CHAPTER VII

Personal Growth
and
Professional
Development
 Group 7 Discussants

Gloria Bon Jane Tricia Lo Chywien Martinez Goergina Real

Thalia Taduran Regine Templonuevo

 Thought of the Day

“Don't let someone else's opinion of

you become your reality” — Les
Brown
 Tongue Twisters
EASY HARD
A skunk sat on a
Top chopstick
stump and thunk
shops stock the stump stunk,
top but the stump
chopsticks. thunk the skunk
stunk.
 LESSON 1

Philosophy
of
Teaching
This lesson will help you understand that teachers' practices
are guided by beliefs and values. These beliefs and values
form part of the teacher's philosophy of teaching. This
lesson will focus on the different philosophies of teaching.
The objectives of this lesson are the following:

1. identify the different philosophies of teaching; and

2. determine the teaching philosophy that can address the

needs of the 21st century learners.
 Education Theory

How a teacher views teaching and learning is

dependent on exposure, culture, and training
(Pajares 1992). Teachers' practices in the
classroom are basically an offshoot of education
and exposure. All these experiences form part of
beliefs that become a basis of the teacher's
philosophy.
Teaching philosophies can be categorized into two

1. Teacher-centered philosophy

underscores the relevance of teachers in education . This

kind of philosophy places an emphasis on the teachers
role in transmitting knowledge,skills,attitudes, and values.

Essentialism and perennialism are two examples of a teacher

centered philosophy.
Essentialism
advocates the teaching of basic skills in order to train the mind
period this skills gradually becomes complex as students progress
to the next level or knowledge in different disciplines is essential and
the teachers should use lectures,memorization,drills and
assessment.

Perennialism
focuses on the developing critical thinking skills , mastery of
content in a sequential order and reasoning skills by (Lynch
2016)
 2. Student-or learner - centered philosophy

Put emphasis on how students learn. Teachers focus on individual

needs of students to make sure that they will benefit from the
teaching-learning process. Teachers who adhere to this philosophy
focuses on maximizing the potential of the students in order to keep
them with knowledge, skills, and attitudes that will help them to face
and overcome the challenges of the real world.
Examples of student or learner centered philosophy are:

Progressivism

believes in equipping students with the ability to learn through hands-

on engagement. Teachers are regarded as facilitators rather than
the source of information.
Existentialism
believes giving the students opportunities to learn concept that
interest them teachers of believe in existentialism believe that
students should be able to find meaning and whatever it is that they
are learning.
Social reconstructionism -
believes that schools can contribute to solving social problems.
Teachers of believe in social reconstruction with engage students
and projects or activities that will enable them to address a social
issue and create an impact in society (Lynch 2016)

In responding to the needs of the 21st century learners, a student or

learner centered philosophy is essential so that communication,
creativity, collaboration, critical thinking, and problem-solving skills will
be developed
 LESSON 2

DIGNITY OF
TEACHING AS A
PROFESSION
Education theory
Teachers play a big role in the lives of students. Thus, teachers should possess
personal and professional qualities that will help students succeed in school and
develop the love for learning.

Pearson (2018) conducted a study to determine the personal qualities that

students are looking for in a teacher. Based on this study, students aged 15-19 site
the following characteristics of effective teachers: relates well with students;
nurturing understanding and kind; know students well; committed to the
profession; and engages students in learning in order to motivate them. In other
words students are not really focused on how much knowledge the teachers can
share, but are more concerned with how teachers can connect and establish
relationship with them. This just goes to show that when teachers are able to
establish a rapport with students, it will be easier for students to learn (Peterson-
DeLuca 2016)
In terms of professional qualities effective teachers possess the
following characteristics: taking time to listen and help students,
manages class well, collaborates with other professionals to
share expertise, constantly seeks ways to grow professionally,
uses appropriate instructional methods, has mastery of content,
and is decisive (Goldberg 2003). This professional qualities reveal
that effective teachers go beyond the call of duty . Teachers
should continue to update self with knowledge and skills for the
good of their students.
 LESSON 3

Professional
Links With
Colleagues
 Education theory

It is a recognized fact that teachers need to collaborate with one

another to grow professionally. Collaboration among teachers
means working together to reflect on practices and improve
teaching (DuFour 2005).

In recent years, schools have emphasized the need for students to

collaborate. In the same manner, educational leaders have also seen
the importance of collaboration in professional development
(Robbins and Alvy 2003).
A study by Peterson in 2002 reveals that collaboration with colleagues is
more significant than short-term workshops or seminars. The reason
behind this is that short-term workshops may inspire teachers for a
moment but will have little impact on the way they teach. However, when
teachers are given the opportunity to work together for a period of time,
they establish a relationship that can greatly impact the way they teach.
When teachers share practices, reflections, and experiences with
colleagues whom they have been working with for quite some time, they
tend to learn more. Thus, conversing about professional practice is
necessary as it provides novice teachers some kind of mentoring. It also
allows seasoned teachers to renew their interest in teaching as they are
given the opportunity to share their expertise (Williams 2010).
 LESSON 4

Professional
Reflection and
Learning to Improve
Practice
 Education Theory

People do not learn from experiences unless they reflect

on these experiences (Dewey 1933). One of the ways in
which teachers can improve the way they teach is to
reflect on their own practice. Reflective practice is a term
used when teachers study their own experiences to
improve the way they teach. It is a deliberate act to think
about past, present, and future actions in order to
improve teaching (Harvey et al. 2016).
There are various ways of reflecting on one's practice. This can be
done using an autobiography, student evaluation, peer
observation, and research (Brookfield 1995).

Autobiography is a way of documenting practices. This can be done

in the form of journal writing, portfolio, and other forms of writing
that teachers can use to reflect on their practices in class.

Students are the direct recipients of teaching. They are in the best
position to gauge how teachers perform in class and how effectively
they teach. Thus, student evaluations, which can be done formally
or informally, can best inform teachers about their practices.
Peer observation can inform teachers about the practices that
they need to keep and improve. Through peer observation,
teachers can learn the best practices of their colleagues, ponder
on their own practices, and determine the ways to improve
these practices.

In trying to improve their own practices, the teachers can also

resort to studying researches and theories. Teachers are
guided on how practices can be further improved based on the
results of studies conducted.
 LESSON 5

Professional
Development Goals
 Education Theory
Teachers need to be life-long learners because of the
constant changes in the education landscape brought
about by developments in the field of research.

In a study of teachers' professional goals, it was found

that teachers focus on different objectives at each level
of their career. Early and mid-career teachers are
interested in knowing more about curriculum and
instruction and becoming a specialist in the subject or
area that they are currently teaching.
Teachers who are in the late career stage are no
longer interested in improving their teaching skills.
Rather, their goals are focused on learning more
about technological innovations and how these
changes can be applied in the classroom (Louws et
al.2017).
 Domain 1 - Content Knowledge and Pedagogy
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
1. Learner safety and security
2. Fair learning environment
3.Management of classroom structure and
activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
 Domain 3- Diversity of Learners

1.Learners' gender, needs, strengths, interests, and

experiences
2. Learners' linguistic, cultural, socio-economic, and religious
backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
 Domain 4- Curriculum and Planning

1. Planning and management of the teaching and learning

process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich the teaching
practice
5. Teaching and learning resources including ICT
 Domain 5-Assessment and Reporting

1.Design, selection, organization, and utilization of assessment

strategies
2. Monitoring and evaluation of learner progress and
achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement
to key stakeholders
5. Use of assessment data to enhance teaching and learning
practices and programs
 Domain 6-Community Linkages and Professional
Engagement

1. Establishment of learning environments that are responsive

to community contexts
2. Engagement of parents and the wider school community in
the educative process
3. Professional ethics
4. School policies and procedures
 Domain 7 Personal Growth and Professional
Development

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