TEACHING PROFESSION
Different Needs of Teachers
Unit 1 – Nature of Teaching and Teacher
Roles
TEACHING
as engagement with learners to enable
their understanding and application of
knowledge, concepts and processes.
PROFESSION
a paid occupation, especially one that
involves prolonged training and a formal
qualification.
Objective
1. Explain what teaching is and describe the
various roles of a teacher
The Teacher as Individual Person
Understanding the teaching profession
requires deeper appreciation of the lives of
teachers as individuals in the society.
Teachers are given high regard in the
society for the multiple roles they perform aside
from teaching. As society becomes more
complex and its values are becoming more
pluralistic, the areas of responsibility for
teachers become wider (Pelletier 2004).
Cohen, Manion, and Marrision (1996)
pointed out that teaching is more than just a
simple job. Teaching as a higher calling and a
commitment to make positive changes in the
society and in the lives of all people they teach.
1. Brain: To always think critically and
creatively
2. Eyes: To see the individual needs,
strength, and nature of each student.
3. Ears: To listen to students’ ideas and
concerns.
4. Hands: To guide students and show the
right direction.
5. Heart: to love all the students regardless
of who and what they are.
6. Mouth: To speak the truth, discuss the
knowledge, and speak wisdom to
students
7. Feet: To walk with the students, explore
the surroundings, and discover new
knowledge and information.
8. Nose: To breathe deeply and relax when
feeling tired or pressured.
Teachers Have Different Needs
1. Emotional
2. Social
3. Spiritual
4. Physical
5. Economic
Economic Needs
● While teaching is not a profession to
make people rich, teachers also need
money to sustain their everyday needs
and to feed their families
Security and Justice
● Some teachers suffer from the perils of
injustice. Some teachers are victims.
Some of them are victims of school
officials too. Their promotions are
sometimes tainted by giving lavish gifts
rather than merit and performance.
Needs for recognition and appreciation
● The school should provide them with a
nurturing environment that allows
individual and professional growth. The
school should also recognize the
outstanding works and commitments
for others.
Spiritual Support
● Teaches are molding the minds of the
next generation’s leaders and citizens. In
doing these tasks, teachers need some
form of spiritual guidance and inspiration
regardless of their religion
Role Clarity
● Identify the various roles of a teacher , to
explore how clear the expectations for
each role are (role clarity), and to
understand possible tensions between
different conflict.
Social Needs
● Teachers need to have good relationship
with other social agencies and groups.
They need to build good relationship with
families, community leaders, and other
professionals.
Cope with various challenges and Changes
● The teaching profession requires teachers
to respond to different challenges and
changes brought by information
technology, changing social value system,
economic challenges, and cultural
diversity.
The Teacher as a Professional
By virtual of Republic Act 7836, amended by
Republic Act 9293, teaching was
professionalized and thereby requiring
teachers to take the Licensure Examination for
Teachers (LET) . As professionals, teachers
are bound to perform specific duties to the
society specially to schools and students
guided by a professional code of ethics.
Seven Rs of Professional Teachers
Remember: To perform your duties with high
degree of professionalism. A teacher should
not allow his/her integrity to be destroyed due
to personal greed and bad politics
Respond: To respond to the needs of each
student with outmost level of concern to the
welfare and well-being of each student
Recognize: Teacher must continiuosuly seek
professional carrer advancements through
joining professional associations, attending
continuing education activities for teachers,
and doing graduate studies.
Reawaken: Reawaken your passion and
sense of mission to serve all types of lerners
regardless of their religion, soci-economic
status, gender, race , intellectual ability, and
leraning modalities,
Renew: Renew your committement to help
each leraner to leran in order to have a better
future. A teachermust believe that each child
can have a good future if we help them with the
knowledge and skills that we teach them.
Re-evaluate: Re-evaluate your attitude toward
students and your work ethics
Relearn, learn, unlearn: Keep updated with
new knowledge and information. A teacher
must be always active in business of lifelong
learning
Teacher as a Community
Leader and Social Advocate
Educators play an important role in the
development of people and communities. Jan
and Ed Philpot (1994) concretized this idea by
encouraging a stronger link between
home ,school, and community through effective
programs developed and implemented by
teachers.
The life of a teacher is neither confined in the
four corners of the classroom nor limited inside
the school campus.
A teacher is an active leader in the
community. Teachers always take leadership in
their communities especially in activities and
projects related to the education and welfare of
young children
Teacher as a Model of Good Character
Teachers are recognized as exemplars of
good character, attitude, and values. They
are keepers of values and traditions of different
cultures around the world.
Many people considered them as prophets,
spiritual leaders, and great mentors
Teacher as a Role Model
By: Clarendon Learning
One way to become a good role model is to
show the students you are a person just like
them. They need to know you can make
mistakes, and you learn from them. The
“teacher makes no mistakes” attitude only sets
you up for more criticism when you do fail in
the eyes of your class.
For example, misspelling a word on the board
may lead to a criticizing comment by a student,
but your reaction can go a long way in showing
your humanness. No need to argue or get on
the kid who points it out, simply thank her,
accept the error and move on. The response
shows other students making mistakes is okay,
and accepting criticism is not the end of the
world and can be helpful.
Next, be careful with the personal remarks you
make about a student in front of other students.
It can often be easy to do especially in the heat
of the moment, or when you are having a
conflict with a particular child in the class.
Students will pick up on this immediately and
see that it is okay to be condescending or
mean to their fellow classmates. They may
think, “If a teacher can talk about him or her,
why not me?”
Finally, and this is one that sometimes is
difficult to accept, your personal life is usually
not a secret. Whether you like it or not, and
especially if you live in the same community of
the school, a teacher’s personal life is
magnified by students and their parents.
It would be nice if this were not so, but it is
inevitable and there is not much you can do
about it, except live a life you want young
children to imitate.
Teacher as an Expert
Teachers need to be experts in various field in
the academe to prepare students to respond to
myriad of challenges brought about by the 21 st
century. Shulman (1987) tried to organize
important domains of knowledge that are
important for teachers
KNOWLEDGE IN CONTENT - Teachers show
know the subject matter they teach.
PEDAGOGICAL CONTENT KNOWLEDGE - It
represents a perfect blending of content and
pedagogical into a framework for
understanding how subjects, topics, and
lessons are organized into instruction. It simply
means teachers should master the subject they
are teaching and they know how to teach it
effectively.
KNOWLEDGE OF THE LEARNERS -
Teachers should understand the nature or
characteristics of the learner. They have an
idea of the different learning styles, thinking
styles, and educational needs of their learners.
GENERAL PEDAGOGICAL KNOWLEDGE -
Teachers should understand the general
theories and principles of teaching. They
should understand the general pedagogical
principles that are applicable to any classroom
situation and in any teaching and learning
context.
KNOWLEDGE OF EDUCATIONAL
CONTEXTS - Teachers should understand the
educational context of the learners and of the
school. Educational context may focus on the
cultural, economic, political, and education
context that shape and influence education.
CURRICULUM KNOWLEDGE - Teachers
need to have knowledge and appreciation of
the curriculum , curriculum models,
innovations, curriculum designs, curriculum
materials, assessment , and the curriculum
process.
KNOWLEDGE OF EDUCATIONAL ENDS,
PURPOSES, AND VALUES - Teachers should
understand the principles, theories, and
purposes of education. They should have deep
appreciation of the enduring values of
education.
Some of the teacher’s skills
1. Enthusiasm- A great teacher is
enthusiastic about their job and lesson, and
encourages students to share the same
passion as they do. Think back to your
favourite teacher at school – was this
person always upbeat and entertaining?
You need to possess that same excitement
for your class!
2. Leadership- An effective teacher has the
ability to lead and guide her classroom; she
can manage a number of different
personalities, including misbehaving
children, and steer them into the right
direction. She leads by example and is an
important role model in her students’ lives.
3. Organization- Teachers have to juggle a
number of tasks, from lesson planning to
activities and marking. In order to succeed
in their role, they are required to have
exceptional organisation skills. They need
to be able to keep on top of these tasks and
complete their duties in a timely manner.
4. Respectful- A good teacher sets a
respectful tone in her classroom. Students
feel safe to share their values and opinions,
and their classmates have learnt to be good
listeners and respect others’ thoughts.
5. Multitasking- . A good teacher needs to
have eyes on the back of her head and
should be able to monitor all her pupils’
behaviour and keep their attention while
completing her class.
6. Team work- Part of being a teacher is the
ability to work as part of a team, as well as
alone. They’ll need to make their students
feel like they are part of a team to enhance
the learning experience.
7. Ability to teach- This is a given, but being
a teacher is not just about the credentials
you hold to educate others. You’ll need to
have instructive skills, your own style of
teaching and the ability to explain and
demonstrate clearly so that concepts that
are not easy to understand are simplified
using memorable examples or props.
8. Communication- Teachers must have
remarkable communication abilities. They
must be able to interact with people of all
ages, including colleagues, pupils, parents
and managers.
9. Adaptability- Being adaptable to
unforeseen situations is key; you never
know what will happen in your classroom
each day and you will need to handle each
circumstance appropriately and come with
quick solutions. For example, if one of your
pupils is really sick or injures themselves,
you’ll need to remain calm and come to the
rescue
10. Interpersonal skills- An educator that is
inclined towards helping others will create
warm relationships that, in turn, boost
learning. A pleasant teacher who has an
engaging personality creates attentive and
enthusiastic students.
11. Creativity- Teachers need creativity to
keep students interested and engaged,
especially children that are in primary
school.
12. Self-evaluation- To develop professionally
and provide quality education, you’ll
constantly need to self-evaluate and
reinvent yourself.
13. Patience- Patience is key when working
with children and teenagers; they won’t all
be well-behaved and you’ll need to be
understanding when kids start to act out.
 You will also need to be patient if a pupil
doesn’t comprehend what you are saying –
you must discover alternative ways to
explain things.
14. Emotional Intelligence- If you’ve ever seen
Matilda, think back to Miss Trunchbull and
her erratic behaviour which made the young
students fear for their lives. That’s neither
beneficial for the pupils nor for yourself!
However angry or upset you get, you need
to have the ability to control your emotions
and not let them get the better of you –
otherwise, you too will turn into a complete
wreck.
15. Empathy- If you are empathetic towards
your students, they too will learn to handle
their emotions and be compassionate
towards each other.
16. Critical Thinking- Teachers need to solve
a number of different problems, often on a
tight deadline. This frequently involves,
answering difficult questions on the spot,
solving conflicts, creating new lesson plans,
teaching games and dealing with other
personal issues between pupils or
colleagues.
17. Confidence- You can’t be a teacher if you
don’t have the confidence to stand at the
front of the classroom and talk to your
students. You have to be a strong character
that can answer questions positively and
instil the same self-assurance within your
classroom.
18. Commitment- If you want to be a good
educator, you must be committed to your
job and your classroom. You need to have
the passion to teach and change your
pupils’ lives for the better.
19. A sense of Humor- This isn’t strictly a skill;
you either have a sense of humour or you
don’t – but having one is super useful if you
want to engage with your students. You
should be able to have a laugh with them
and make the lesson as fun as possible –
and students that are happy tend to be
more open to learning!
20. Approachableness- Being approachable is
a vital quality to have. Your students need
to feel comfortable to ask you questions
and to talk to you if they have an issue.
CHALLENGES IN TEACHING
MULTICULTURAL CLASSROOM
1. ETHNICITY
2. RACISM/INEQUALITY
ETHNICITY
Ethnicity has been identified by several
studies as one of the central obstacles that can
severely damage teacher-student interaction
and communication in the multicultural
classroom (Den Brock & Levy, 2005; Den Brok,
Levy, Rodriguez, & Wubbels, 2002; Den Brok,
Levy, Wubbels, & Rodriguez, 2003; Gay &
Howard, 2000; McAlister & Irvine, 2000).
The effect of ethnicity on both students’
and teachers’ perceptions plays an important
role in the multicultural classroom.
In other words, teachers need to be
aware of the role of ethnicity in the classroom
to avoid its negative impacts on the teaching-
learning process.
RACISM AND INEQUALITY
At least a quarter of the studies in this
review stress the serious impact of racism and
inequality on the multicultural classroom (e.g.,
Banks, 2013; Gay & Howard, 2000; Howard,
1999; Sleeter, 2001; Sleeter, 2005; Wells,
2008).
The last decade of the twentieth century
witnessed a major change in the United States
as schools became more “culturally
responsive” and teachers started to take
students’ cultural differences and “equity” into
consideration (Schmeichel, 2012).
Actions to Reduce Racism in College
Classrooms
Recognize your implicit biases and
remediate your racial illiteracy.
Recognizing one’s implicit biases is a
crucial first step. In addition to simply
identifying biases, professors must also work in
purposeful ways to acquire racial literacy and
learn new teaching methods
Don’t be surprised when a black male
student writes well.
Media we have consumed throughout
our lifetimes inescapably shape ideas and
expectations about particular racial groups that
we bring to classrooms.
Meaningfully integrate diverse cultures and
peoples into the curriculum.
Put plainly, students of color are tired of
reading one-dimensional literatures that
exclude their cultural histories and fail to
acknowledge their humanity. They want
authors and texts from diverse perspectives to
appear on syllabi and be substantively
engaged in class.
Responsibly address racial tensions when
they arise
Participants in our studies say they are
disappointed when moments of racial tension
occur in classrooms and the instructor
frantically responds by immediately shutting
down conversations. Many students actually
see these moments as potentially powerful
learning opportunities, specifically for the
offending student.
LEARNER-CENTERED TEACHING
• Because learners are talking, classrooms are
regularly hectic, loud, and disordered;
• Teachers must try to manage all learners’
activities at once, which can be challenging
when learners are working on different stages
of the identical project;
• Because the teacher does not deliver
instructions to all learners at once, some
learners may miss vital facts;
• Some learners choose to work alone, thus
group work can become challenging (Chiphiko
& Shawa,
2014).
effort for them to make the attempt, and what if
their examples are wrong?
To the students this might feel like effort
wasted, when in reality this process helps them
learn the content better and provides
opportunities for them to confront their own
misconceptions about a new concept
Learner-centered approaches are
threatening
Keep in mind that for most of a student’s
life, she/he has been told what to do and what
to know by the teacher in a teacher-centered
class environment.
Imagine their reaction when they
discover that in a learner-centered classroom,
the details about: what to do, what the “right
answer” is, and who is responsible for what is
suddenly less clear than they what they have
come to expect.

According to Weimer (2002) there are five
practices that need to change to achieve
learning teaching
1. The functions of content
2. The role of the teacher
3. The responsibility for learning
4. The processes and purposes of
evaluation
5. The balance of power
Characteristics of student-centered
teaching
This is quite daunting for them because
it is a brand new experience, and the fear of
failure in this unfamiliar environment can cause
anxiety
Unit 2 – Historical-Legal Foundations of
Education
HISTORICAL FOUNDATIONS OF
EDUCATION
THE EARLY CONCEPTION OF EDUCATION

1. Student-centered teaching engages students PRIMITIVE EDUCATION (conformity

in the hard, messy work of learning. education)
2. Student-centered teaching includes explicit
skill instruction. AIMS
3. student-centered teaching encourages
● Education for
students to reflect on what they are learning
and how they are learning it. a. Security
4. Student-centered teaching motivates b. Conformity
students by giving them some control over c. Survival
learning processes.
5. Student-centered teaching encourages TYPE/CONTENT
collaboration ● Practical

● Theoretical
Learner-centered approaches require more
work ● Physical /Spiritual Training
● Social Knowledge
Students often have an unhealthy
attachment to their PowerPoint notes, and
good reason. This method for acquiring EDUCATIONAL IMPLICATIONS
knowledge requires minimal mental effort on Family became the dominant agency of
their part. learning.
Started these methods:
What if instead of providing a list of 0. Imitation
examples for a concept in your lecture, you ask a. Show and tell
the students to turn to a partner and generate b. Trial and Error
their own list of examples? It requires mental c. Indoctrination
 ● Physical
EGYPTIAN EDUCATION
● Aesthetic
AIMS ● Moral
Education for:
a. Preservation and perpetuation of culture ● Intellectual
● Personality Training
TYPE/CONTENT
● Reading
● Domestic
● Writing
● Religious
● Arithmetic
● Vocational Training
● Mathematics EDUCATIONAL IMPLICATIONS
● Astronomy ● Provided balanced Curriculum

● Architecture ●Introduced poetry, grammar, and

● Physics speech, music, art, games, and sports
● Introduced these methods:
EDUCATIONAL IMPLICATION 0. Memorization (Chanting, severe
● Religious training was started punishment)

● Vocational training became popular ROMAN EDUCATION (Perfection in

● Started the methods language)
0. Dictation
AIMS
a. Copying content
Education for
b. Observation/Participation
Utilitarianism)
0. Development of VIR Bonus
SPARTAN EDUCATION (Warrior)
● The good citizen
AIMS ● The good worker
Education for
Individuality ● The good soldier
0. Train powerful body of soldiers
a. Develop capacities of men only for war TYPE/CONTENT
● Practical
TYPE/CONTENT
● Moral
● Physical Training
● Intellectual
● Military Training
● Vocational
EDUCATIONAL IMPLICATIONS ● Religious Training
The state became the most powerful agency of 0. 3 R’s
learning a. Literature
1. Training with harsh discipline b. Logic/History
2. Training given emphasis than c. Language
instruction. d. Geography
ATHENIAN EDUCATION (Perfection of the EDUCATIONAL IMPLICATIONS
mind)
● Development of good citizens, good
AIMS workers, and good soldiers
Education for Individuality ● The Teaching of 3 Rs was emphasized
0. Develop individual excellence or the full
rounded citizens Included literature, logic, history, and
●
a. Development of mind and mind for geography in the curriculum
public usefulness ● Introduced these methods:
0. Extemporaneous Speaking
TYPE/CONTENT a. Writing and Declamation
● Civic Training b. Public Speaking
c. Discourse/ Debate
 ● Observed severe punishment ● Support the doctrine of the church by
the rational argument (intellectual
THE MEDIEVAL EDUCATION (DARK AGE) discipline)
EARLY CHRISTIAN EDUCATION ● Scholastic Reaction

● Scholastic concepts
AIMS
Education for
Humanitarianism TYPE/CONTENT
● Moral regeneration of the individual ● Religious education

TYPE/CONTENT ● Intellectual Training

● Moral Training ● Theology
● Religious Training
● Philosophy
● Church Doctrine
● Logic
● Church Rituals
● Anselm
● Moral Values
● Abelard
EDUCATIONAL IMPLICATIONS
Utilized any place for teaching-learning, e.g. EDUCATIONAL IMPLICATIONS
river bank, mountains, etc. 1. The development of intellectual
The following methods were introduced discipline was focused
0. Conventional Method 2. Philosophy introduced as a subject
a. Gnomic Method 3. Theology became a very important
b. Parallel Method course
4. Palace and monastic schools were
MONASTIC EDUCATION
utilized
5. Methods such lecture , logical analysis
AIMS
and examination were practiced
Education as discipline
● Salvation of Individual souls CHIVALRIC EDUCATION

TYPE/CONTENT AIMS
● Literacy ● Teach the best ideals to inculcate
gallantry to women; protection of the
● Manual Training
weak, honesty and courage at all times
● Arithmetic
TYPE/CONTENT
● Astronomy ● Military training
● Liberal Arts ● Social Etiquette

EDUCATIONAL IMPLICATIONS ● Physical Training

● The use of the church cathedral and
● Moral Training
catechetical schools started
● Introduced the use of meditation as a ● Religious Activities
method of teaching ● Reading and Writing
● Utilized severe punishment

● Introduction of the liberal arts subject EDUCATIONAL IMPLICATIONS

● Lords and ladies of the castle were
SCHOLASTICISM EDUCATION taught in the palace schools
AIMS ● Learning by doing was introduced

● Discipline was maintained


GUILDED SYSTEM OF EDUCATION
AIMS
● Prepare children for the requisites of
Commerce and Industry.
● Develop merchant guild members
who bought and sold merchant
products
● Develop craft guild members who
were skilled workers.
TYPE/CONTENT
● Practical education
● Vocational training
● Elementary reading and writing in
vernaculars
● Arithmetic
● Mastery of crafts production
● Art of selling
● Merchandizing
EDUCATIONAL IMPLICATIONS
1. Master were utilized to teach their
crafts to apprentice
2. Adequate religious instruction
3. Burgher schools taught by priests
and teachers
4. Chantry schemes supported by
wealthy merchants
5. Guild schools for children of
craftsmen
6. Teaching by example
7. Vocational training was
emphasized.
SARACENIC EDUCATION
AIMS
● Know and apply scientific facts to the
affairs of daily life.
● Develop individual initiative and
social welfare—liberal education in
its true sense.
● Teach reading as a necessity for
program
● Study Medicine for preservation of
life.
TYPE/CONTENT
● Vocational education
● Elementary education
● Higher education
● Higher education for boys and girls,
for the rich and the poor
● Koran study
● Medicine
● Astronomy
● Chemistry
● Anatomy
● Pharmacy
● Surgery
● Trigonometry
● Algebra
EDUCATIONAL IMPLICATIONS
1. Started the elementary and higher levels
2. Financial aid was provided to needy
children by the rich
3. It was difficult to find an illiterate
Saracen at the time.
4. Had the most complete and balanced
curriculum
5. Most organized curriculum was
introduced
6. Made use of the scientific method as
applied in practical life.
SYNTHESIS:
1. The Middle Ages represented a period
which is very religious nature
2. The Catholic Church became one
popular institution which was founded by
Jesus Christ.
3. The Moslem introduced one of the most
complete and organized system of
education
4. Classical learning came back into
Europe through the Moslem education.
5. The churches , catechetical and
cathedral schools grew to become
medieval universities.
6. Education for merchants and guild
members was also practiced.
7. The Saracenic set up universal
education for the great masses of
people who had no education before.
8. Several methods of teaching were
introduced which are being observed
until now in the different educational
systems of the world.
 9. The preservation of culture is still the top
● Started the Individualized Instruction
priority of all nations.
Approach
● Introduced the Mastery of the Lesson
THE MODERN THEORIES OF EDUCATION
Technique
● Used a lot of imitation and repetition
RENAISSANCE(REBIRTH /REVIVAL)
● Erasmus expounded on the following:
ITALIAN OR INDIVIDUALISTIC HUMANISM a. the need to study the child
b. Importance of games and exercises in
AIMS education
Humanistic Conception c. Keeping education in touch with social need
● Develop individual personality through
nature, art, music, literature, and REFORMATION
architecture
AIMS
TYPES/CONTENT
● Religious Conception
● Literary Education
● Correct abuses of the church
● Humanities
● Develop citizens who are religious –
● Aesthetic training
living worthy life on earth
● Classical Art
TYPE/CONTENT
● Literature
● Character education
● Rhetoric
● Bible Lessons
● Grammar
● Music/singing

EDUCATIONAL IMPLICATIONS ● Physical Education

1. Established the court and secondary
schools ● Vocational Training
2. Use of text was introduced
3. Emphasized the power of the King EDUCATIONAL IMPLICATIONS
4. Expressed ideas through literary work, 1. Education was made compulsory
art, music, and architectural design 2. Education was free and thereafter
universal
SOCIAL HUMANISM 3. Church was the prevailing European
institution
AIMS 4. Education is valued political, economic,
Humanistic Conception moral, philosophical, and institutional
● Social reform and improvement of language
5. Martin Luther was given credits for the
human relationship first break from the church
6. Started Protestantism
TYPE/CONTENT 7. Indoctrination became the chief method
● Religious education of teaching

● Moral Education CATHOLIC COUNTER REFORMATION

● Social Education AIMS
Religious Conception
● Classical Art
● Develop and unquestioning obedience
● Biblical Literature
to the authority of the church

EDUCATIONAL IMPLICATIONS TYPE/CONTENT

● Religious education
 ● Moral Education ● Vernacular and other languages

● Domestic training ● Ancient and literacy classics

● Vocational Training ● Moral education

● Latin Classics ● Religious education

● 4Rs- Reading, wRiting, aRithmetic,

Religion
EDUCATIONAL IMPLICATIONS
1. The Christian brothers, Jesuits and
Jansenists were utilized for teaching
2. Used motivation by rivalry and emulation
3. Utilized the Quintillan and Anselm
method
4. Ignatius Loyola founded the society of
Jesus (Jesuits)
5. Jean Batiste De La Salle founded the
Brethen of the Christian Schools
FORMAL DISCIPLINE
EDUCATIONAL IMPLICATIONS
1. Encyclopedia was very popular course
of learning
2. Teacher studied each pupil
3. Adapt school work to the abilities and
interest of the pupils
THE REALISTIC MOVEMENT-SOCIAL
REALISM
AIMS
Realistic Conception
● Prepare the aristocratic youth for the life
of gentleman in the world affairs

AIMS TYPE/CONTENT
Religious Conception
● Practical education
● Formation of Individual character
● Physical education for hardening
TYPE/CONTENT process
● Physical education ● Moral training for social customs
befitting a gentlemen
● Moral education
● Intellectual
● Intellectual education
EDUCATIONAL IMPLICATIONS
● Elementary school education
● Introduced fieldtrips and traveling as a
● Secondary Education
major methods of teaching

EDUCATIONAL IMPLICATIONS ● Developed the tutorial system

● Exercise and drills were widely used ● Finishing schools were built

● Introduced the three steps in learning: ● The teachers were properly trained
a) Memory
● Comenius taught the values of
b) Sensation
c) reasoning textbooks

THE REALISTIC MOVEMENT

CONTRIBUTIONS TO PRESENT
AIMS EDUCATIONAL SYSTEM
Realistic Conception
JOHN AMOS COMENIUS
● Develop intellectual, moral, social,
religious, and humane society 1. The use of uniform textbooks for
children on the same level
TYPE/CONTENT 2. Teachers must be properly trained
● Literacy education 3. Schools to follow the same curriculum
for different levels
● Practical education
4. Separate rooms for each class.
 5. If, possible, no homework
6. Ice breaker and relaxation activities
before every period.
7. Learning by doing is effective.
8. Master the previous lesson first before
presenting anew one.
FRANCIS BACON
1. Introduced the inductive method:
0. Preparation
a. Presentation
b. Comparison and Abstraction
c. Generalization
d. Application
2. The best agencies of education
were the schools.
RICHARD MULCASTER
1. Children must be studied thoroughly and
their innate abilities respected
2. Make sure of games, play, and exercise
for learning purposes.
3. Learning should be adopted to the
needs of the students
WOLFGANG
1. All learning follows the course of nature
2. Learning should be only one lesson at a
time
3. Learning starts from vernacular
4. Learning by experimentation is very
meaningful
5. Learning starts from the senses and
then made meaningful through
exploration.
HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
PRE-SPANISH PERIOD
1. Education was informal
2. Aims were: for survival, conformity,
enculturation
3. Chief educational agency-family
4. Methods used were: indoctrination,
enculturation, observation, show and tell
me, trial and error
SPANISH PERIOD (1521-1898)
1. Started formal education
2. Aim was to propagate Christianity
3. Religion dominated the curriculum
4. Subjects offered were: Christian
Doctrine, Ecclesiastical studies; vocal
music, history, reading Spanish
language, vocational; agriculture for
boys and needle work for girls.
5. Established the first university in the
country---University of the Philippines.
AMERICAN PERIOD (1898-1942)
1. Utilized formal type of education
2. Aim of education were- to train the
Filipinos in the democratic way of life ,
citizenship, and moral character
3. English became the medium of
instruction
4. There were three levels of education:
elementary, secondary, and tertiary
5. A review of the curricula
6. Additional survey methods added:
Socialized recitation/ discussion/debate.
7. Act 74 Series of 1901 of the Phil.
Commission- laid the foundations of the
Philippine Public School System and
made English the language of
instruction.
8. Act 74-establishment of the Philippine
Normal School and Trade School in
Manila, Agricultural School in Negros
9. RA 416- converted PNS into a teacher
college which offers BSEE and MA
JAPANESE OCCUPATION
1. Aim was to eradicate idea of reliance
from the west.
2. Terminate the use of English.
3. Improved the spirit of love of labor
4. Use Niponggo as medium of instruction
5. Includes subjects as training , number,
and health education
REPUBLIC FROM 1945-1971
1. Observed curriculum patterned after the
Americans.
2. Established Presidential Commission to
Survey Philippine Education (PCSE)
3. Revision of the Educational aims based
on the result of PCSPE survey
4. Promotion of equal education
opportunities
EDUCATION DURING THE NEW SOCIETY
1. Revolutionized education through
Proclamation 1081 on September 21,
1972
2. Continued educational reorientation
based on PCSPE survey
3. Adapted an acronym for the
improvement of country’s condition
● Peace and Order
● Land Reform
● Economic Development
● Development of Moral Values
● Government Reorganization
● Employment and Manpower
Development
● Social Services
EDUCATION DURING THE NEW SOCIETY
1. Changed DECS to MECS on July 1977
2. Organizational set up of the Ministry
was:
● The Ministry Proper (Central Office)
● The Regional Office
● The Provinces/City Offices
● RA 1124 created the Board of National
Education which formulated the
educational policies and directions of
then educational interest of the nation
● PD 907 granting Civil Service Eligibility
to College Honor graduates
● Education Act of 1982-MECS Order 84
calls for the recognition of academic
programs of each school
EDUCATION FROM 1986-PRESENT
1. Enactment of the 1987 Constitution
which resulted in changed in
organizational set-up, e.g. MECS-
DECS-DEPED
2. Creation of six staff bureaus namely:
● Elementary
● Secondary Education
● Higher Education
● Non-Formal Education
● Human Resource Development Service
UNIT 2 – HISTORICAL-LEGAL
FOUNDATIONS OF EDUCATION: LEGAL
FOUNDATIONS
THE 1987 CONSTITUTION OF THE
REPUBLIC OF THE PHILIPPINES – ARTICLE
XIV
EDUCATION
Section 1. The State shall protect and promote
the right of all citizens to quality education at all
levels, and shall take appropriate steps to
make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a
complete, adequate, and integrated system of
education relevant to the needs of the people
and society;
(2) Establish and maintain a system of free
public education in the elementary and high
school levels. Without limiting the natural right
of parents to rear their children, elementary
education is compulsory for all children of
school age;
(3) Establish and maintain a system of
scholarship grants, student loan programs,
subsidies, and other incentives which shall be
available to deserving students in both public
and private schools, especially to the
underprivileged;
(4) Encourage non-formal, informal, and
indigenous learning systems, as well as self-
learning, independent, and out-of-school study
programs particularly those that respond to
community needs; and
(5) Provide adult citizens, the disabled, and
out-of-school youth with training in civics,
vocational efficiency, and other skills
Section 3.
(1) All educational institutions shall include the
study of the Constitution as part of the
curricula.
(2) They shall inculcate patriotism and
nationalism, foster love of humanity, respect for
human rights, appreciation of the role of
national heroes in the historical development of
the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual
values, develop moral character and personal
discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the
parents or guardians, religion shall be allowed
to be taught to their children or wards in public
elementary and high schools within the regular
class hours by instructors designated or
approved by the religious authorities of the
religion to which the children or wards belong,
without additional cost to the Government.
Section 5.
(1) the State shall take into account regional
and sectoral needs and conditions and shall
encourage local planning in the development of
educational policies and programs.
(2) Academic freedom shall be enjoyed in all
institutions of higher learning.
(3) Every citizen has a right to select a
profession or course of study, subject to fair,
reasonable, and equitable admission and
academic requirements.
(4) The State shall enhance the right of
teachers to professional advancement. Non-
teaching academic and non-academic
personnel shall enjoy the protection of the
State.
(5) The State shall assign the highest
budgetary priority to education and ensure that
teaching will attract and retain its rightful share
of the best available talents through adequate
remuneration and other means of job
satisfaction and fulfillment.
Republic Act No. 9155: Governance of Basic
Education Act of 2001
SEC. 2. Declaration of Policy. – It is hereby
declared the policy of the State to protect and
promote the right of all citizens to quality basic
education and to make such education
accessible to all by providing all Filipino
children a free and compulsory education in the
elementary level and free education in the high
school level. Such education shall also include
alternative learning systems for out-of-school
youth and adult learners. It shall be the goal of
basic education to provide them with the skills,
knowledge and values they need to become
caring, self- reliant, productive and patriotic
citizens.
Governance of basic education shall begin at
the national level. It is at the regions, divisions,
schools and learning centers — herein referred
to as the field offices — where the policy and
principle for the governance of basic education
shall be translated into programs, projects and
services developed, adapted and offered to fit
local needs.
Sec. 6. Governance.
The Department of Education, Culture and
Sports shall henceforth be called the
Department of Education. It shall be vested
with authority, accountability and responsibility
for ensuring access to, promoting equity in, and
improving the quality of basic education. Arts,
culture and sports shall be as provided for in
Sections 8 and 9 hereof.
Transfer of Cultural Agencies
Sec. 8. Cultural Agencies. – The Komisyon
ng Wikang Pilipino, National Historical Institute,
Record Management and Archives Office and
the National Library shall now be
administratively attached to the National
Commission for Culture and the Arts (NCCA)
and no longer with the Department of
Education. The program for school arts and
culture shall remain part of the school
curriculum.
CHAPTER 3
Abolition of the Bureau of Physical Education
and School Sports
Sec. 9. Abolition of BPESS. – All functions,
programs and activities of the Department of
Education related to sports competition shall be
transferred to the Philippine Sports
Commission (PSC). The program for school
sports and physical fitness shall remain part of
the basic education curriculum.
The Bureau of Physical Education and School
Sports (BPESS) is hereby abolished. The
personnel of the BPESS, presently detailed
with the PSC, are hereby transferred to the
PSC without loss of rank, including the plantilla
positions they occupy. All other BPESS
personnel shall be retained by the Department.
Republic Act No. 10533: Governance of
Basic Education Act of 2001
SEC. 4. Enhanced Basic Education
Program. — The enhanced basic education
program encompasses at least one (1) year of
kindergarten education, six (6) years of
elementary education, and six (6) years of
secondary education, in that sequence.
Secondary education includes four (4) years of
junior high school and two (2) years of senior
high school education.
Kindergarten education shall mean one (1)
year of preparatory education for children at
least five (5) years old as a prerequisite for
Grade I.
Elementary education refers to the second
stage of compulsory basic education which is
composed of six (6) years. The entrant age to
this level is typically six (6) years old.
Secondary education refers to the third stage
of compulsory basic education. It consists of
four (4) years of junior high school education
and two (2) years of senior high school
education. The entrant age to the junior and
senior high school levels are typically twelve
(12) and sixteen (16) years old, respectively.
For kindergarten and the first three (3) years of
elementary education, instruction, teaching
materials and assessment shall be in the
regional or native language of the learners.
The Department of Education (DepED) shall
formulate a mother language transition
program from Grade 4 to Grade 6 so that
Filipino and English shall be gradually
introduced as languages of instruction until
such time when these two (2) languages can
become the primary languages of instruction at
the secondary level.
For purposes of this Act, mother language or
first Language (LI) refers to language or
languages first learned by a child, which he/she
identifies with, is identified as a native
language user of by others, which he/she
knows best, or uses most.
This includes Filipino sign language used by
individuals with pertinent disabilities. The
regional or native language refers to the
traditional speech variety or variety of Filipino
sign language existing in a region, area or
place.
RA 7722 - Created the Commission on Higher
Education (CHED) to take over the task of
overseeing tertiary education
RA7796 - Created the Technical Education
Skills Development Authority (TESDA)
RA 7731 - Abolished the NCEE to give the
marginalized sector greater access to college
education
RA 7168 - On December 6, 1991 was
converted to a university
RA 139 - Provided the bases for the adoption
of textbooks
DECS ORDER 49, S. 1992 - Entitled selection
of Honor Students in the secondary schools
provide guidelines for the selection of honor
students
MECS ORDER 44, S. 1983 - Once more
revised the “ Revised Procedures for
determining Honor Pupils in the Elementary
Grades
DECS ORDER 37, S. 1994 - Launched
National Elementary Assessment Test
(NEAT) , National Secondary Assesment Test
(NSAT) is given three days after the NEAT
DECS ORDER 1, S. 1994 - School calendar
not less than forty-two calendar weeks (42),
with a minimum of two hundred (200) class
days inclusive of examination days for both
public and private schools.
RA 5698 - Created the Legal Education Board
to improve the quality of law schools and arrest
the climbing numbers of bar flankers.
Dept. Order 25, s. 1994 - Bilingual Education
Program mandates the use of English and
Filipino separately as media of instruction.
RA 6655 - Provided a system of free public
secondary education commencing in school
year 1988-1989
RA 7686 - Institutionalized dual-training
allowing students and vocational and technical
education to pursue their studies while at the
same time getting paid on-the –job training in
private industries
RA 7687 - Establish a scholarship program for
courses that will encourage the youth to pursue
careers in science and technology
RA 7743 - Establishment of city and municipal
libraries
RA 7784 - Created the Centers for Excellence
in Teacher Education
RA 7791 - Stretched the school year from 185-
200 days
RA 7836 - Mandated the holding of periodic
licensure test for would be mentors under the
supervision of the Professional Regulation
Commission
RA 4670 - Magna Carta for Public School
Teachers, promotes and improve the social
and economic status of public school teachers,
their living and working conditions
Unit 3 – Philosophy of Education and
Personal Philosophy of Teaching
Philosophy of Education
What is Philosophy of Education?
● In its literal sense philosophy means
love of wisdom
● Philosophy happens when man attempts
to question, think most critically,
speculatively, reflectively, and
systematically about anything (Mateo)

● Philosophy is a systematic and logical
examination of life so as to frame a
system of general ideas of which the
sum total of human experience may be
evaluated (Callahan and Clark)
● A generalized theory of education
(Dewey). The purpose of philosophy is
to identify problems and suggest ways
of handling these problems.
The Meaning of Philosophy of Education
● The application of philosophy
classroom situations
● The basis of curriculum existence
● The intellectual base that supports
educational practices
● The bases of what the teacher is doing
The Four Areas of Philosophy
Epistemology
1. Deals with the nature of knowledge and
learning
2. Refers to the pedagogy /method of
teaching and learning
3. Teachers do not stop discuss new
systems of delivery of lessons in the
classroom
Metaphysics
1. Philosophy which deals about nature
and existence
2. An idealist teacher relates lesson with
religion , spiritual terms and non-
material things
Axiology
● Philosophy which refers to values
Has three divisions namely:
● Ethics- science of knowing what is right
and wrong . Examines moral values.
Character formation and rules of right
condut.
● Aesthetics- Appreciation of beauty
● Valuing art
Logic
The art of reasoning
Moral-knows what is right or wrong and doing
the right thing.
Immoral- Knows what is right and wrong but
practicing the wrong thing.
Amoral- Does not know what is right from
wrong.
Sources of Educational Philosophy
PEOPLE - Different people whom the
individual interacts (primary group or
secondary group)
SCHOOL
to
1. Activities which lead to charcter
formation of the individual
2. From the experience in the classrooms
the child learns what is right and what is
wrong.
3. The type of school also forms the
personality of the students
4. Teachers also provides source of
philosophy
ENVIRONMENT - The socio-ecological
environment of the individual is a big source of
diversity in philosophy of education.
Western Schools of Thought
IDEALISM
Nature
● One of the oldest schools of thought.
● Stresses the mental , moral, and
spiritual nature of an individual and
his/her universe.
● Advocates that education is both basic
need and basic right of man.
Assumption/Proponents
God is the absolute ideal
1. Every individual is born good, and is
capable to sense, perceive and think.
2. The self is the ultimate reality of
individual experiences.
3. The individual self has all the freedom
for self-determination
4. One’s perception of the world is rooted
in his/her existence.
5. Values depend on how individual
persons passes and enjoy them in their
experiences.
 6. Social values are realized when an
individual recognized that he/she is a
part of the total society.
Curriculum
1. Ideal-centered
2. Subjects offered essential for mental,
moral. Spiritual development such as :
Philosophy, Theology, History, Arts,
Mathematics, Literature, Values
Education, GMRC, Christian Living
REALISM
Nature
Education implies teaching, teaching implies
knowledge, knowledge is truth and truth is the
same everywhere, hence education should be
the same everywhere.
Assumption/Proponents
1. Nature is a primary self-evident reality,
at a starting point in Philosophizing
(Aristotle)
2. The primary qualities of experience exist
in the physical world (Locke)
3. Mind is like mirror receiving images from
the physical world (Comenius)
4. The mind of a child is similar to a blank
sheet of paper upon which the world
proceeds to write its impressions
(Locke)
5. Consciousness is not a substance, it is
an awareness of experiences a medium
in which organism/ objects are refuted
(James)
Curriculum
1. Combination of subject matter and
problem-centered concepts or real
problems towards acquisition of :
desirable habits, study habits, research
skills, library skills, evaluation,
observation, experimentation, analytical,
and critical thinking, application of
principles, effectives use of words,
habits of enjoyment.
Subject Areas: Natural Science, Social
Science, Arts, Poetry, Literature, Biography.
PRAGMATICS
Nature
2. Further develop discipline
3. Utilizes pupil activity through instruction
4. Speaks with authority
5. Regards the pupils as more superior
than other subjects
6. Develops concepts , and principles
through scientific method
Assumption/Proponents
1. Experience is the real test of the worth
of all things
2. Experience is not primarily an affair in
knowing but is incidental in the process
of acting, doing, and living
3. Sensation is not merely a gateway but
the avenue is active relation with the
world
4. The world is uncertain and incomplete. It
allows a room for improvement.
5. The world has ends within its own
processes. These ends in the process
becomes a means to other ends.
Curriculum
1. Focused on Arts and Sciences and
areas such as History, Language,
Mathematics, Natural Sciences, Logic,
Literature, Arts, Humanities, Fine Arts,
Philosophy
2. Great ideas or universal principles
3. Intellectual subject matter.
Eastern Schools of Thought
BUDDHISM
The Four Noble Truths
1. Suffering (Dukkha)
● Suffering comes in many forms. Three
obvious kinds of suffering correspond to
the first three sights the Buddha saw on
his first journey outside his palace: old
age, sickness and death.
● But according to the Buddha, the
problem of suffering goes much deeper.
Life is not ideal: it frequently fails to live
up to our expectations.
● Human beings are subject to desires
and cravings, but even when we are
able to satisfy these desires, the
satisfaction is only temporary. Pleasure
does not last; or if it does, it becomes
monotonous.
● Even when we are not suffering from
outward causes like illness or
 bereavement, we are unfulfilled,
unsatisfied. This is the truth of suffering.
2. Origin of suffering (Samudāya
● Our day-to-day troubles may seem to
have easily identifiable causes: thirst,
pain from an injury, sadness from the
loss of a loved one. In the second of his
Noble Truths, though, the Buddha
claimed to have found the cause of all
suffering - and it is much more deeply
rooted than our immediate worries.
● The Buddha taught that the root of all
suffering is desire, tanhā. This comes in
three forms, which he described as the
Three Roots of Evil, or the Three Fires,
or the Three Poisons.
The three roots of evil
These are the three ultimate causes of
suffering:
● Greed and desire, represented in art by
a rooster
● Ignorance or delusion, represented by
a pig
● Hatred and destructive urges,
represented by a snake
3. Cessation of suffering (Nirodha)
● The Buddha taught that the way to
extinguish desire, which causes
suffering, is to liberate oneself from
attachment. "Estrangement" here means
disenchantment: a Buddhist aims to
know sense conditions clearly as they
are without becoming enchanted or
misled by them.
Nirvana - Nirvana means extinguishing.
● Attaining nirvana - reaching
enlightenment - means extinguishing the
three fires of greed, delusion and hatred.
● Someone who reaches nirvana does not
immediately disappear to a heavenly
realm. Nirvana is better understood as a
state of mind that humans can reach. It
is a state of profound spiritual joy,
without negative emotions and fears.
● Someone who has attained
enlightenment is filled with compassion
for all living things.
4.Path to the cessation of suffering (Magga)
● The final Noble Truth is the Buddha's
prescription for the end of suffering. This
is a set of principles called the Eightfold
Path
● The Eightfold Path is also called the
Middle Way: it avoids both indulgence
and severe asceticism, neither of which
the Buddha had found helpful in his
search for enlightenment. The eight
divisions
The eight stages are not to be taken in
order, but rather support and reinforce each
other
1. Right Understanding - Sammā ditthi
2. Right Intention - Sammā san̄kappa
3. A commitment to cultivate the right
attitudes.
4. Right Speech - Sammā vācā
5. Right Action - Sammā kammanta
6. Right Livelihood - Sammā ājīva
7. Right Effort - Sammā vāyāma Right
Mindfulness - Sammā sati
8. Right Concentration - Sammā samādhi
The Eight Fold Path in Relation to
Education
RIGHT VIEW - A teacher must not only look at
the outward appearance . He /she must
understand deeper why students behave in a
certain way in order to avoid prejudice and ill
treatment.
RIGHT INTENTION - A teacher must free
himself/herself of selfish attachments, hate and
vengeance. The moment he/she gives up
negative motives, he /she can attain peace of
mind and become altruistic towards his her
student.
RIGHT SPEECH - A teacher must avoid
gossiping, lying, and uttering vulgar and harsh
languages. These are roots of hatred, conflict,
and misunderstanding. Our tongue is
sometimes sharper than the sword.
RIGHT ACTION - A teacher must not do
physical violence and immoralities like murder,
theft, gluttony, laziness, suicide, drunkenness,
drug addiction and adultery. He /she should
avoid corporal punishment to students.
RIGHT LIVELIHOOD - A teacher must conduct
a proper way of learning a living by not
engaging in illegal activities and syndicates.
Teaching is a noble profession. It is not a
matter of income. It is a matter of (good)
outcome!
RIGHT EFFORT - A teacher must think
thoroughly before he/she does an action. Being
an organized person is a characteristic of a
good teacher who is regarded as role model.
Like teaching in classroom, his/her life must
have a lesson plan too.
RIGHT MINDFULNESS - A teacher must avoid
dirty thoughts. Unclean thinking sometimes
provokes us to speak ill of other or do
unpleasant things to our fellow. Purifying our
minds is a helpful way to decent living.
RIGHT CONCENTRATION - A teacher must
find time to relax by finding a peaceful place,
siting in lotus position and doing a meditation. It
can help him/her attain mental, emotional,
physical, and even spiritual comfort and
happiness.
HINDUISIM
3 GOLDEN RULES
● Who is helping you, Don’t forget
them
● Who us loving you, Don’t hate them
● Who is trusting you, Don’t cheat them
In Hinduism education is an important means
to achieve the four aims of human life, namely
dharma (virtue), artha (wealth), kama
(pleasure) and moksha (liberation).
Vidya or education is the means by which an
individual can gain right knowledge, control his
desires and learn to perform his obligatory
duties with a sense of detachment and
devotion to God, so that he can overcome the
impurities of egoism, attachment and delusion
and achieve liberation.
In Hindu tradition, an illiterate person is
considered to be equal to an animal (pasu),
because without education he will not be able
to rise above his physical self. Hence the belief
that a person who is initiated into education is
twice born, first time physically and second
time spiritually.
Five Main Virtues -Confucianism
1. Ritual Propriety( Proper Customs in
Ritual)
2. Knowldege (Understanding with truths
3. Righteousness (Justice & Morally Right
4. Humaneness (Comparison and
Benevolence
5. Integrity (Honesty)
Five Constants -Confucianism
Father-Child- Kindness and obedience
Husband-Wife- Love and loyalty
Elder-Younger Brother- nobility and respect
Friend-Friend-Humaneness and deference
Ruler-Subject –benevolence and sincerity
IDEAS in EDUCATION
● Confucius view of education is based on
the conviction that “Man is born with
uprightness”. Even immoral persons
have an upright essence. So, Confucius
said, “By nature men are alike”
EDUCATIONAL THEORY
THEORY OF VALUE- What knowledge and
skills are worthwhile learning? What are the
goals of education?
THEORY OF KNOWLEDGE – What is
knowledge? How is it different from belief?
What is a mistake? What is alie?
THEORY OF HUMAN NATURE- What is a
human being? How does it differ from other
species? What are the limits of human
potential?
THEORY OF LEARNING- What is learning ?
How are skills and knowledge acquired?
THEORY OF TRANSMISSION –Who is to
teach? By what methods
THEORY OF SOCIETY-What is society? What
institutions are involved in the educational
process?
THEORY OF OPPORTUNITY –Who is to be
educated? Who is to be schooled?
THEORY CONSENSUS- Why do people
disagree? How is consensus is achieved?
Whose opinion takes precedence?