ENHANCE TEACHER

EDUCATION
CURRICULUM
ANCHORED ON
OUTCOME-BASED
EDUCATION (OBE)
 Objectives:
• At the end of this lesson students can:
• a. Analyzed the influence of OBE in the teacher
education curriculum.
• b. Reflected on the future teacher education
curriculum in the light of OBE.
• c. Knew the teacher Education Curriculum that
Anchored on OBE.
• Teacher education curriculum gear towards
globalization, contextualization, indigenization
and other reforms or enhancements a lot of
harmonization and other by educators,
curriculum specialists, faculty, teachers, students
and all stakeholders. Practice gives a very strong
signal in the reconceptualization of the teacher
education curriculum. Let us how teacher
education curriculum embraces the philosophy,
system and classroom practice of Outcomes -
Based Education.
Detailed Analysis/Discussion of the
Report
What could be a teacher education curriculum that
anchors itself on outcomes - based education? What
would be features of this curriculum that could address
and future concerns of basic education? What
competencies must one acquire to be able to address
these concerns? How will these competencies enhance
the attributes of a teacher education graduate? These
questions and many more shall be addressed in the
content of this lesson.
1. Desired Outcomes of the Teacher Education
Programs (Ideal Graduate of Teacher Education
Program Competencies)
• To address these questions, It is necessary that
the desired competencies and outcomes of the
teacher education curriculum be clearly stated.
These competencies will guide teacher education
programs on what product do they desire at the
end of the college education. What are the
attributes of the Ideal Graduate?
• Recognizing the demand of K to 12, the framework of the National
Competency - Based Teacher Standards (NCBTS) and global
requirements of ASEAN 2015, a need to harmonize the teacher
competencies is very critical. With the OBE, these competencies will
form the desired outcomes of the teacher education program.
• With the imperatives of the 21st century, the teacher education
curriculum must emphasize teacher’s values, skills and knowledge
that are fundamental to good teaching. The roles and responsibilities
of teachers should be viewed collaboratively with other
professionals because of new job opportunities. Teachers may not
remain in the classrooms but may take on tasks as course designers,
program evaluators, training specialists and others which are also
related to teaching.
Competencies for all Future Teachers in
the Teacher Education Curriculum
• It is desired that all graduates of any teacher education program should have
the following competencies to be ready to teach in the classroom. Here are the
suggestions based on CMO 30. S. 2004 and the NCBTS.
• 1. Demonstrate basic and higher levels of literacy for teaching and learning.
• 2. Demonstrate deep and principled understanding of the teaching and learning
process.
• 3. Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning.
• 4. Apply a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching delivery.
• 5. Articulate and apply clear understanding of how educational processes relate
to political, historical, social and cultural context.
• 6. Facilitate learning in various classroom setting diverse
learners coming from different cultural backgrounds.
• 7. Experience direct field and clinical activities in the
teaching as an observer, teaching assistant or practice
teacher.
• 8. Create and innovative alternative teaching approaches
to improve student learning.
• 9. Practice professional and ethical standards for
teachers anchored for both and global perspectives.
• 10. Pursue continuously lifelong learning for personal
and professional growth as teachers.
• With the enumerated intended outcomes, the
future teachers should be aware of the
outcomes they should become.
• Using the National Competency - Based
Standards as a frame, as global Filipino
teacher let us analyze the intended
competencies/outcomes that are addressed by
the different NCBTS domains. (TCSE
Progress Report 2013)
 Teacher Standards Outcomes
Uses specialized knowledge and
skill in a variety of school context
and in diverse students
background.
Applies inquiry with the use of
research approaches and utilize
evidence - based knowledge to
improve teaching.
Domains Addressed in NCBTS
 Diversity of Learners
 Learning Environment
 Curriculum
 Diversity Learners
 Planning, Assessing and
Reporting
 Personal Growth and
Professional Development
 Social Regard for Learning
Self - directs continuous learning
related to own expertise for
enhancement of student’s
outcomes and strengthen of
professional identity.
 Personal Growth and
Professional Development
 Social Regard

Maximize the involvement of  Community Linkages

education stakeholder and non -
education communities to work in
collaboration for relevant
educational reforms.
IDEAL GRADUATE OF THE TEACHER
EDUCATION PROGRAM AS A NEW BREED OF
TEACHERS ARE:
• Multiliterate
• Reflective
• Master subject content
• Highly Skilled
• Sensitive tissue
• Multicultural
• Innovative
• Highly professional
• Lifelong learner
2. Teacher Education Curriculum
• What kind of teacher education curriculum can
develop such competencies in colleges of
education or teacher education departments?
• Using framework, the competencies previously
stated are now translated into outcomes. These
are the outcomes we need to see in every
graduate.
 Teacher Education Program Outcomes
• At the end of the degree plan for elementary or
secondary teaching, the future teacher must have:
• Demonstrated basic higher and higher levels of literacy
for teaching and learning.
• Demonstrated deep and principled understanding of the
teaching and learning process.
• Mastered and applied the subject matter content and
pedagogical principles appropriate for teaching and
learning.
• Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning
assessment and teaching delivery.
• Articulated and applied clear understanding of how
educational processes relate to political, historical, social
and cultural context.
• Facilitated learning in various classroom setting diverse
learners coming from different cultural backgrounds.
• Experienced direct field and clinical activities in the
teaching as an observer, teaching assistant or practice
teacher.
• Created and innovative alternative teaching approaches to
•Practiced professional and ethical
standards for teachers anchored
for both and global perspectives.
•Pursued continuously lifelong
learning for personal and
professional growth as teachers.
Content and Pedagogy to Achieve the
Outcomes
•Having identified the outcomes
of the program, how will
universities, schools and
departments form the future
teachers?
PPST Domains with clusters of
competencies are:
• Domain 1: Competencies on Content Knowledge and
Pedagogy
• Domain 2: Competencies on the Learning Enviroment
• Domain 3: Competencies on Diversity of Learners
• Domain 4: Competencies on Curriculum and Planning
• Domain 5: Competencies on Assessment and Reporting
• Domain 6: Competencies on Community Linkages and
Professional Engagement
• Domain 7: Competencies on Personal Growth and
Professional Note: Refer to DO 42, S. 2017 for details
 Course or Degree Contents
• To become a teacher, a college degree is required. A
degree is made up of courses or subjects which are
illustrated as general education courses, professional
education courses and major or specialized subject
courses.
• There are similarities as well as differences in the
required number of subjects and courses that are
recommended for teachers in the elementary and
secondary level of teaching.
• Let us look at the examples:
• Elementary Level Teaching for K to Grade 6 -
General Education Courses, Professional Teacher
Education Courses, Areas of Specialization or
Additional Subjects in a Specialized Filed.
• Secondary Level Teaching for Grade 7 - 10 (Junior
High) General Education Courses, Professional
Teacher Education Courses, Major Discipline
(English, Math, Science and others)
• Secondary Level Teaching for Grade 11 - 12
(Senior High) - General Education Course,
Professional Teacher Education Courses, Major
Discipline (High level of contents)
• There common course for both level of teaching.
In the professional teacher education courses,
both will have almost the same with one or two
courses that are different to address the context of
the grade level they will teach.
Illustrative Example of Probable Subjects
in the Professional Teachers Education
• For all future teachers in K to 12 (Elementary and Secondary
Levels)
A. Foundation Courses
• Child and Adolescent Learners and Learning Principles
• The Teacher and Society
• The Teaching Profession
• School Culture and Organizational Leadership
• School - Community Linkages
• Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge
Courses
• Facilitating Learner - Centered Teaching and Learning
• Assessment of Learning
• Technology for Teaching and Learning
• The Teacher and School Curriculum
• Building and Enhancing Literacy Skills Across the Curriculum
• Content and Pedagogy of the Mother Tongue (Elementary level
only)
• Teaching the Major Field Subjects (Secondary Level only)
 C. Major Courses for the secondary and selected
Subject Area Content for the Elementary
D. Experiential Learning Courses
• Field Study Courses (Field Observations)
• Practice Teaching (Classroom Observation, Teaching
Assistance, Full immersion)
• These subjects are coherent and integrated with each other to
create and achieve almost seamless experience of learning to
teach. Bringing together theory into practice, faculty teaching
the content also supervise student’s teachers in the field. The
PCK bring together courses that treat them holistically.
 Methods of Teaching and Teaching
Delivery Modes
• The methods of teaching should be varied to address the different
kinds of learners. Time - tested methods as well as current and
emerging strategies shall be utilized. These should be student -
centered, interactive, integrative and transformative. Course should
be enhance the concept of “Learning how to learn” for future
teachers. The methods of teaching should replicate what should be
used in the work place or schools.
• The delivery modes may vary from the traditional face to face, online
experiential learning approaches. When these modalities are
combined in one course, it is called blended approach.
• The use of technology for teaching and
learning in all subjects areas in encouraged
so that every future teacher will develop the
skills to be ready to guide future learners,
most of whom are digitally skilled.
• Whatever methods of teaching or delivery
modes ro be used by the teachers are clearly
written in a course design of syllabus
prepared by the faculty and shared to the
students.
Summary :
• The teacher education curriculum that
approaches the OBE model for classroom
practice begins with the end in view by
establishing the program outcomes at the start. It
is followed by the Course Content, Pedagogy and
Assessment learning. But the three components
are linked to each other.
Thankyou!!!