Catcho, Jenelyn B.

BEED – 2
The Teaching Profession
Home Activity

Present the historical development of teacher preparation and professionalization in the Philippines from pre-Hispanic Philippines to 1996 by way of a graphic organizer.

Pre-Hispanic
Spanish Era
Period
 Free public schools were
 Informal and
established by virtue of
Unstructured
Educational Decree 1863
Education
 Educational Decree of
 No Structured
1863 provided for normal
Educational
school run by Jesuits to
System
educate male teachers in
 Tribal leaders,
Manila.
mothers and
 In 1875, Normal schools
fathers served as
for women teachers were
teacher
established.
 In 1765, a Royal Decree
was sent by King Charles
of Spain requiring each
village to have a
“maestro”
 In 1772, another Royal
Decree specified the
qualifications of teacher.
 It was not until 1863,
there was a specific
attempt to systematize and
update the education of
Filipino Teachers.
American Regime
 In 1901, the Philippine commission
enacted into law the Act 74, and
created the Department of Instruction
 Department of Instruction laid the
foundations of the public school
system and offered free primary
education for Filipinos.
 Due to shortage of teachers, the
Philippine Commission authorized
the Secretary of Public Instruction to
bring to the Philippines 600 teachers
from USA, which were Thomasites.
 Act of 74 of 1901 provided for the
establishment of Philippine Normal
School in Manila; and is an
institution for the training of teachers.
 In 1928, PNS became a junior college
offering two-year program to
graduates of secondary school.
 In 1949, the PNS was then renamed
to Philippine Normal College, and
then offered the four-year Bachelor
of Science in Elementary Education.
 Teacher preparation became four
years only in 1949 and thereafter.
1996
 The EDCOM report indicated that high
dropout rates especially in the rural areas
were significantly marked which was
probably caused by inadequacy of
preparation; it also revealed the
inadequacy of programs and the poor
access to special education (SPED)
brought about by the limited number of
special schools and SPED center in the
country; and it revealed also that the
disruptions in class schedules and length
of school year correlates with less
learning and less quality
 Creation of Commission on Higher
Education, and Development of HEIs
 Professionalization of teachers and
teaching through the creation of the
National Teachers Board under the
Regulatory Commission (PRC) which is
tasked with giving periodic tests as
prerequisite for licensing and
certification of teaching competencies.
 Creation of and clear career service paths
for promotions and career planning for
teachers and administrators
 Improvement in teachers’ welfare and
benefits Improvement and Strengthening
of pre-service education.