Chapter 2

TRENDS TOWARD PROFESSIONALISM

The most powerful lever for reform is the transformation of a

Teacher’s practice. Teachers have a professional responsibility to

continually improve their knowledge and understanding about

the craft of teaching and translate that knowledge into practice.

- David Zyngier Monash University

Teaching is considered a professional occupation. A competent teacher must be developed with

proper training and updated trends in education. A long-range trend in teaching toward professionalism
is discussed below:

The Nature of National Competency-Based Teacher Standards

The National Competency-Based Teacher Standards (NCBTS) was born out born out of the
partnership between different academic institutions, along with the Commission on Higher Education
(CHED), Teacher Education Institution (TEIs), Philippine Regulator Commission (PRC), Department of
Education (DepEd), and the Civil Service Commission (CSC). As mentioned in a paper by Dr. Isagani Cruz
in 2001, this is the “People Power Model of Curricular Change”- the result of the social change that
happened to the country and the need for education to be the main effort in bringing competitiveness
and innovativeness among the people in the twenty-first century.

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers are positive and powerful role models for students
to pursue different efforts to learn. The teacher’s action, statements, and different types of social
interactions with students exemplify this deal.

Domain 2. Learning Environment (LE)

This domain concentrated on the importance of providing a social, psychological, and physical
environment where students can engage in the different learning activities and work toward attaining
high standards of learning, regardless of their individual differences.

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes that teachers can facilitate the learning process, even with diverse
learners, by recognizing and respecting the students’ individual differences and by using knowledge
about their differences to design assorted sets of learning activities to ensure that all learners can
achieve the desired goals.
Domain 4. Curriculum (Curriculum)

The curriculum domain refers to all elements of the teaching-learning process that work together to
help students understand the curricular goals and objectives, and to attain high standard of learning
defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the
learning process, teaching-learning approaches and activities, instructional materials, and learning
processes.

Domain 5. Planning, Assessing and Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular, PAR addresses
the (1) use of assessment data to plan and revise teaching-learning plans; (2) integration of assessment
procedures in the plan and implementation of teaching-learning activities; and (3) reporting of the
learners’ actual achievement and behaviour.

Domain 6. Community Linkages (CL)

The CL domain states that the classroom activities are meaningfully linked to the experiences and
aspirations of the learners in their homes and communities. This domain focuses on teachers’ efforts
directed at strengthening the links between schools and communities to help in the attainment of the
curricular goals.

Domain 7. Personal Growth and Professional Development (PGPD)

The PGPD domain asserts the ideal that teachers give importance to having a high personal regard for
the teaching profession, concern for professional development, and continuous improvement as
teachers

Traditional Non-transformative Transformative Education

Goal of Education Develop the intellect Personal and social
transformation
View of Learning Transmission Facilitation of learning
Behaviourist Constructivist
View of Knowledge Objective, neutral Contextual plural, lasting
application
View of Teacher Source of knowledge Facilitator of learning
Object of Teaching and Learning Curriculum and disciplinal Identified problems
content Lived experiences
Social condition
Disciplinal content is selected
based on experiences,
problems, and social condition
View of Learner Passive and recipient Active and co-creator
Pedagogy Content- oriented Learner-centered
Power in the Classroom Exercised by the teacher/ Negotiated authority
Authoritarian