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Prof. Ed. 101 Module 7 The Teaching Profession
Prof. Ed. 101 Module 7 The Teaching Profession
101-The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles
Module No.7
MODULE TITLE
MODULE OVERVIEW
The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character
traits that are believed—by educators, school reformers, college professors, employers, and others
—to be critically important to success in today’s world, particularly in collegiate programs and
contemporary careers and workplaces. Generally speaking, 21st century skills can be applied in all
academic subject areas, and in all educational, career, and civic settings throughout a student’s life.
Hence, teachers are regarded as agents of change in any society. Their roles do not stop in the
classroom, as educators and architects of a well-educated nation but are community activists too.
Hence, they are expected to promote social change in schools and in communities in which they
serve on several issues. In other words, teacher competence refers to “the right way of conveying
units of knowledge, application and skills to students”. The right way here includes knowledge of
content, processes, methods and means of conveying content.
LEARNING OBJECTIVES
1.Describe the evolution of competencies and standards in response to changing societal demands
on the teaching profession;
2. Define transformative education;
3.Elaborate personal growth and professional development based on the Philippine Professional
Standards for Teachers (PPST)
LEARNING CONTENTS
To remain relevant and interesting, the teacher must possess 21st century skills. It can be
categorized into four namely:
1. communication skills – includes teaming, collaboration, interpersonal skills, local, national and
global orientedness and interactive communication.
2. learning and innovation skills – includes 3 C’s namely: Creativity, Curiosity, Critical thinking
problem solving skills and risk taking
3. information, media and technology skills- referring to : visual and information literacies , media
literacy, basic, scientific, economic and technological literacies and multicultural literacy
4. life and career skills –embrace flexibility and adaptability, leadership and responsibility, social
and cross-cultural skills and ethical, moral and spiritual values
• Ways of thinking –Creativity, critical thinking, problem solving, decision –making and learning
• Tools for working –Information and communications Technology (ICT) and information literacy
• Skills for living in the world-Citizenship, life and career. And personal and social responsibility
grasp new ideas and concepts. There are many ways that educators can introduce this kind
of learning into their classroom, including: Give students chances to learn about new perspectives.
Another way teachers can use transformative learning in the classroom is to give students
contrasting articles on a topic, and ask them their thoughts and insights on the different elements of
each article. This helps them to question their own understanding and move through the process
of learning. It can be fostered by asking open-ended questions to learners. This will promote
critical-thinking skills that will help learners relate new knowledge to their own life
experiences. Examples include the use of blogs and internal social tools for online discussions and
responses to questions
C. Qualifications Frameworks
• ASEAN Qualifications Framework (AQRF)
The ASEAN Qualifications Reference Framework (AQRF) is a common reference framework that
enables comparisons of education qualifications across participating ASEAN Member States
(AMS).
What is PQF?
The National Competency-Based Teacher Standards (NCBTS) defines the desired practice of
effective teaching. The NCBTS sets performance indicators classified in appropriate domains and
strands that guide teacher professional development.
The PPST is a public statement of what teachers need to know, value, and be able to do in their
practice. ... It is built on the National Competency-based Teacher Standards (NCBTS). It
comprises seven Domains and 37 Strands, and 37 Indicators for each Career Stage.
The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can
also be used for the selection and promotion of teachers.
1. In line with the new professional standards for teachers, the Department of Education (DepEd),
through the Teacher Education Council (TEC), issues this DepEd Order entitled National Adoption
and Implementation of the Philippine Professional Standards for Teachers (PPST)
2. The DepEd recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning. It is
committed to supporting teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is contingent upon quality
teaching. Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.
3. The changes brought about by various national and global frameworks such as the K to 12
Reform, ASEAN Integration, globalization, and the changing character of the 21st century learners
necessitate the improvements and call for the rethinking of the National Competency-Based
Teacher Standards (NCBTS); hence, the development of the PPST.
a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
c. apply a uniform measure to assess teacher performance, identify needs, and provide support for
professional development.
5. The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can
also be used for the selection and promotion of teachers. All performance appraisals for teachers
shall be based on this set of standards.
6. The regional offices shall be supported by their training and development personnel to organize
and orient all the schools divisions within their jurisdiction for the PPST. In addition, it shall take
charge of the monitoring and evaluation at the division level implementation. The schools division
office shall have the same functions and responsibilities in the school districts and secondary
schools.
7. Reporting of the orientation and related activities shall be done by the regional office to the
Office of the Secretary through the Teacher Education Council.
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Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers’ increasing levels of knowledge, practice and
professional engagement. At the same time, the standards allow for teachers’ growing
understanding, applied with increasing sophistication across a broader and more complex range of
teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in
the 21st Century in the Philippines. Quality teachers in the Philippines need to possess the
following characteristics:
and aspirations of the wider school community and other key stakeholders. They
understand and fulfill their obligations in upholding professional ethics, accountability and
transparency to promote professional and harmonious relationships with learners, parents,
schools and the wider community.
value personal growth and professional development and exhibit high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and professional reflection and learning
to improve their practice. They assume responsibility for personal growth and professional
development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of
teacher practices.
1.
Content knowledge and its application within and across curriculum areas
2.
Research-based knowledge and principles of teaching and learning
3.
Positive use of ICT
4.
Strategies for promoting literacy and numeracy
5.
Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
LEARNING POINTS
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can
develop holistic learners who are steeped in values, equipped with 21st century skills, and able to
propel the country to development and progress. This is in consonance with the Department of
Education vision of producing: “Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and contribute meaningfully to
building the nation” (DepED Order No. 36, s. 2013). The common Teacher Competencies are as
follow:
Knowledge of Students and Their Development
Creates an Effective Learning Environment
Understands Subject Matter
Plans and Designs Appropriate Learning Experiences
Uses On-going Assessment to Monitor Student Learning
Develops Professional Practice.
The changes brought about by various national and global frameworks such as the K to 12 Reform
and the ASEAN integration, globalization, and the changing character of the 21st century learners
necessitate improvement and adaptability of education, and a call for the rethinking of the current
teacher standards.
From this module it has been mentioned about NCBTS and PPST wherein the PPST is a public
statement of what teachers need to know, value, and be able to do in their practice. It is built on the
National Competency-based Teacher Standards (NCBTS). It comprises seven Domains and 37
Strands, and 37 Indicators for each Career Stage. The standards describe the expectations
of teachers' increasing levels of knowledge, practice and professional engagement.
LEARNING ACTIVITIES
Review Exercises
Name: _________________________________ Date: _________
Year & Section__________________________ Score: __________
Activity 1.1 Critical Questions: By means of graphic organizer, describe the 21st century teacher by
completely presenting the 21st century skills
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REFERENCES
Pawilen ,Greg T..Copyright 2019.Teaching Profession Passion and Mission Second Edition.REX Bookstore
Publishing Co.
DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST)