THE TEACHING PROFESSION MIDTERM S.Y.

2022-2023

TEACHING AS A SCIENCE AND AS AN ART

What is TEACHING according to experts?

Nilsen and Albertelli (2002)
 The process whereby a teacher guides a learner or a group of learners to a
higher level of knowledge or skills.
Desforges (1995)
 The management of pupils’ experience, largely in classrooms with the
deliberate intention of promoting their learning.
Schelchty (2004)
 Defines teaching as an art of inducing students to behave in ways that are
assumed to lead to learning, including an attempt to induce students to so
behave.
 Meant by teaching being ‘an art’ is that the teacher must create situations
to facilitate learning and then motivate learners to have interest in what is
being transmitted to them.

Melby (1994)

 Teaching is not merely dispensing subject or lesson-having, but an art

which involves the student in the teaching-learning process where the
student is given the chance to participate fully in the process – that the
teacher accepts each pupil and has a favorable attitude towards individual
differences.

Thring (2001)

 Pouring out knowledge is not teaching. Hearing lessons is not teaching

hence teaching is getting at the heart and mind so that the learner values
learning and to believe that learning is possible in his/her own case.

Smith (2004)

 Teaching is that which results in learning – learning is the responsibility

of the teacher and that if students do not learn, it is the fault of the teacher.
Farrant (1980)
 Teaching as a process that facilitates learning.
Frimpong (1990)
 Teaching as the process whereby a teacher imparts knowledge, skills,
attitudes and values to a learner or group of learners in a way that respects
the intellectual integrity and capacity of the learners with the aim of
changing the behavior of the learner(s)’.
 One can say that teaching involves not only how information gets from
the teacher to the learner but also how the learner:
 Uses it
 Interacts with it
 Receives guidance
 Receives feedback
Confucious cited in Knot and Mutunga (1993: 158)
 “in his teaching, the wise man guides his students but does not pull them
along; he urges them to go forward and does not suppress them; he opens
the way but does not take them to the place …. If his students are
encouraged to think for themselves, we may call the man a good teacher”

TWO MAIN TYPES OF INSTITUTIONALIZED TEACHING

Formal Teaching
 which the teacher directs the teaching learning process with minimal
student participation
Informal Teaching
 the teacher serves as a guide, facilitator, counselor or motivator and
student participation is very high.

TEACHING AS A SCIENCE

 Logical
 Rational
 Based on sound principles, concepts and theories
 Based on research
 Systematic

TEACHING AS AN ART
 Appeals to human emotion
 Appeals to aesthetic sense
 Based on aptitude, interest and motivation
 Based on life experiences
 Creative

TEACHING IS BOTH A SCIENCE AND AN ART

 HISTORICAL and LEGAL FOUNDATIONS OF TEACHING in the PHILIPPINES

PRE – HISPANIC
No established formal schooling
No preparation for teachers
Mother, Fathers and Tribal leaders served as teachers at home and community
“Baybayin” was used as a system of writing
Democratic practice
Gender Equality
Spread of literary pieces shared orally or probably in writing such as bugtong, sawikain,
and kundiman.
Dynamic trade relations with Japanese, Arabs, Hindus, Chinese, Thais and other Asians

SPANISH PERIOD
By virtue of Educational Decree of 1863, free public school system was established.
one school for boys and another school for girls in every municipality.
Spanish missionaries served as teachers.
A Normal school was run by the Jesuits to educate male teachers in Manila.
Normal schools for women were not established until 1875.
It was the Spaniards who started training teachers in normal schools.
Schools were closed for a time by Aguinaldo’s government.
The Augustinians opened a school in Cebu in 1565
The Franciscans, in 1577, immediately took the task of teaching improving literacy,
aside from the teaching of new industrial and agricultural techniques.
Jesuits followed in 1581
The Dominicans started a school in their first mission in Bataan in 1587
Paz Ramos, once Dean of UP College of Education, Diliman, claims that the foundations
of teacher education in the Philippines were laid by the Spanish government during the
mid-18th century.

In 1765- King Charles of Spain issued a Royal Decree requiring every village to have a
“maestro.”
in 1772 another Royal Decree specified the qualifications of teachers.
1863 that there was a specific attempt to systematize and update the education of
Filipino teachers.
Primary education was declared free and available to every Filipino
They are schools that were established, supported, and maintained by the Spanish
government.

AMERICAN PERIOD

1901, American soldiers served as the first teachers. The Philippine Commission enacted
into law Act 74 which created the Department of Public Instruction.
 It laid the foundations of public school system and offered free primary education for
Filipinos.
Thomasites- 600 teachers were brought to the Philippines from the USA.
The Americans gave bright young Filipino students (Pensionados) opportunity to take up
higher education in American colleges and universities financed by the Philippine
government.
Important legacies that they left
 Public school system
 Private schools
 Adult education
 Democratic form of government
The Public education system in this era was open to all Filipinos.
American soldiers served as the first teachers and eventually the trained teachers, the
Thomasites , who were brought to the Philippines between 1901 and 1902, replaced
them.
Act 74 of 1901 also provided for the establishment of Philippine Normal School (PNS) in
Manila which opened in Sept. 1901 as an institution for the training of teachers.
For more than two decades, it offered a two-year general secondary education program.
In 1928, it became a junior college offering a two-year program to graduates of secondary
schools.
In 1949- the PNS, renamed Philippine Normal College, offered the four-year Bachelor of
Science in Elementary Education. Other four-year teacher education courses followed
after.
1902- Act No. 372 -a law was passed so that there is a high school in every provincial
capital supported by the local government.
1907- Act No. 1381- Gabaldon Law -provided a fund of a million pesos for the
construction of concrete school buildings to meet the steady increase in enrollment
1908- the University of the Philippines (UP) was founded. It was the training ground for
future leaders.

JAPANESE PERIOD
Military Order No.2 in 1942-Japanese Educational Policies The Philippine Executive
commission – Commission of Education, Health and Public Welfare and schools
reopened.
Oct.14,1943- the Japanese sponsored Republic created the Ministry of Education.
Tagalog, Philippine History, and Character Education were reserved for Filipinos.
Love for work and dignity of labor was emphasized.
Feb. 27, 1945-the Department of Instruction was made part of the Department of
Public Instruction.
Opened in June 1942.
Niponggo was introduced
POST WAR PERIOD
1966- R. A. 4670- The Magna Carta for Public School Teachers was enacted into law
1972-the Department of Education became the Department of Education and Culture.
1976- Presidential Decree (PD) 1006- Decree Professionalizing Teaching-the first legal
document that professionalized teaching was issued by then President Ferdinand E.
Marcos.
 It was:
In recognition of the vital role of teachers
in nation building, and
an incentive to raise the morale of teachers.
It is imperative that they be considered as
professionals , and teaching be recognized
as a profession.
1982- Education Act of 1982 (Batas Pambansa 232) was enacted into law. It provided an
integrated sytem of education covering both formal and non-formal education at all
levels.
1987- a new Constitution was ratified
1994- R.A. 7722- the Higher Education Act of 1994 created the Commission on Higher
Education (CHED)
R. A. 7796- created the Technical Education and Skills Development Authority
(TESDA).
DepEd in 2001
DepEd, CHED and TESDA became known as the “trifocal system of education” in the
Philippines.
1994, RA 7836 (Philippine Teachers Professionalization Act of 1994), was passed to
promote quality education by proper supervision and regulation of the licensure
examination and professionalization of the practice of the teaching profession (Sec. 2).
The quality of public school education is generally considered to have declined since the
post-war years, mainly due to insufficient funds.
The Department of Education aimed to address the major problems affecting public
education in 2010.
there has been an increase in the popularity of home schooling and open universities in
the Philippines

GLORIA ARROYO’S AADMINISTRATION

 Distance learning Program was expanded
Internet-based education Program
 Pantawid Pamilyang Pilipino Program (4Ps) was introduced

BENIGNO SIMEON AQUINO III’S ADMINISTRATION

 2013- R. A. 10533- Enhanced Basic Education Act Kindergarten (R.A. 10157)
until Senior High School
 RODRIGO DUTERTE’S ADMINISTRATION
 R. A. 10931(2017)- Universal Access to Quality Tertiary Education Act- to
provide high chances for the young citizens to improve their living conditions.

MULTICULTURAL CLASSROOMS

 Most include some or all of the following: the knowledge, skills, rules, norms,
practices, traditions, self-definitions, institutions, (educational, legal, communal,
religious, political, etc.), language, and values that shape and guide beliefs and
behavior in a particular group of people as well as the art, literature, folklore, and
artifacts produced and passed down to the next generation (Banks and Banks,
2016; Cohen, 2009, 2010)

Dimensions of Multicultural Education

Content Integration refers to content and examples that teachers can use to illustrate key
concepts of the subject matter
Knowledge Construction Process describes the extent to which teachers help students
understand, investigate and determine cultural assumptions, biases…influence the ways
in which knowledge is constructed.
Prejudice Reduction this refers to students’ racial attitudes and how they can be
modified by teaching methods and materials.
An Equity Pedagogy teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse, racial, cultural, gender and social class
groups and
Empowering a School Culture this focuses on grouping and practices that support
participation, disproportioning in achievement, and the interaction of the teachers and
students across ethnic and racial lines.

LEARNER/STUDENT CENTERED CLASSES

 In student centered classroom, the dynamic shifts. Students have some control
over what they learn and how they learn it. Students may work together to create
the class rules. And teachers provide feedback to support learning, not just to rate
and sort students.