Mo

PROF ED 105
The Teaching Profession
Cristina N. Estolano, LPT, M.A.Ed.
Perlita M. Vivero, LPT, Ph.D.

User
[Email address]
Republic of the Philippines
Leyte Normal University
College of Education
Instructional Development Project

Cristina N. Estolano, LPT, M.A.Ed.

Perlita M. Vivero, LPT, Ph. D.

i
THE TEACHING PROFESSION
A Course Module

Copyright, 2022 by

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

PERLITA M. VIVERO, LPT, Ph.D.

and

LEYTE NORMAL UNIVERSITY

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

Photo cover by Mark Joshua Tan Photography

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

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

for flexible learning instructional delivery mode.

ii
 Preface

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

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

What is a course module? A course module is a self-learning instructional material or a self-contained chunk of instruction. This is designed for learners to learn how to learn
and to be responsible for their learning. This is an engaging, self-paced, student-centered, reflective, and experiential instructional approach that could be done online or offline and
synchronous or asynchronous. This will allow the students to work on their own or to collaborate with other students. The teacher’s role is to facilitate and monitor the learning process,
assess performances, and provide feedback on individual progress. Throughout the course, the teacher is expected to guide and motivate each student to gain knowledge, develop
skills, and demonstrate appropriate attitudes.

This course module contains a course syllabus that provides a visual framework of the whole course including a grading system and references. This is divided into four parts.
Module 1 is titled “Teaching: A Profession, Vocation, and a Mission.” This is an introductory part of the course that introduces the elements of a profession, the professionalization of
teaching in the Philippines, and what makes teaching a vocation and a mission. Module 2 is titled “Relevant Laws and Regulation to the Teaching Profession.” This introduces the laws
and regulations that teachers are expected to adhere to as well as their duties, rights, and privileges. Module 3 is called “Philosophical Perspectives in Education”. This provides
enlightenment on the what, who, why, and how of teaching based on time-tested educational philosophies. Module 4 which is titled “21st Century Teaching Landscape” presents the
competencies teachers need to demonstrate as local and global teachers of generation Z and generation Alpha in the 21st century and beyond.

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

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

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

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

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

PERLITA M. VIVERO, LPT, Ph.D.

Authors

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 HONOR CODE

The purpose of this Honor Code is to communicate the meaning and importance of academic integrity to all members of the Leyte Normal University
community and to articulate and support the interest in maintaining the highest standards of conduct in student learning. Leyte Normal University embodies
a spirit of mutual trust and intellectual honesty that is central to the very nature of learning and represents the highest possible expression of shared values
among the students, faculty, and university administrators. The core values underlying and reflected in this Honor Code are:
1. Academic honesty demonstrated when: (a) the ideas and work of others are properly cited; (b) works for tests and assignments are submitted
without unauthorized assistance and unauthorized assistance is not provided for others; and (c) research and accomplishments are accurately
reported.
2. Concern for others by making peers/classmates grow in learning by not conniving in “copy and paste” kind of practices.
3. Maintaining the integrity of the learning process using self-help learning strategies.
4. Commitment to support the quest for authentic life-long learning.

I _______________________________________ of ________________________ affirm to adhere to this Honor Code.

(First Name/M.I./Surname) (Program/Year/Section)

_______________________________
(Printed Name and Signature)

A modified version from The School for Ethical Education – Integrity Works! – www.ethicsed.org

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 Table of Contents Page
Preface iii
Honor Code v
Table of Contents vi
Course Syllabus viii
Goal Setting xxiii
Module 1: Teaching: A Profession, Vocation, and a Mission 1-42
Overview 2
Pretest 3
Lesson 1 Teaching as a Profession 11
Lesson 2 Historical Development of Teaching as a Profession in the Philippines 17
Lesson 3 Teaching as a Vocation and a Mission 24
Posttest 34
Performance Checkpoint 42
Module 2: Relevant Laws and Regulations Relevant to the Teaching Profession 43-155
Overview 44
Pretest 45
Lesson 1 D.O. 42, s. 2017-National Adoption and Implementation of the Philippine Professional Standards for Teachers 58
Lesson 2 R.A. 7836 Resolution No. 435, s. 1997-Code of Ethics for Professional Teachers 69
Lesson 3 D.O. 40, s. 2012-DepEd Anti-Child Abuse Policy 107
Lesson 4 B.P. 232-Education Act of 1982 120
R.A. 4670-Magna Carta for Public School Teachers
Posttest 142
Performance Checkpoint 155
Module 3: Philosophical Perspectives in Education 156-201
Overview 157
Pretest 158
Lesson 1 Philosophical Foundations of Education 167
Lesson 2 Philosophical Foundations of the K to 12 Curriculum 180

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 Table of Contents Page
Lesson 3 Formulating One’s Philosophy of Teaching 188
Posttest 192
Performance Checkpoint 201
Module 4: 21st Century Teaching Landscape 202-249
Overview 203
Pretest 204
Lesson 1 Global and Glocal Teacher Competencies 211
Lesson 2 21st Century Teaching and Learning Skills 220
Lesson 3 Continuing Professional Development and Career Planning 230
Posttest 242
Performance Checkpoint 249
References 250
Pretest/Posttest Answer Key 254

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 Republic of the Philippines
Leyte Normal University
COLLEGE OF EDUCATION
Paterno Street, Tacloban City

VISION

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

MISSION

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

GOALS

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

OBJECTIVES

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

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

viii
 Institutional Outcomes
Critical Thinkers
Effective Communicator's
ICT Competent
Professionally Competent
Values-Driven Leaders
College Outcomes
The College of Education intends to
produce teachers who possess:
general and specialized knowledge,
skills, expertise, and advanced studies
in education and allied courses.
the skill and capacity to undertake
research whose findings can be used
as inputs to policy formulation and
improvement of instructional practices.
proficiency in oral and written
communication.
the ability to produce learning support
materials in contextualized and
localized settings.
full understanding of the application of
varied instructional processes,
methodologies, and in the production
of learning support materials in
contextualized and localized settings.
strong commitment to the attainment
of personal, professional, and ethical
attributes of an educator.
excellent leadership performance in
the field of education.
Program Outcomes
The BSEd program endeavors to produce
graduates who can:
articulate the rootedness of education in
philosophical, socio-cultural, historical,
psychological, and political contexts.
display skills and abilities to be a reflective and
research-oriented teacher.
effectively communicate in English and Filipino, 7.1.1 Articulate a personal philosophy of
both orally and in writing.
apply skills in the development and utilization of
7.2.2 Demonstrate behaviors that uphold the
ICT to promote quality, relevant, and accurate
reporting learning processes, and outcomes.
demonstrate mastery of subject
matter/discipline.
7.3.1 Seek opportunities that establish
practice professional and ethical teaching
standards sensitive to local, national, and
global realities.
pursue lifelong learning for personal and
professional growth through varied experiential
and field-based opportunities.
lead others in the profession with integrity and
selfless service
Course Outcomes
The preservice teachers should be able to:
PPST
6.3.1 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.
teaching that is learner-centered.
dignity of teaching as a professional by
exhibiting qualities such as a caring
attitude, respect, and dignity.
professional links with colleagues.
7.4.1 Demonstrate an understanding of how
professional reflection and learning can be
used to improve practice.
7.5.1 Demonstrate motivation to realize
professional development goals based on
the Philippine Professional Standards for
Teachers.
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 Outcomes-Based Syllabus
Academic Year 2022-2023

PROGRAM: Bachelor in Secondary Education

Course Code PROF ED 105

Course Title The Teaching Profession
Course Credit 3 Units
Pre-Requisite None
Course Description This course deals with the teacher as a person and as a professional within the contexts of the Philippine Professional Standards for Teachers
(PPST), global standards, and educational philosophies. It includes professional ethics, core values, awareness of professional rights, privileges,
and responsibilities as well as the teachers’ roles in society as transformative agents of change.
Course Outcome Make informed decisions expressed through products and performance, posttest, and revalida on teachers’ teaching philosophies, professional and
personal competencies, rights and privileges, and duties and responsibilities towards becoming a professional licensed teacher.
COURSE PLAN
Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 1 Reading of Course Module
Overview of Overview
the Course
Module and
Goal Setting Goal setting Accomplished goal setting
(1 .5 hour) chart
Overview of
Module 1 Reading of Module 1
(1 hour) Overview
Pretest
(30 minutes) Pretest Pretest results

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 Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
At the end of Module 1, you Module 1: Teaching: A Profession, Week 2 Bilbao, Purita P., Corpuz,
are expected to: Vocation, and a Mission Rubric for evaluation of outputs Brenda B., llagas, Avelina T.,
Salandanan, Gloria G. (2018).
1. formulate a simple action 1. Teaching as a Profession Lesson 1 Lesson 1 The teaching profession.
plan on becoming a (3 hours) Dialogue analysis Action Plan on becoming a Lorimar Publishing: Quezon
professional teacher Sentence completion professional teacher City, 2-21.
through an analysis of the Reading/Lecture
https://www.youtube.com/watch
elements of a profession. Action planning
?v=1nAO1WF2x00.
Week 3
2. illustrate the historical 2. Historical Development of Lesson 2 Lesson 2
development of teaching Teaching as a Profession in the (3 hours) Watch-think-write Graphic Organizer on the
as a profession in the Philippines Reading/Lecture historical development of https://www.pcw.gov.ph/law/rep
Philippines; and Graphic organizer making teaching as a profession in ublic-act-7836
the Philippines
3. describe one’s vocation Week 4
and mission as a teacher 3. Teaching as a Vocation and a Lesson 3 Lesson 3
in a reflection essay. Mission (1.5 hours) Read-reflect-react Reflection essay on one’s https://randallbutisingh.wordpres
Reading/Lecture vocation and mission as a s.com/2007/11/20/teaching-is-a-
Reflection essay writing teacher vocation/
CO/PPST: 6.3.1; 7.4.1
Posttest Posttest Posttest results
(1 hour)
Performance Performance checkpoint Performance checkpoint results
checkpoint
(30 minutes)

xi
 Learning Outcomes
At the end of Module 2, you Module 2: Relevant Laws and
are expected to:
1. demonstrate awareness 1. D.O. 42, s. 2017-National
of the Philippine
Professional Standards
for Teachers and reflect
on its application to the
teaching profession.
2. analyze cases and 2. R.A. 7836 Resolution No. 435,
demonstrate behaviors
that uphold the Code of
Ethics for Professional
Teachers.
Course Outline/Topics
Regulations to the
Teaching Profession
Adoption and Implementation of
the Philippine Professional
Standards for Teachers
s. 1997-Code of Ethics for
Professional Teachers
Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 5 Reading of Module 2 Bilbao, Purita P., Corpuz,
Overview of Overview Brenda B., llagas, Avelina T.,
Pretest results
Module 2 Pretest Salandanan, Gloria G. (2018).
(30 minutes) The teaching profession.
Pretest Lorimar Publishing: Quezon
(1 hour) Rubric for evaluation of outputs City, 215-306.
Casihan, Luvimi L., Caubic,
Week 5 & 6 Rosalina A., Lim, Lourdes S.
Lesson 1 Lesson 1
Reflection essay on the (2014). The teaching profession.
(3 hours) Watch-think-write
application of PPST to the Adriana Publishing Co: Inc.
Reading/Lecture
teaching profession Manila, 31-39; 106-152.
Reflection essay writing
https://www.youtube.com/watch
?v=aA5cD474aIU&t=109s
Week 6 & 7
Lesson 2 Lesson 2
Read-analyze-respond Case Analysis of adherence https://www.deped.gov.ph/wp-
(4.5 hours)
Reading/Lecture and/or violation of R.A. 7838 content/uploads/2017/08/DO_s2
Case analysis Resolution No. 435, s. 1997 017_042-1.pdf
Comic strip making and R.A. 9293
A comic strip that
demonstrates behavior that https://www.ceap.org.ph/upload/
upholds the code of ethics download/20138/2723637531_1
.pdf
http://teachercodes.iiep.unesco.org
/teachercodes/codes/Asia/Philippin
es.pdf
xii
 Learning Outcomes
3. analyze cases and 3. D.O. 40, s. 2012-DepEd Child
demonstrate behaviors Protection Policy
that uphold the Child
Protection Policy.
Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 8 http://www.csc.gov.ph/phocado
Lesson 3 Lesson 3 wnload/GovtIssuances/Rules_R
Case Analysis of adherence
(3 hours) Read-analyze-respond A6713.pdf
and/or violation of D.O. 40,
Reading/Lecture
s. 2012 https://www.officialgazette.gov.p
Case analysis
h/1998/02/12/republic-act-no-
Reflective photo essay A reflective photo essay that
8491/
demonstrates behavior that
upholds the child protection https://www.deped.gov.ph/wp-
policy content/uploads/2012/05/DO_s2
012_40.pdf
https://www.officialgazette.gov.p
h/1987/07/06/executive-order-
no-209-s-1987/
https://pcw.gov.ph/law/republic-
act-9262
https://pcw.gov.ph/law/republic-
act-7877
xiii
 Learning Outcomes
4. analyze situations and 4. R.A. 4670-Magna Carta for
reflect on the application
of the Magna Carta for
Public School Teachers
to the teaching
profession
CO/PPST: 6.3.1; 7.2.1; 7.4.1
Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 9 https://www.academia.edu/1879
Lesson 4 Lesson 4 780/Photo_Essays_as_a_mediu
Public School Teachers (4 hours) Watch-analyze-respond Situation analysis on m_and_voice_for_reflection
Excerpts from B.P. 232- Reading/Lecture adherence and/or violation
https://www.lawphil.net/statutes/
Education Act of 1982 Case analysis of R.A. 4670 and B.P. 232
repacts/ra1966/ra_4670_1966.h
5-minute reflective oral
tml
presentation Reflective presentation on the
application of R.A. 4670 and https://lawphil.net/statutes/batas
B.P. 232 to the teaching pam/bp1982/bp_232_1982.html
profession
https://www.youtube.com/watch
Week 10 ?v=KqmaMDhzKYo
Posttest Posttest Posttest results https://www.youtube.com/watch
(1 hour) ?v=5yQjLZ0IWS4
Performance Performance checkpoint Performance checkpoint results
checkpoint https://www.youtube.com/watch
(30 minutes) ?v=Ki1BuezOCbk
https://go.owu.edu/~dapeople/g
gpresnt.html
xiv
 Learning Outcomes
At the end of Module 3, you
are expected to:
1. explain the meaning of the
philosophies as they relate
to teaching and learning
and state personal
insights.
Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 10 Bilbao, Purita P., Corpuz,
Module 3: Philosophical Overview of Reading of Module 3 Brenda B., llagas, Avelina T.,
Perspectives in Education Module 3 Overview Salandanan, Gloria G. (2018).
(30 minutes) The teaching profession.
Pretest Pretest Pretest results Lorimar Publishing: Quezon
(30 minutes) City, 174-197.
Week 11 Rubric for evaluation of outputs Zulueta, Francisco M., Maglaya,
1. Philosophical Foundations of Lesson 1 Lesson 1 Elda. (2012). Foundations of
Education (3 hours) Checklist completion education. National Book Store:
Analysis of one’s Mandaluyong City.
philosophy of
education Casihan, Luvimi L., Caubic,
Reading/Lecture Rosalina A., Lim, Lourdes S.
Soliloquy Soliloquy (2014). The teaching profession.
Philosophy-Quotation Philosophy-Quotation Matching Adriana Publishing Co: Inc.
Matching Hypothetical Narratives Manila, 2-9.
Hypothetical Narratives https://web.augsburg.edu/~erick
son/edc490/downloads/compari
son_edu_philo.pdf
https://psychology.edu/about/fou
r-models-of-adult-
education/postmodernism-and-
the-challenges-facing-21st-
century-educators/
https://www.youtube.com/watch
?v=ktvpCvWkjjI
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 Learning Outcomes
2. illustrate the philosophical
perspectives applied to the
current basic education
curriculum; and
3. create a learner-centered
personal teaching
philosophy
CO/PPST: 7.1.1
Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
https://www.youtube.com/watch
?v=-1Pswf2_DYY
https://www.youtube.com/watch
?v=NZby1GqWwZM
https://www.youtube.com/watch
?v=OxIrUrbDgOU
https://www.youtube.com/watch
?v=g_Y9_jN0E_Y
Week 12
2. Philosophical Foundations of Lesson 2 Lesson 2 https://www.slideshare.net/1971
the K to 12 Curriculum (3 hours) Write the tune 0802/k-12-basic-education-
Confirming program
Reading/Lecture Visual presentation on https://www.pressreader.com/ph
Identifying k to 12 philosophical perspectives ilippines/sunstar-
philosophical applied in the K to 12 pampanga/20160624/28162959
perspectives Curriculum 9569288
Week 13 & 14
https://cei.umn.edu/writing-your-
3. Formulating a Personal Lesson 3 Lesson 3
teaching-philosophy
Teaching Philosophy (4.5 hours) Workshop on creating a
video
https://www.youtube.com/watch
Presentation of personal Video on the personal teaching
?v=D8JV3w4TOVw
teaching philosophy philosophy
Critiquing session
xvi
 Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 14
Posttest Posttest Posttest results
(1 hour)
Performance Performance checkpoint Performance checkpoint
checkpoint results
(30 minutes)

Week 15
At the end of Module 4, you Module 4: 21STCentury Teaching Overview of Reading of Module 4
are expected to: Landscape Module 4 Overview
(30 minutes)
Pretest Pretest Pretest results
(1 hour)
Rubrics for evaluation of
1. describe the need for 1. Global and Glocal Teacher Lesson 1 Lesson 1 outputs Bilbao, Purita P., Corpuz,
teachers to possess the Competencies (1.5 hours) Name the teacher Brenda B., llagas, Avelina T.,
characteristics of global Reading/Lecture Salandanan, Gloria G. (2018).
and glocal teachers. Reflection narrative Reflective narrative The teaching profession.
Lorimar Publishing: Quezon
City, 95 – 173.

Pawilen, Greg T. (2019). The

teaching profession: passion
and mission. Rex Book store:
Quezon City, 47-58.

xvii
 Learning Outcomes Course Outline/Topics Study Teaching and Learning Assessment Tasks and Learning Resources
Schedule Experiences Outputs
Week 16
2. determine the 21st
Century 2. 21st
Century Teaching and Lesson 2 Lesson 2 https://menntuntilsjalfbaerni.wee
teaching and learning Learning Skills (1.5 hours) Filling the gap Reflective narrative bly.com/uploads/6/2/6/2/626271
skills one needs to Branding the 21st-century My 21st- century skills checklist 8/unesco_5_pillars_for_esd.pdf
develop. teachers and imbibing https://www.indeed.com/career-
the pillars of learning advice/resumes-cover-
Reading/Lecture letters/build-your-work-portfolio

Week 16 & 17
3. explain the importance of 3. Continuing Professional Lesson 3 Lesson 3 https://gamalearn.com/blogs/7-
continuing professional Development and Career (3.0 hours) Reading/Lecture major-challenges-facing-
development to personal Planning Workshop on personal teachers-today/
and professional growth; career development Personal career development
and planning plan https://www.classcraft.com/blog/
features/8-teacher-challenges-
5. produce a personal career Week 17 2018/
development plan that Posttest
demonstrates the desire (1 hour) https://www.yourarticlelibrary.co
to achieve professional Performance m/career/career-planning-
development goals based checkpoint definition-features-objectives-
on PPST and become a (30 minutes) and-benefits/32400
glocal teacher of the 21st Posttest
Century and beyond. Posttest results
Performance checkpoint
CO/PPST: 7.3.1; 7.4.1; 7.5.1 Performance checklist results
Week 18 Revalida (3 hours)

xviii
Grading System:
Products and Performances 60%
Posttests 30%
Revalida 10%
Total 100%

List of References:
Books
Bilbao, Purita P., Corpuz, Brenda B., llagas, Avelina T., Salandanan, Gloria G. (2018). The teaching profession. Lorimar Publishing: Quezon City.
Casihan, Luvimi L., Caubic, Rosalina A., Lim, Lourdes S. (2014). The teaching profession. Adriana Publishing Co: Inc. Manila.
Datu, N. (June 14, 2016). Philosophies of k-12 curriculum. Sun Star Pampanga. Press Reader.
Lim, Caubic, Casihan, 2014. The teaching profession. Quezon City: Adriana Publishing.
Kip Cates. July 2004. Becoming a global teacher. The Language Teacher – Issue 28.7. JALT Publications.
Ornstein, A., Levine, Daniel U., Gutek, Gerald L., Vocke, David E. (2014). Foundations of education. Wadsworth Cengage Learning: USA.
Pawilen, Greg T. (2019). The teaching profession: passion and mission. Rex Book store: Quezon City.
Southeast Asian Minister of Education, Innovation, and Technology SEAMEO, INNOTECH (2011).
Zulueta, Francisco M., Maglaya, Elda. (2012). Foundations of education. National Book Store: Mandaluyong City.

Internet-Sourced Materials
Academic freedom. Retrieved from: https://www.britannica.com/topic/academic-freedom
5 Pillars of ESD. Retrieved from https://menntuntilsjalfbaerni.weebly.com/uploads/6/2/6/2/6262718/unesco_5_pillars_for_esd.pdf
Batas Pambansa Bilang 232. Retrieved from https://lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html

xix
Career Planning. Retrieved from https://www.yourarticlelibrary.com/career/career-planning-definition-features-objectives-and-benefits/32400
Congress of the Philippines. (2012). Republic Act 10533 (Enhanced Basic Education Act of 2013). Retrieved from http://www.dlsl.edu.ph
CS Form 32 Revised 2018. Retrieved from: http://deped-misocc.net/forms-download-page/
Department of Education. (2017). DO 42, s. 2017 – Philippine Professional Standards for Teachers. Retrieved from http://www.deped.gov.ph/
DepEd Order No. 40, s. 2012. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
DepEd Order No. 42, s. 2017. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
Educational philosophies definition and comparison chart. Retrieved from https://web.augsburg.edu/~erickson/edc490/downloads/comparison_edu_philo.pdf
Executive Order No. 209, s. 1987. Retrieved from https://www.officialgazette.gov.ph/1987/07/06/executive-order-no-209-s-1987/
Essentialism. Retrieved from https://www.youtube.com/watch?v=ktvpCvWkjjI
Explainer video for the PPST. Retrieved from https://www.youtube.com/watch?v=aA5cD474aIU
Faculty rank. Retrieved from https://www.dbm.gov.ph/wp-content/uploads/2012/03/Manual-on-PCC-Chapter-7.pdf
Historical development of Philippine Education. Retrieved from https://www.youtube.com/watch?v=1nAO1WF2x00

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

How to write a professional development plan. Retrieved from https://www.indeed.com/career-advice/career-development/professional-development-plan

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

xx
Philosophical bases of the k to 12 curriculum. Retrieved from https://www.pressreader.com/philippines/sunstar-pampanga/20160624/281629599569288

Poem on teaching as a vocation and mission. Retrieved from

https://www.google.com/search?q=poem+on+teaching+as+a+vocation+and+mission&sxsrf=ALeKk03E1_0ZJA3Jiu_s0douBpo-
qpXAwA:1594660740500&tbm=isch&source=iu&ictx=1&fir=uOnyS5Vt_FUimM%252CjrZgWdfczHr0SM%252C_&vet=1&usg=AI4_-
kSwRDX50lKxvTR4dXOEgPn3T4XX7w&sa=X&ved=2ahUKEwiq3uWX3srqAhWJyYsBHRgJCTEQ9QEwC3oECAcQFA&biw=1366&bih=657#imgrc=UfaD7djg5IPveM
Pragmatism. Retrieved from https://www.youtube.com/watch?v=-1Pswf2_DYY
Pragmatism. Retrieved from https://www.youtube.com/watch?v=NZby1GqWwZM
Pragmatism. Retrieved from https://www.youtube.com/watch?v=OxIrUrbDgOU
PRC REG Form No. 001 (Rev. Nov 2007). Retrieved from: https://www.pdffiller.com/jsfiller-
desk15/?requestHash=4a4414ee588e84341f7becdd4e5c44ab7cfa8817c2f64dbaf1d2282a49e299e9&projectId=541559987#d1c3226e83b8af1ceaf0360aac19ba9e
Progressivism. Retrieved from https://www.youtube.com/watch?v=p0MkUWHB2MA
Profession. Retrieved from https://www.merriam-webster.com/dictionary/profession
Professional. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/professional
Qualification of professional education faculty. Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.52-s2007.pdf
R.A 4670. Retrieved from https://www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
R.A 7877. Retrieved from https://pcw.gov.ph/law/republic-act-7877
R.A 9262. Retrieved from https://pcw.gov.ph/law/republic-act-9262
RA 6712. Retrieved from http://www.csc.gov.ph/phocadownload/GovtIssuances/Rules_RA6713.pdf
RA 7836. Retrieved from https://www.pcw.gov.ph/law/republic-act-7836
Reconstructivism. Retrieved from https://www.youtube.com/watch?v=9A8a5GrJuEM&pbjreload=101
Siddiqui, S. (2011). Education: agent of change. Retrieved from http://shahidksi ddiqui. blogspot. com/2011/04/education-agent-of-change.html
Teaching is a vocation-a calling. Retrieved from https://randallbutisingh.wordpress.com/2007/11/20/teaching-is-a-vocation/

xxi
Terms used for teachers in college. Retrieved from https://www.macmillandictionary.com/us/thesaurus-category/american/teachers-in-college-or-university
The K to 12 curriculum and its philosophies. Retrieved from https://www.pressreader.com/philippines/sunstar-pampanga/20160422/281659664221016

Prepared by:

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

Instructor Instructor Associate Professor 4

ELIZABETH M. QUIMBO, LPT, Ph.D. MARIA LOURDES G. TAN, LPT, Ph.D. PERLITA M. VIVERO, LPT, Ph.D.
Associate Professor 5 Assistant Professor 4 Associate Professor 3

Date Submitted: August 22, 2022

Reviewed by: Recommending approval:

LUIS LUIGI EUGENIO A. VALENCIA, LPT, Ph.D. LINA G. FABIAN, LPT, Ed.D.
Program Chair, Prof. Ed BSED & TCP Dean, College of Education

Approved by:

MA. ROCINI E. TENSAS, LPT, Ph.D.

VP, Academic Services

xxii
 Goal Setting
Before you start working on the four modules it is best to set your goals for this course. Your goals will help you align your focus, sustain
learning momentum, and promote mastery of learning outcomes. Accomplish the goal setting worksheet below:

Goal Setting Worksheet

Name: _____________________ Starting Date: _________ Completion Date: _________

My goals for this course: (Include your target grade)

Step 3

Step 2: Study room

Module 1: Overview
Step 1: Follow a definite study schedule The resources/materials I need to
accomplish my goals. 100% followed the schedule religiously

The success indicators for my goals.

The steps/actions I will take to accomplish my goals.

xxiii
 Our job is to teach the students we have.
Not the ones we would like to have.
Not the ones we used to have.
But those we have right now.
All of them.

-Dr. Kevin Maxwell

MODULE 1
1
 MODULE 1: Overview
Title: Teaching: A Profession, Vocation, and a Mission
Description: Module 1 introduces you to the teaching profession. This consists of three lessons. Lesson 1 dwells on teaching as a profession. It starts with a discussion on the elements
of a profession followed by an analysis to determine if teaching has all the elements of a profession. Lesson 2 discusses the historical development of teaching in the
Philippines. This includes the laws and regulations governing the professionalization of teaching in the Philippines. Lesson 3 discusses teaching as a vocation and as a
mission.
Purpose: This module intends to provide you with an overview of teaching as a profession, vocation, and mission. It will provide a background on the historical development of teaching
in the Philippines as a noble profession that builds the builders of the nation. This will help you reflect on your vocation and mission as a teacher and to formulate an initial
plan to become a professional teacher.
Key Words and Concepts: Elements of a Profession, Mission, Profession, Professional, Professionalism, Professionalization Act, Teaching Profession, Vocation

Requirements: At the end of Module 1, you are expected to submit the following:
1. simple action plan on becoming a professional teacher.
2. a graphic organizer on the historical development of teaching as a profession in the Philippines; and
3. reflection essay on one’s vocation and mission as a teacher.

2
 Pretest
Directions: This is a preliminary test to determine your baseline knowledge and preparedness for Module 1, which consists of 30 items, in a multiple-choice format. Each
question has four answer choices. Read each question and choose ONE correct answer by checking the corresponding letter. This is a non-graded test.
Therefore, you are not allowed to guess the answer. Answer only the items that you know. Remember the HONOR CODE.
Begin here.
1. Which agency provides the Licensure Examination for Teachers?
A. Commission of Civil Service (CSC)
B. Professional Regulation Commission (PRC)
C. Commission on Higher Education (CHED)
D. Department of Labor and Employment (DOLE)

2. Why are teachers required to participate in in-service training? It _____________.

A. gives teachers a chance to meet other professionals
B. allows them to travel and be free from school workloads
C. is a requirement for the utilization of school development fund
D. will help maintain or improve professional knowledge and skills

3. Which is NOT a reason for requiring teachers to finish a 4-year initial professional education?
A. It is a major requirement for graduation in the teacher education degree program.
B. It is a requirement for the application, selection, and ranking of any teaching position.
C. To ensure the acquisition of competencies, skills, and knowledge required in teaching.
D. It is the only valid guarantee that a teacher will be highly professional and excellent at work.

4. Why must students enroll in CHED-accredited higher education institutions? Because it ______________.
A. is a trendy practice that is parallel to international standards
B. warrants competent beginning of graduates’ professional lives
C. is a requirement that every institution is expected to comply with
D. safeguards the interests of all accrediting agencies in the Philippines

3
5. Which serve as the guiding principles of professionals?
A. Civil Code
B. Code of Ethics
C. Order of Lakandula
D. Code of Kalantiyaw

6. Which best illustrates a professional?

A. Peter is a registered nurse who was removed from the service for negligence of duty.
B. Carlos is a first-class and expensive couturier who serves only the rich and famous clients.
C. Rose is a licensed medical doctor with a good attitude towards her colleagues and patients.
D. Jasmin is an unemployed Magna Cum Laude graduate from a prestigious university abroad.

7. Why is membership in professional societies required from teachers?

A. Because both DepEd and CHED require it.
B. To meet new friends from the same profession.
C. To participate in professional development activities.
D. It guarantees teachers’ effectiveness and efficiency at work.

8. What does it mean when someone tells you that you demonstrate a “professional manner”, and that you are “highly professional”?
A. I need to be careful with what I do at all times.
B. I am competent and I follow the code of ethics.
C. I am popular because I am an adorable person.
D. Someone would like to ask a special favor from me.

9. Is professionalism synonymous with professionalization?

A. Yes, both refer to how professionals are required to conduct themselves in public.
B. No, professionalism is the legal act of being a professional while professionalization is adhering to a professional code of conduct.
C. No, professionalism refers to competence and work ethics while professionalization is the legal act that recognizes the profession.
D. Yes, both are good qualities that every profession should manifest in their day-to-day activities at home, at work, and in the community.

4
10. Professionalism is a continuous process of reaching all forms of ________________.
A. accountability
B. obligation
C. prestige
D. responsibility

11. Which is the hallmark of professionals?

A. Earn a post-graduate degree
B. Published research in journals
C. Pass the LET and be a topnotcher
D. Technical skills and code of ethics

12. Which should you do first to be a professional licensed teacher?

A. Attend seminars, workshops, and conferences
B. Earn a baccalaureate degree in teacher education.
C. Pass the Licensure Examination for Teachers (LET).
D. Join professional organizations or societies for teachers.

13. Which describes Pre-Spanish Period education?

A. There was no form of education before.
B. School children attended formal school.
C. The children were taught by their parents.
D. Public schools were for tribal leaders only.

14. Thomasites is to American Period while ___________ is to Spanish Period?

A. Jesuits
B. parents
C. tribal leaders
D. Xaverian

5
15. When was the free public education system first established in the Philippines?
A. 1765
B. 1772
C. 1863
D. 1901

16. In which period did the formal training for teachers in the Philippines begin?
A. American
B. Japanese
C. Pre-Spanish
D. Spanish

17. Which augmented the lack of teachers in the Philippines during the American Period?
A. Dominican Brothers
B. Franciscan Missionaries
C. Juan dela Cruz
D. Thomasites

18. Teacher education in the Philippines started as a ____________.

A. two-year training
B. three-year training
C. four-year degree program
D. five-year degree program

19. Which is the first teacher training school in the Philippines?

A. Cebu Normal University
B. Leyte Normal University
C. Philippine Normal University
D. University of Santo Thomas

6
20. Which laid the foundations of teacher education in the Philippines?
A. American government
B. Japanese government
C. Philippine Republic
D. Spanish government

21. Which is the first legal document that professionalized teaching in the Philippines?
A. Act 74 of 1901
B. P.D. 1006
C. R.A. 7836
D. R.D. 1765

22. Teaching in the Philippines was elevated as a profession by the __________________.

A. Americans
B. Filipinos
C. Japanese
D. Spaniards

23. Which is NOT the reason for the professionalization of teaching in the Philippines?
A. To rise the salary of teachers.
B. As an incentive to raise the morale of teachers.
C. In recognition of the vital role of teachers in nation-building.
D. To ensure that qualitative requirements in hiring teachers will not be overlooked.

24. After P.D. 1006, which law further professionalized teaching in the Philippines?
A. R.A. 4670
B. R.A. 7836
C. R.A. 9293
D. R.A. 10533

7
25. Teaching is a responsibility every teacher is hired to do. This is means that to teach is the teachers’ ______________ .
A. Job
B. Mission
C. Profession
D. Vocation

26. If you are a son during the Pre-spanish period, your education is focused on _______________.
A. child care training
B. livelihood training
C. financial management
D. home management

27. According to Alfred North Whitehead, an “educated man” is a man of culture and expertise. If you believe this to be one of your missions, what skill should you develop in the
learners?
A. Critical and deeply involved
B. Productive and obeys blindly
C. Productive and deeply involved
D. Highly dependent and deeply involved

28. Which would be required of you if you consider teaching as your vocation?
A. Technical skills
B. Mastery of the lesson
C. High level of tolerance
D. Dedication to service

29. To accomplish your vocation and mission, you have to have more, do more, to be more. This means that __________________.
A. teachers must do better next time
B. mediocrity is a human trait that should be allowed at times
C. teachers should strive for excellence in everything they do
D. working hard day and night or 24/7 is an important teacher quality

8
 30. According to Bertrand Russel, education is both utility and humanity. If you believe in this, what then is your mission?
A. Teach the basic 4Rs so that students will become intellectuals and useful.
B. Provide opportunities for students to develop skills to become better and happier.
C. Develop a love for the good things in life so that students will always aspire for excellence.
D. Teach the students with higher-order skills and advanced knowledge to become productive citizens.

End here.

9
After answering the pretest, you may proceed to Lesson 1.

10
 Lesson 1
Learning Outcome: Formulate a simple action plan on becoming a professional teacher through an analysis of the elements of a profession. (CO/PPST: 6.3.1; 7.4.1)
Topic: Teaching as a Profession
Learning Tasks:
Activity: Dialogue analysis. Read and analyze what the word “professional” means in the following dialogues. Write your idea in the space provided below the box.

Have you After so many

been to Mrs. years of studying, Wow! I am
Mercado’s my daughter will happy that your
new house? Yes, it’s superb! finally graduate daughter will
I was designed this year. soon be a
and built by professional.
professionals.
Barbosa?

D1: Professional means ___________________________________ D2: Professional means ___________________________________

11
 My brother is I am glad that your Miss Santos is
now a Miss Santos patient and
siblings are now
registered fair and to courteous to
professionals.
nurse. How the students. the parents.
Unfortunately, my
about you,
brother did not pass the
Maria? licensure examination
My sister is
now a licensed for teachers. Miss Santos
I admire the way
medical doctor. Miss Santos deals is highly
How about with “helicopter professional.
you, Fred? parents”.

D3: Professional means ___________________________________ D4: Professional means ___________________________________

Analysis: Think over your answers to the dialogues. What is a profession? What does the word professional mean? Answer the following questions for you to be able to
come up with your concept of teaching as a profession.
1. What is a profession?
Profession means _______________________________________________________________________________________________________________.
2. When do you say that a person is a professional?
A person is a professional _________________________________________________________________________________________________________.
3. Is teaching a profession?
Teaching is a profession because ___________________________________________________________________________________________________.
4. Is professionalization synonymous with professionalism?
Yes/ No because ________________________________________________________________________________________________________________.

12
 Abstraction: After analyzing the dialogues and answering the questions, you now have a better concept of what a profession and its elements are. Read the additional
information below to supplement your understanding of lesson 1.

Teaching as a Profession

Merriam-Webster defines a profession as a calling requiring specialized knowledge and often long and intensive academic preparation. It is also a vocation or
employment. This implies that a profession is a calling, vocation, or job that needs expertise gained through lengthy and thorough educational training. The word professional
according to Cambridge Dictionary relates to having the qualities that you connect with trained and skilled people, such as effectiveness, skills, organization, and seriousness
of manner. This implies that the term professional is the quality of knowledge, skills, and attitude of people. Thus, a person is sometimes described as “professional” “highly
profession” or “unprofessional”. From these, you could identify the elements of a profession.

There are six elements of a profession (Bilbao, et al, 2018):

1. Initial Professional Education. A professional to gain competence undergoes a long and intensive academic preparation. It starts with a college/university degree program
and should continuously learn after graduation.
2. Accreditation. The college/university degree programs are approved by the Commission on Higher Education (CHED) in the Philippines to guarantee compliance with
government regulations and requirements in producing competent graduates.
3. Licensing. A license is required for professionals to practice one’s profession. A license is provided by the Philippine Regulatory Commission (PRC) after passing the
licensure examination for their profession. A license has to be renewed regularly.
4. Professional Development. To improve professional competence, one has to undertake Continuing Professional Development as mandated by R.A. 10912, otherwise
known as the CPD Act of 2016. CPD points are a requirement in the renewal of the license.
5. Professional Societies. These are organizations with individual members practicing a profession in which the organization maintains an oversight of the knowledge, skills,
conduct, and practice of that profession. It focuses on giving support and improvement of the profession as well as public interest and commitment to ethical standards.
6. Code of Ethics. It is a guide designed to help professionals conduct themselves honestly and with integrity in the practice of their profession. It is a document that outlines
ethical principles based on the organization’s values and standards. Violation of the code of ethics of the profession is one of the grounds for revocation or suspension of
license.

Professionalization and professionalism seem to be similar but are different. Professionalization involves acquiring a high-status profession which includes certifications
and accreditations. Teaching was professionalized by R.A. 7836, later amended by R.A. 9293 that requires teachers to take the Licensure Examination for Teachers (LET). As
professionals, teachers are expected to perform specific duties to society, school, students as specified in the Code of Ethics for Professional Teachers. Professionalism, on the
other hand, is the attitude toward work. This is manifested through the observance of the Code of Ethics and laws governing teaching.

13
It is expected that you have now a wider and deeper knowledge of the lesson. If you have any question, feel free to ask.

Do you have any question? (Drop your question in the chat box.)
I want to know _______________________________________________________________________________________________
If you do not have a question, you may proceed to the application segment.

Application: Now that you have a clear knowledge of the lesson, find out how you can apply it to your future profession.

Share your insights and feelings about the lesson.

I think _______________________________________________________________________________________________________
I feel ________________________________________________________________________________________________________

Work on this. . .
Group task for 3-5 members. Below is a simple action plan template for becoming a professional teacher in the future. You accomplish the template by
indicating what you will do starting today and within 3-4 years to become a professional teacher.

Objectives Strategies/Plan of Action Time Frame Resources Needed Success Indicators

(What are the elements of the (How are you going to (When are you going to (What materials do you need (How are you going to
profession that you want to achieve?) accomplish the objectives?) accomplish your to accomplish your measure your progress?)
strategies?) strategies?)
Ex. Finish the BSED degree Submit all the requirements Every Semester Computer Batch 2025 BSED
on time graduate

14
 Your simple action plan will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Simple Action Plan

Name of Student: _________________________ Program/Year/Section: ______________________ Date of Submission: ____________________

Criteria Excellent Good Fair Poor Very Poor

(5) (4) (3) (2) (1)
SMART Objectives
Achievable Strategies
Clear-cut Time Frame
Suitable Resources
Acceptable Success
Indicators

Remarks: ____________________________________________________ Raw Score _______ X 100 /25 = Rating _______ Rated by: __________________

15
After submitting the simple action plan, you may proceed to Lesson 2.

16
 Lesson 2

Learning Outcome: Illustrate on a graphic organizer the historical development of teaching as a profession in the Philippines. (CO/PPST: 6.3.1; 7.4.1)

Topic: Historical Development of Teaching as a Profession in the Philippines

Learning Tasks:
Activity: Watch-think-write. You will start Lesson 2 by watching a brief video on the Historical Development of Education in the Philippines created using PowToon by
Jason Jeremy Y. Pocaan at https://www.youtube.com/watch?v=1nAO1WF2x00. This video will help you gain insights into the evolution of Philippine Education. Through
this video, you are also expected to visualize the development of teaching as a profession. While watching the video, take note of the important events in the development
of Philippine education. After watching the video, accomplish the graphic organizer below.

Watch-think-write Learning Sheet

Name: ______________________________ Program/Year/Section: __________________________ Date: __________________________

Period Events

17
 Analysis: Try to analyze your graphic organizer. Answer the following questions.

1. Who were the teachers during the different periods of the historical development of education in the Philippines?
The teachers during the different periods were ______________________________________________________________________________
___________________________________________________________________________________________________________________
2. When do you think did teaching became a profession?
Teaching became a profession __________________________________________________________________________________________
___________________________________________________________________________________________________________________
3. When do you think teaching was professionalized in the Philippines?
Teaching was professionalized __________________________________________________________________________________________
___________________________________________________________________________________________________________________

Abstraction: It is good that you have many ideas about the development of education in the Philippines and the development of teaching as a profession. Read the
additional information below to supplement your understanding of lesson 2.

Historical Development of Teaching as a Profession in the Philippines

The teaching profession in the Philippines has evolved starting from the foundation of teacher training to professionalization laws. Teaching in the Philippines started
as an informal way of transmitting knowledge, skills, and values. As early as the pre-Spanish period informal teaching was conducted by the parents and tribal tutors. The
first teacher of the children were their parents who conducted vocational training. Children learn through informal conversation, observation, imitation, and participation. The
tribal tutors, those with specialized roles in the community like the babaylan, provided training to selected young people to lead and participate in religious activities. Knowledge
was passed on from generation to generation through oral traditions and writing systems like the baybayin.

There was no formal public education system in the Philippines before 1863. The formal education during the Spanish period started with religious-oriented local and
parochial schools organized and supervised by the local priest while some secondary and college schools were set up for the sons and daughters of the Spaniards residing
in the Philippines. The Spanish friars and missionaries were the teachers at these schools. The formal public education system was established in the country by Queen
Isabella II of Spain through the Spanish Educational Decree of 1863. The 3 important features of this decree are 1) a complete education system with elementary, secondary,
and college levels; 2) government supervision and control of the schools; 3) the establishment of teacher training institutions called normal schools. Through this decree,
each town was provided with two elementary schools, one for boys and one for girls. These were free and compulsory. Secondary education was provided in some selected
cities in the country while college instruction was provided by the University of Santo Thomas, the oldest university in the Philippines. The first normal school was established

18
in Manila to train male teachers, called Escuela Normal de Maestros. This was under the Jesuits. In 1875, normal schools for women were established. The foundation of
teacher education began during the Spanish period. On August 4, 1765, through the Royal Decree of King Charles of Spain, each town was required to have one teacher.
Another Royal Decree was promulgated on November 28, 1772, which specified the qualifications of teachers. However, it was only in 1863 that the training of Filipino
teachers was realized.

During the First Republic, the schools maintained by the Spaniards were closed briefly by the Aguinaldo government. The schools were placed under state control and
supervision. The administration and supervision of local schools were transferred from the priests to the local authorities. There was no teacher training during this period.

During the American period, the schools were reopened on August 29, 1898, with the American soldiers as the first teachers who used English as the medium of
instruction. In 1901, the Second Philippine Commission passed Act No. 74 which created the Department of Public Instruction and formally established the primary schools,
and in 1904 the intermediate schools. The secondary schools or provincial high schools were established through Act No. 373. The Philippine education system was completed
with the inclusion of higher education institutions such as 1901 the Philippine Normal School (now Philippine Normal University) to train aspiring Filipino teachers and in 1908
the University of the Philippines.

The increase in enrollment in public schools resulted in a shortage of teachers. Because of this, the Philippine Commission authorized the Secretary of Public Instruction
to bring to the Philippines 600 teachers from America, called the Thomasites. To further address the urgency of teachers, the Philippine Government financed the college
education of qualified Filipino students to study in American colleges and universities through the Pensionado Act of 1903 or Act No. 854. Those bright young Filipino scholars
were called Pensionados.

The Spanish normal school, Escuela Normal de Maestros was replaced with Philippine Normal School (PNS) and was formally opened on September 1, 1901. It first
offered a two-year general secondary education program for two decades. In 1928 it became a junior college offering a two-year program to graduates of secondary schools.
In 1949 it was converted into Philippine Normal College (PNC) through R.A. No. 416 and offered the four-year Bachelor of Science in Elementary Education (BSEE) program
and subsequently through the years started other undergraduate programs. This means that the current teacher education programs offered in teacher education institutions
in the Philippines have evolved from a two-year general secondary education program to a four-year degree program. It likewise expanded from teaching in elementary to
college or higher education with different specializations or majors.

Two legal documents professionalized teaching in the Philippines. First is Presidential Decree No. 1006 issued by President Ferdinand E. Marcos in 1976. This is a
decree providing for the professionalization of teachers, regulating their practice in the Philippines, and other purposes. This decree cited among others the need “ to ensure
in the immediacy and urgency of teacher recruitment, qualitative requirements are not overlooked, it has become necessary to regulate the teaching profession”, the reality
that “ although teaching requires many years of collegiate study, it is the only course that is not yet considered a profession”, and the importance of teachers “in recognition
of the vital role of teachers in nation-building and as an incentive to raise the morale teachers, it is imperative that they be considered as professionals and teaching be

19
recognized as a profession.” P.D. 1006 required the teachers to get a Professional Teacher Certificate from the Civil Service Commission (CSC) by taking and passing the
Philippines Board Examination for Teachers (PBET).

The second is Republic Act No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, an act to strengthen the regulation and supervision
of the practice of teaching in the Philippines and prescribe a licensure examination for teachers and other purposes. This law transferred the regulation and licensing of
teachers from CSC to the Philippine Regulation Commission (PRC). The PBET was replaced with Licensure Examination for Teachers (LET).

If you have any question, feel free to ask.

Do you have any question? (Drop your question in the chat box.)
I want to know _______________________________________________________________________________________________
If you do not have a question, you may proceed to the application segment.

Application: Now that you have a clear knowledge of the lesson, try to apply it by working on the succeeding tasks.

Share your insights and feelings about the lesson.

I think _______________________________________________________________________________________________________
I feel ________________________________________________________________________________________________________

Work on this. . .
Group task for 3-5 members. Create a graphic organizer showing the development of teaching as a profession in the Philippines. You can use one of
the samples below as your guide or you can make your design. You refer to these links: https://infogram.com/templates/timeline-dark-infographic
or https://templates.office.com/en-in/infographic-timeline-tm67101265

20
21
 Your graphic organizer will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Graphic Organizer

Name of Student: _________________________ Program/Year/Section: ______________________ Date of Submission: ____________________

Criteria Excellent Good Fair Poor Very Poor

(5)
Organization Extremely well organized. The
order and structure of information
are very compelling and fluid.
Content Understanding of content is
highly evident. Very thorough
and insightful.
Creativity Interesting, new, and helpful. An
original presentation that
includes identifying unknown
events.
(4) (3)
Organized. The order Somewhat organized.
and structure of The order and structure
information are not of information are not
confusing. It is fluid. confusing and
somewhat fluid.
Understanding of content Shows some
is evident. Thorough and understanding of understanding of content.
insightful. content.
Interesting, new, and Somewhat interesting
helpful. An original and helpful. The
presentation for its presentation serves its
intended purpose. intended purpose.
(2) (1)
Poorly organized. The Extremely disorganized.
direction is unclear, and No direction and flow
the flow is frequently not are very erratic.
smooth.
Shows incomplete Understanding of
content is not evident.
Not interesting but Not interesting and not
somehow helpful. helpful. Did not serve its
Minimally serves its intended purpose.
intended purpose.

Ideas Represent a variety of important Represent important
concepts with multiple concepts with more than
connections in the discipline. one thoughtful
connection in the
discipline.
Represent important Represent minimal Did not represent
concepts with some concepts with few important concepts and
connections in the connections in the had no connection to
discipline. discipline. the lesson.

Remarks: ____________________________________________________ Raw Score _______ X 100 /20 = Rating _______ Rated by: __________________

22
After submitting the graphic organizer, you may proceed to Lesson 3.

Lesson 3

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 Lesson 3

Learning Outcome: Describe on a reflection essay your vocation and mission as a teacher. (CO/PPST: 6.3.1; 7.4.1)

Topic: Teaching as a vocation and a mission

Learning Tasks:
Activity: Read-reflect-react
• Read the article “Teaching Is a Vocation-A Calling,” written by Teacher Randall in 1962 found on the link below:
https://randallbutisingh.wordpress.com/2007/11/20/teaching-is-a-vocation/
• Reflect on the following questions:
1. Why did the author think that teaching is a vocation?
2. Why did the author state that a teacher is the most important person in any civilization?
3. What did the author think about the responsibilities of the teacher?
4. What did the author say about the role of the head teacher or principal?
5. Are the author’s ideas still true today?
• React to the following issues:
1. Teaching is no longer a vocation; it is just a job.
2. Teaching is not just a vocation, it is also a mission

The article is on the next page

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 TEACHING IS A VOCATION- A CALLING
By: “Teacher Randall”- 1962

Teaching is more than a noble profession. It is a vocation, a calling. The teacher is the most important person in any
civilization, as on him depends on the molding of the nation. There are not many born teachers, but there are those who
love teaching, and there are those who enter it as an occupation. The chief qualification for a teacher is his or her love for
children; from there can follow the training by good teachers and professors of techniques and principles. Good teacher-pupil
relationship is very important.

A teacher must know that he or she is teaching, not only a subject, but a child. A teacher must know each child in
his or her charge – especially in his early years – his temperament, his academic capability, his health, his bent, his home
background and anything that may be hindering him from doing his best. This will equip teachers and help them to
educate. Each child must taste success at the beginning by beginning with the simple to the complex, the concrete to the
abstract, the known to the unknown and to develop at its own rate. This will give him confidence. A good teacher, by
his/her methods will be able to motivate the pupil, awaken his interest, and arouse his curiosity. Teachers can make
learning pleasant. They must exhibit energy, enthusiasm, and cheerfulness, and never cease to learn themselves. A teacher
who ceases to learn becomes irrelevant.

Here I wish to make a comment on the role of the Head teacher or Principal. He must at all times give valuable
support to his teachers. He, himself, must be a good teacher and his relationship with his teachers and parents must be
good at all times. He must be able to command respect and, with his influence, get his staff to work as a team and, together,
rally the support of parents. A vibrant Parent-Teacher Association is a necessity as it will help in the child’s interest, and
also in the education of the parent.

If an individual is well educated; if he is given the right information; if he is trained according to his bent; if he has a
right sense of values, if he has learnt to think positively, to make good judgments, and if he is able to realize his uniqueness
in the mosaic which is indivisible humanity – he will be well on his way to make this world a better place for himself and
others.

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• After reading the article, fill out the graphic organizer to map out your learnings.

What I Read My Reaction

My Reflection

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Analysis: Try to analyze your graphic organizer. Answer the following questions.

1. What is a vocation?
Vocation means _____________________________________________________________________________________________________
___________________________________________________________________________________________________________________
2. What makes teaching a vocation?
Teaching is a vocation because _________________________________________________________________________________________
___________________________________________________________________________________________________________________
3. How can a teacher fulfill his/her vocation?
A teacher can fulfill his/her vocation ______________________________________________________________________________________
___________________________________________________________________________________________________________________
4. What is a mission?
Mission means ______________________________________________________________________________________________________
___________________________________________________________________________________________________________________
5. What is the mission of the teacher?
The mission of the teacher is ___________________________________________________________________________________________
___________________________________________________________________________________________________________________
6. How can a teacher fulfill his/her mission?
A teacher can fulfill his/her mission ______________________________________________________________________________________
__________________________________________________________________________________________________________________

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Abstraction: Your answers indicate that you have many ideas about the lesson. Read the additional information below to supplement your understanding of lesson 3.

Teaching as a Vocation and a Mission

You might be wondering whether teaching is the right vocation for you or a good opportunity for personal and professional growth. Even if your long-desired dream is
to become a teacher you probably asked yourself if you could handle the multiple tasks of a teacher or if your desire to be a teacher is strong enough to withstand the
challenges of this profession. If you think teaching is the right vocation for you, you might wonder what your mission is. Let us analyze the two important terms in this lesson,
vocation, and mission.

According to the Merriam-Webster dictionary, vocation means “a summons or strong inclination to a particular state or course of action especially a divine call to
religious life”, it is an “occupation”. In simple terms, it is a compelling call or calling. When there is a call, there is a response. Vocation, therefore, is one’s response to a
call beyond oneself to use one’s strengths and gifts to serve. It is a sense that God is directing one to a particular task, relationship, or mission. It is the unfolding of how
one may live his/her life at a particular time. Vocation does not only refer to a religious calling because there are other callings like being married or staying single. Vocation
can also apply to occupations like teaching because teaching is serving the students, parents, community, and the state. It is not just a job where one works to earn a living,
and become rich, famous, and powerful. Of course, these are important. However, vocation is more than that. It is a calling to use the gifts from God to make a positive
contribution to the world by serving humanity. That is the bigger purpose in life. Vocation involves hearing and responding to the “voice” which calls one to live a purposeful
life. That purpose is to specifically make a difference in the lives of the students and help make the world a better place to live in. If your vocation is to become a teacher,
what then is your mission?

Mission according to Merriam-Webster dictionary, is “a specific task with which a person or a group is charged”, and “a body of persons sent to perform a service or
carry on an activity”. This means that a mission is a specific task a person is sent to perform or carry out. What then is the mission of the teacher? The mission of the
teacher is to teach. To teach is not limited to the teaching of reading, writing, arithmetic, and right conduct. It is not only acquiring higher-order thinking skills. It is not only
to develop productive citizens. It is not just according to Alfred North Whitehead, to develop “a man of culture and expertise” nor it is just as Bernard Russell puts it, “to
provide opportunities for the child’s growth and to remove the hampering influences. Teaching is all these and more (Bilbao, 2018, 16).

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 To teach is to help the students develop their full potential to live a productive, successful, happy, and meaningful life. To accomplish this mission, the teacher needs
full preparation. Teachers need to embody personal and professional qualities for effective teaching. Here are the personal qualities teachers must demonstrate.
R. J. Walker’s 12 Personal Characteristics of Effective Teachers
(Bilbao, et al, 2018, 39)
1. Prepared-comes to class each day ready to teach
2. Positive-have optimistic attitudes about teaching and students
3. Hold high expectations-set no limits on students and believe that everyone
can be successful
4. Creative-are resourceful and inventive in how they teach their class
5. Fair-handle students and grade 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 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 mistakes-quick to admit being wrong
Personal Qualities and Attitudes Teachers Must Possess
(Lim, et al, 2014, 18-19)
1. Good personality-character and appeal the teacher exudes as they walk
and relate to others
2. Honest-good sense of value, trustworthiness, and manifest integrity as a
professional
3. Enthusiastic-have pleasant outlook, optimistic, and with a sense of humor
4. Caring-compassionate and interest in others, understanding how people
feel and reacts
5. Role model-model good behavior and sets a good example for others to
emulate
6. Fair-impartial, open-minded, and objective judgment and decision-
making
7. Friendly-demonstrate pleasant, warm-hearted, and loving relationships
with students
8. Respectful-well-behaved, politeness, and courtesy in dealing with the
students and the public
9. Dedicated-devoted, loyal, and committed to the profession
10. Creative-do things in their way, create new and original ideas
11. Flexibility-adapt to a situation, do not easily get disturbed or upset
when unexpected situations and problems arise
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 Here are the 4 evaluation models/frameworks of effective teaching (Bilbao, et al, 2018, 32). This is the list of professional qualities of effective teachers.

Robert J. Marzano’s Causal Teacher
Evaluation
Planning and Preparing
Classroom Strategies and Behaviors
Reflection on Teaching
Collegiality and professionalism
Charlotte Danielson’s Framework for
Teaching
Planning and Preparation
Instruction
The Classroom Environment
Professional Responsibilities
James H. Stronge’s Teacher
Effective Performance Evaluation
System (TEPES)
Instructional Planning
Assessment of/for Learning
Professional Knowledge
Instructional Delivery
Communication
The Learning Environment
Student Progress
Professionalism
Teacher Evaluation Standard-The
Mid-Continent Research for
Education and Learning (McREL)
Model
Teachers facilitate learning for their
students
Teachers know the content they
teach
Teachers facilitate learning for their
students
Teachers know the content they
teach
Teachers establish a respectful
environment for a diverse population
of students
Teachers reflect on their practices
Teachers demonstrate leadership

The personal and professional qualities Filipino teachers are expected to demonstrate are also indicated in the Code of Ethics for Professional Teachers and the
Philippine Professional Standards for Teachers. You will learn these in Module 2.

The expectations cited above indicate that to be true to one’s vocation and mission as a teacher, one has to have more, do more, and be more. Mediocrity or the
“pwede na mentality” should be avoided. Teachers should strive for excellence in everything they do.

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At this point, it is expected that you now have a clear understanding of lesson 3. If you have any question, feel free to ask.

Do you have any question? (Drop your question in the chat box.)
I want to know _______________________________________________________________________________________________
If you do not have a question, you may proceed to the application segment.

Application: Now that you have more learning about the lesson, try to apply it by working on the succeeding tasks.

Share your insights and feelings about the lesson.

I think _____________________________________________________________________________________________________________
I feel ______________________________________________________________________________________________________________

Work on this. . .
Group task for 3-5 members. Write a group reflection essay about your vocation and mission as a teacher. Reading online articles on the topic is
recommended to support your essay. You are expected to follow the format below.
Format:
Front: style - Times New Roman and font size-12
Margins-1in
Orientation: Portrait
Paper size: A4
Doubled space
Include a page header on top of every page
Insert a page number on the top right of every page except for the title page
Include a Title Page, Introduction, Main Body, Conclusion, and References.
Word Count: 500-700 words from Introduction to Conclusion.

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 Your reflection essay will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Reflection Essay

Name: ___________________________ Program/Year/Section: ___________________ Date of Submission: ______________

Categories Excellent (4) Good (3) Average (2) Poor (1)

Reflective Thinking Explains the student’s thinking and learning
processes, as well as implications for future
learning.
Depth of Analysis Exhibits an in-depth analysis of the learning
experience, the value of the derived learning
to self or others, and the enhancement of
one’s appreciation for the teaching profession.
Making Connections Articulates multiple connections between the
learning experience and content from other
courses, past learning, life experiences,
and/or future goals.
Clarity of Presentation Consistently precise and unambiguous
wording, clear and lucid sentence structure.
All citations are well-chosen, effectively
framed in the text, and explicated where
necessary.
Mechanics Clean, correctly formatted (12-point font,
Times New Roman, normal margins), written
in full sentences. Virtually no spelling or
grammatical errors. Consistent citation style.
References Uses 3 or more references.
Explains the student’s thinking about
his/her learning processes.
Reflects an analysis of the learning
experience and the value of the derived
learning to self or others.
Articulates connections between the
learning experience and content from
other courses, past learning experiences,
and/or future goals.
Mostly precise and unambiguous wording,
mostly clear sentence structure. Mostly
effective choice of citations. Mostly
effective framing and explication of citation
where necessary.
Clean, correctly formatted (12-point font,
Times New Roman, normal margins),
written in full sentences. A few minor
spelling or grammatical errors. Consistent
citation style.
Uses 2 references.
Attempts to demonstrate thinking about
learning but are vague and/or unclear
about the personal learning process.
Attempts to analyze the learning
experience but the value of the learning
to self or others is vague and/or unclear.
Attempts to articulate connections
between this learning experience and
content from other courses, past
learning experiences, or personal goals,
but the connection is vague and/or
unclear.
Imprecise or ambiguous wording.
Confusing sentence structure. Poorly
chosen citations, or ineffective framing
and explication of citations.
Correctly formatted (12-point font,
Times New Roman, normal margins),
written in full sentences. Several
spelling or grammatical errors.
Inconsistent citation style.
Uses 1 reference.
Do not address the student’s thinking
and/or learning.
Do not move beyond a description of
the learning experience.
Do not articulate any connection to
other learning or experiences.
Consistently imprecise or ambiguous
wording, confusing sentence structure.
Citations contradict or confuse
students’ text.
Sloppy or incorrectly formatted and not
written in full sentences. Many spelling
or grammatical errors. Inconsistent
style of citation.
No references.

Remarks: ____________________________________________________ Raw Score _______ X 100 /24 = Rating _______ Rated by: __________________
Modified version based on sources: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf
https://www.cmu.edu/teaching/assessment/examples/courselevel-bycollege/cfa/tools/reflectionpaper-cfa.pdf

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After submitting the reflection essay, review the 3 lessons on this module, and then answer the posttest.

Lesson
Lesson 3

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 Posttest
Directions: This test is given to determine the amount of learning you have acquired from the lessons on Module 1. This test consists of 30 items in a multiple-choice
format. Each question has four answer choices. Read each question and choose ONE correct answer by checking the corresponding letter. This is a graded
test. Therefore, you are required to answer all the items independently to the best of your ability. Remember the HONOR CODE.
Begin here.
1. Which agency provides the Licensure Examination for Teachers?
A. Commission of Civil Service (CSC)
B. Professional Regulation Commission (PRC)
C. Commission on Higher Education (CHED)
D. Department of Labor and Employment (DOLE)

2. Why are teachers required to participate in in-service training? It _____________.

A. gives teachers a chance to meet other professionals
B. allows them to travel and be free from school workloads
C. is a requirement for the utilization of school development fund
D. will help maintain or improve professional knowledge and skills

3. Which is NOT a reason for requiring teachers to finish a 4-year initial professional education?
A. It is a major requirement for graduation in the teacher education degree program.
B. It is a requirement for the application, selection, and ranking of any teaching position.
C. To ensure the acquisition of competencies, skills, and knowledge required in teaching.
D. It is the only valid guarantee that a teacher will be highly professional and excellent at work.

4. Why must students enroll in CHED-accredited higher education institutions? Because it ______________.
A. is a trendy practice that is parallel to international standards
B. warrants competent beginning of graduates’ professional lives
C. is a requirement that every institution is expected to comply with
D. safeguards the interests of all accrediting agencies in the Philippines

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5. Which serve as the guiding principles of professionals?
A. Civil Code
B. Code of Ethics
C. Order of Lakandula
D. Code of Kalantiyaw

6. Which best illustrates a professional?

A. Peter is a registered nurse who was removed from the service for negligence of duty.
B. Carlos is a first-class and expensive couturier who serves only the rich and famous clients.
C. Rose is a licensed medical doctor with a good attitude towards her colleagues and patients.
D. Jasmin is an unemployed Magna Cum Laude graduate from a prestigious university abroad.

7. Why is membership in professional societies required from teachers?

A. Because both DepEd and CHED require it.
B. To meet new friends from the same profession.
C. To participate in professional development activities.
D. It guarantees teachers’ effectiveness and efficiency at work.

8. What does it mean when someone tells you that you demonstrate a “professional manner”, and that you are “highly professional”?
A. I need to be careful with what I do at all times.
B. I am competent and I follow the code of ethics.
C. I am popular because I am an adorable person.
D. Someone would like to ask a special favor from me.

9. Is professionalism synonymous with professionalization?

A. Yes, both refer to how professionals are required to conduct themselves in public.
B. No, professionalism is the legal act of being a professional while professionalization is adhering to a professional code of conduct.
C. No, professionalism refers to competence and work ethics while professionalization is the legal act that recognizes the profession.
D. Yes, both are good qualities that every professional should manifest in their day-to-day activities at home, at work, and in the community.

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10. Professionalism is a continuous process of reaching all forms of ________________.
A. accountability
B. obligation
C. prestige
D. responsibility

11. Which is the hallmark of professionals?

A. Earn a post-graduate degree
B. Published research in journals
C. Pass the LET and be a topnotcher
D. Technical skills and code of ethics

12. Which should you do first to be a professional licensed teacher?

A. Attend seminars, workshops, and conferences
B. Earn a baccalaureate degree in teacher education.
C. Pass the Licensure Examination for Teachers (LET).
D. Join professional organizations or societies for teachers.

13. Which describes Pre-Spanish Period education?

A. There was no form of education before.
B. School children attended formal school.
C. The children were taught by their parents.
D. Public schools were for tribal leaders only.

14. Thomasites is to American Period while ___________ is to Spanish Period?

A. Jesuits
B. parents
C. tribal leaders
D. Xaverian

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15. When was the free public education system first established in the Philippines?
A. 1765
B. 1772
C. 1863
D. 1901

16. In which period did the formal training for teachers in the Philippines begin?
A. American
B. Japanese
C. Pre-Spanish
D. Spanish

17. Which augmented the lack of teachers in the Philippines during the American Period?
A. Dominican Brothers
B. Franciscan Missionaries
C. Juan dela Cruz
D. Thomasites

18. Teacher education in the Philippines started as a ____________.

A. two-year training
B. three-year training
C. four-year degree program
D. five-year degree program

19. Which is the first teacher training school in the Philippines?

A. Cebu Normal University
B. Leyte Normal University
C. Philippine Normal University
D. University of Santo Thomas

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20. Which laid the foundations of teacher education in the Philippines?
A. American government
B. Japanese government
C. Philippine Republic
D. Spanish government

21. Which is the first legal document that professionalized teaching in the Philippines?
A. Act 74 of 1901
B. P.D. 1006
C. R.A. 7836
D. P.D. 1765

22. Teaching in the Philippines was elevated as a profession by the __________________.

A. Americans
B. Filipinos
C. Japanese
D. Spaniards

23. Which is NOT the reason for the professionalization of teaching in the Philippines?
A. To rise the salary of teachers.
B. As an incentive to raise the morale of teachers.
C. In recognition of the vital role of teachers in nation-building.
D. To ensure that qualitative requirements in hiring teachers will not be overlooked.

24. After P.D. 1006, which law further professionalized teaching in the Philippines?
A. R.A. 4670
B. R.A. 7836
C. R.A. 9293
D. R.A. 10533

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25. Teaching is a responsibility every teacher is hired to do. This is means that to teach is the teachers’ ______________ .
A. Job
B. Mission
C. Profession
D. Vocation

26. If you are a son during the Pre-spanish period, your education is focused on _______________.
A. child care training
B. livelihood training
C. financial management
D. home management

27. According to Alfred North Whitehead, an “educated man” is a man of culture and expertise. If you believe this to be one of your missions, what skill should you develop in the
learners?
A. Critical and deeply involved
B. Productive and obeys blindly
C. Productive and deeply involved
D. Highly dependent and deeply involved

28. Which would be required of you if you consider teaching as your vocation?
A. Technical skills
B. Mastery of the lesson
C. High level of tolerance
D. Dedication to service

29. To accomplish your vocation and mission, you have to have more, do more, to be more. This means that __________________.
A. teachers must do better next time
B. mediocrity is a human trait that should be allowed at times
C. teachers should strive for excellence in everything they do
D. working hard day and night or 24/7 is an important teacher quality

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 30. According to Bertrand Russel, education is both utility and humanity. If you believe in this, what then is your mission?
A. Teach the basic 4Rs so that students will become intellectuals and useful.
B. Provide opportunities for students to develop skills to become better and happier.
C. Develop a love for the good things in life so that students will always aspire for excellence.
D. Teach the students with higher-order skills and advanced knowledge to become productive citizens.

End here.

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After answering the posttest, accomplish the performance checkpoint chart.

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 Module 1. Find out how you perform by accomplishing the Performance Checkpoint Chart below:

Performance Checkpoint Chart

Name: ___________________________ Program/Year/Section: ___________________ Performance Checkpoint Date: ______________

Requirements Rating Are you satisfied with your performance? Did What are the challenges in accomplishing What do you need to do to maintain or
you meet your target? the tasks? improve your performance?

Pretest/Posttest Write here. Write here. Write here.

Results

Simple action plan on

becoming a
professional licensed
teacher

A graphic organizer on
the historical
development of
teaching as a
profession in the
Philippines

Reflection essay on
one’s vocation and
mission as a teacher

Tentative Rating

Faculty comments: _______________________________________________________________________________________________________________

________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

You may now work on Module 2.

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