied, “I am a lawyer,
Saint Peter. To the best of my abilities, I defended the rights of victims and, at times, the rights of the accused,
just as vigorously.”
“commendable !” roared Saint Peter in delight.
Saint Peter now faced a middle-aged man with rimmed glasses.

The man heard the question that St. Peter had posed those ahead of him, and he had a ready answer: “I am a
scientist, dear Saint Peter. O helped unlock the secrets of life and the secrets of the fields: research, technology,
among others. And in doing to, I assureyou, I never lost my awe and wonder of the Creator of such majesty and
gandeur as the universe.”
Saint Peter could not contain his delight and permitted the man to enter heaven.
In stark contrast to the scientist who left, a tall, dignified man in a well-cut Italian suit and handmade silk tie
stepped up in front of the line. My dear man, Saint Peter said, feeling more loquacious. “You must agree that I
did well letting the scientist into heaven, pray, tell me, why I should let you through the gates of heaven: And to
this, the man replied: I am diplomat. With all my God- given skills very hard to eradicate the scourge of war that
has visited peoples time and time again and devastated scores and score generations to the human race.”
“but of course, a peacemaker,” Saint Peter murmured appreciatively.” Do take your place in heaven as promised
to peacemakers.”
This line of questioning continued down the line of souls

Who stood before Saint Peter, eager to disclose to him their
Right to enter heaven: farmer, architect, fisherman, engineer;
Bus driver, household help, actor, comedian; banker, parent,
Computer analyst, financier; politician, chief executive officer, country president, chef.
Finally, the last person in the line stood before Saint Peter. It had been a long day, and he was pleased that he did
not have to turn anyone away. He looked at the simple woman before him and asked the same question for the
last time that day.
“My dear lady, thank you so much for waiting so patiently for your turn. Now, tell me, why should I let you into
heaven?
And the elderly woman responded, without rancor or

Recriminations at being heard last: “Dear Saint Peter…This is why you should let me through the gates into
heaven. Those people who entered a head of me…they became who they were…Because of me.”
In a mixture of pride and humility, she continued: “”I am their teacher.
Saint Peter silently nodded, breaking into a smile. His job for the day had ended. He locked the gates of heaven,
only after the teacher stepped in for her just deserved reward.
Indeed, a teacher is powerful. You are in a very noble profession where you help others become what they want to
be. You are in a profession where you can touch lives and so affect eternity. In the united states National Teacher
of the year Award. A significant finding was: eighty- eight percent (88%)of one thousand (1000)- americans age
18 and older who surveyed- identified at least one teacher who had a significant positive impact on their life.
(Saenz,2012)
A teacher has the power to touch lives and make a difference in peoples’ lives. “ the influence of a good teacher
can never be erased,” says one quotable quote. Just remember the moving story of Teddy and Ms. Thompson.
82
May you be a Ms. Thompson” to all your students in the future. If you do that, you prove to the world that
teaching, indeed, is a noble profession.
Congratulations, you choose the noblest of all professions.May you find Fulfillment in your profession!
APPLICATION: let’s apply what you learned
Complete the statement:
I am a convinced that I have chosen the noblest profession

because
ans so I commit, therefore
2. Read the quote found

beneath the title of this lesson and in a sentence or two connect it to teaching as the noblest profession.
3. Make your own quotable quote on teaching as the noblest profession.
Summary:
Teaching is the noblest of all professions because in teaching we help develop people. we work with human
minds and hearts to help persons become more human. Teaching is touching lives. In that way. Teachers help
shape the future.
1. Henry Adams said: “ A teacher affects eternity; no one knows where his influence stops.” What does
this quotation imply?- Analysis
A. A teacher has a power to influence generations.
B. A teacher lives long because he enjoys influencing his students.
C. Teaching is eternity; there is no end to it for as long as there are children.
D. A teacher is so powerful that he cannot help but influence learners.
2. William Garr said: “People who introduce themselves with the shame remark that they are “just
teachers” gives me despair in my heart.” Based on this quote, how does William Garr want teachers to
behave?
A. Give up teaching
B. Look everyone squarely in the eye and say “ I am a teacher!”
C. Compare teaching with the other professions.
D. Work for selective admission of candidates to the teaching
83
1. The doctors, the lawyers and all other professionals also claim their profession to be the noblest?
Do you agree? Why or why not?
2. What advantages does the practice of the teaching profession have over that the other
professions?
e.g teaching deals with healthy clients (learners). Doctors deal with sick patients, lawyers
deal with people at their lowest moment because they are in trouble
3. Add to the list of the advantages of teaching as a profession.
4. Make your own story of a teacher to prove that teaching is the noblest of all professions.
Reflection:
Are you proud to be teacher because you belong to the noblest profession? Write your reflections here.
84

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THE TEACHING PROFESSION

Modules for the New Normal Setting

Name: Course & Year:_____________

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Coverage of the Module

Module V – On Becoming a Global Teacher-------------------------------------Week 9 & 10

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module I - Teaching as a Profession

“Without hard work and discipline it is difficult to be a top professional”

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

ACTIVITY: Let’s read these

 TEACHING AS A VOCATION AND MISSSION

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

A great school is filled with teachers involved in a mission of teaching.

*Adapted from Ministry or Job by Anna Sandberg

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

 Teaching and life of meaning

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

The Teacher as a Professional

The Demands from the Teacher as a Professional

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

C. James Stronge -Teacher effectiveness Performance Evaluation System (TEPES)

System: Seven performance standards:

1. Teachers demonstrate leadership

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Table 1.Comparison of the 4 Models on Teacher Effectiveness

Danielson Stronge McREL Marzano

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

APPLICATION: LET’S APPLY WHAT YOU LEARNED

If I speak interestingly, effectively, and well,

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

THE CODE OF ETHICS FOR PROFESSIONALTEACHERS: THE PREAMBLE AND ARTICLE 1

SCOPE AND LIMITATIONS

THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS:

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

ABSTRACTION: LET’S ADD TO WHAT YOU KNOW

B. THE TEACHER AND THE COMMUNITY

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Harmonious official relations Disparaging the community

C. The Teacher and the Parents

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

The Teacher and the Learners

ARTICLE VIII. THE TEACHER AND THE LEARNERS

B. The Teacher and the Teaching Community

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

ABSTRACTION: Let’s add to what you know

C.THE TEACHER AND HIGHER AUTHORITIES

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

ABSTRACTION: Let’s add to what you know

ARTICLE IV. THE TEACHER AND THE PROFESSION

Abstraction: Let’s add to what you know

Module Title: Modules in Prof. Ed. 2-The Teaching Profession