Lesson 3- FTC 1 – General Domains of Teaching Competence

Introduction
In this chapter is the result of research in teacher education and
observation of different teachers in various levels of the country. It also includes
activities that will encourage pre-service teachers to examine and reflect on the
activities done in classroom, in school, and in society.

DOMAINS OF TEACHING COMPETENCE

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EDUCATIONAL LEARNING DIVERSITY OF CURRICULUM &

FOUNDATIONS ENVIRONMENT LEARNERS INSTRUCTION

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COMMUNITY ASSESSMENT SCHOOL PROFESSIONAL

LINKAGES AND EVALUATION LEADERSHIP GROWTH

CLASSROOM
MANAGEMENT

The teaching profession is a dynamic field that requires teachers to excel in

different domains.

A. Educational Foundations
Teachers should have solid understanding of educational
foundations - subjects and disciplines that have important
contributions to your understanding of education as a field of study
and educational processes. These subjects and disciplines are as
follows:
 History of Education, Philosophy, Legal Foundations of
Education , Sociological and Anthropological Foundations of
Education and Educational Psychology. Over the years, these
disciplines and fields have contributed several theories, ideas, laws
and principles to enrich education as a field of study.
The following are some standards that teachers need to know
in the area of Educational Foundations:

1. Demonstrate understanding on the historical foundations of

education , especially on Philippine education , including
contributions and ideas of individuals and groups from diverse
backgrounds.
2. Analyze educational philosophies , theories and researches on
education.
3. Understand laws and policies related to education, especially in
the Philippine context.
4. Identify social, cultural, and economic factors that affect the
education of learners.
5. Integrate ideas and theories to understand the purposes and
nature of education as a discipline.

B. Learning Environment
The learning environment is very important IN TEACHING and
learning. Before a school year starts , teachers are busy preparing
their classrooms, putting visuals on walls of the classroom, changing
bulletin board displays, and arranging chairs and tables. Learning
environment includes intellectual and emotional development that
teachers and learners experience in school. They are influential in
creating a positive atmosphere of learning and school culture.

The following are standards that teachers need to know and

practice to provide a positive learning environment for students at
any level:
1. Understand types of learning environments that accommodate
the learners’ various needs and promote the development of
different types of learners. These educational environment refers
 to the physical and psychological environments provided by the
school.
2. Understand the role of various agencies , families and
communities in supporting the development of learners.
3. Design learning opportunities that nurture learner’s talents ,
critical thinking and creativity.
4. Create safe environment for all learners.
5. Create learning environments that promote intercultural
exchange among learners.
6. Commit to nurturing a learning environment that promotes
respect, equity and a climate of high expectations.

C. Diversity of LEARNERS
Teachers need to integrate various educational ideas, perspectives,
and theories in planning instruction for all types of students. The
problems that we encounter when we teach and the different issues
we face regarding learners’ behavior show that there is a need to
understand learners in school. Each learner is unique in many
different ways.
Our classrooms are becoming more complex and diverse (Shim
2011). Teachers, therefore, play a significant role in helping the
students become members of the global society.

Standards/Things/Ways teachers need to know and practice

understand students in any level:
1. Cognition, affective, and psychomotor development of learners.
2. Influence of diversity factors on education.
3. Learning styles and thinking preferences of learners.
Multiple Intelligences Theory (1981) remains to be one of the
most influential theories that discusses the idea of every learner
having different learning styles and thinking preferences.
According to Gardner, each individual possesses one or more
intelligence : verbal linguistic intelligence musical intelligence,
bodily kinesthetic intelligence, naturalistic intelligence, logical –
mathematical intelligences, interpersonal intelligence ,
intrapersonal intelligence, visual-spatial intelligence and
existentialist intelligence. Understanding different learning styles
 and thinking preferences is essential in designing appropriate
learning experiences, selecting learner-centered strategies,
designing effective assessment tools and responding to students’
needs.

D. Curriculum and Instruction

Curriculum is defined as the contents, standards, competencies and
topics that students learn. It includes the school’s philosophy ,
mission and vision, subjects and learning experiences and
assessments and evaluation tools.
Instruction is defined as the means for implementing the
curriculum. It includes instructional approaches, methods, strategies,
and techniques .

As curriculum leaders, teachers show know the following standards:

1. Knowledge of various curriculum models and programs that are
developmentally appropriate for learners.
2. Knowledge of the different learning areas and subjects.
3. Pedagogical knowledge.
Pedagogy is defined as science and art of teaching young
learners. It includes the teaching methods, instructional
strategies , teaching approaches and teaching techniques.
4. Utilization of technology for teaching and learning.
In the field of education, Technology is making all information
accessible for teachers and learners, and is valuable tool for
teaching and learning.
5. Development of instructional materials.
Teachers should know how to improvise or develop local
materials for instruction.
6. Effective classroom management.
Classroom management is now one of the major concerns of
public and private school teachers. It is necessary for teachers to
plan how to handle learner’s behavior and characteristics.
Classroom rules should be established and a system of rewarding
positive behavior should be developed and implemented. As
teachers are not supposed to use corporal punishment in
 disciplining learners, an efficient way of handling learner’s
unwanted behavior inside the class should be developed.

E. Planning, Assessing and Reporting Learners’ Progress

Measurement is concerned with the statement of performance usually
represented in quantitative terms, but it also includes descriptive data
obtained on students performances. Assessment involves the
interpretation and representation of measurement data. . It assigns
quantitative and qualitative marks to the collected measurement
information. Evaluation is the process of making value judgments based on
the assessment interpretation of collected data. It is the systematic
process of collecting and analyzing of data to make decisions.

It is the duty of the teachers to measure, assess and evaluate the learning
of the students. The results of these processes are used to improve
instruction and to effectively ensure that the students learn from all the
subjects in the curriculum.

The following are the standards that teachers should know and do to
measure, assess and evaluate learners’ progress in the school:
1. Develop and use different assessment tools that are appropriate to
measure learners progress.
2. Use evaluation results to provide feedback on learners’ progress.
3. Use alternative forms of assessment.
4. Exercise fairness and professionalism in reporting learners’ progress.

F. Establishing Community Linkages

-to promote partnership in ensuring quality education for all learners
across different levels.
-(Hillary Clinton, 1996) the role of the community and different social
agencies are recognized as important in educating the individual.
Educating a person is a collaborative endeavor between a school and the
community. Teachers serve as a bridge between schools and the wider
community. They are the ambassadors of goodwill and represent their
students and their schools to any individual or institution.
  Culturally responsive behavior s that promote effective
communication and collaboration with individuals, families and
social agencies and other members of the community.
 Collaboration with individuals and groups to support educational
programs in the community.
 Respect for the culture of the individuals and communities.
 Commitment to the educational goals of the society.

C. School Leadership
Teacher leadership is an important component of students and school
success. Crowther, Kaagan, Ferguson and Hann (2002) shared the framework to
teacher leadership in (Developing Teacher Leaders)

Table 1. Teachers as Leaders Framework

Teachers Leaders

Convey convictions about a better world by:

 Articulating a positive future for students
 Showing a genuine interest in students’ lives
 Contributing to the image of teachers as professional who make
differences.
 Gaining respect and trust in a broader community.
 Demonstrating tolerance and reasonableness in difficult situations.

Strive for authenticity in their teaching, learning, and assessment practices by:
 Creating learning experiences related to students’ needs
 Connecting teaching, learning and assessment to student futures.
 Seeking deep understanding of tacit reading and learning processes.
 Valuing teaching as a key profession in shaping meaning systems.
Facilitates communities of learning through organization-wide process
 Encouraging a shared, school-wide approach to pedagogy
 Approaching professional learning as consciousness, raising about
complex issues
 Facilitating understanding across diverse groups while also
respecting individual differences.
 Synthesizing new ideas out of colleagues dialogue and activities.
Confront barriers in the school’s culture ans structures

Translate ideas into sustainable system of action

Nurture a culture of success.

G. CLASSROOM MANAGEMENT
The following are standards, teachers need to know and do to master
classroom management:

1. Establishing clear rules and procedures.

2. Making learners responsible and accountable for their actions and
behaviors.
3. Planning lessons and learning activities effectively.
4. Developing intervention skills for dealing to different classroom
problems.