THE TEACHING

PROFESSION
Prepared by:
LAWRENCE MANDRAS - ESTOPIN
This deals with the teacher as a person and as a
professional within the context of national and global
teachers’ standards and philosophies. It includes an
articulation of the rootedness of education in the
philosophical and historical context, the four pillars of
learning, 21st Century skills, Professional Ethics, core
values, professional rights, privileges and responsibilities,
and the teacher’s role in society as an agent of change. It
will make use of methods and strategies of teaching that
enhance the development of learners’ life and career skills
and higher-order-thinking skills.
“Choose a job you love,
and you will never have
to work a day in your
life.”
Author Unknown
At the end of this lecture, you
are expected to:
Examine Examine the teaching profession against the elements of a profession.

Trace Trace the historical development of teaching as a profession in the Philippines.

Explain Explain teaching as a mission and as a vocation.

Discuss Discuss the meaning of a teacher as a professional.

Explain Explain the professional competencies that a teacher should possess.

Discuss Discuss each article of the Code of Ethics for Professional Teachers.

Describe Describe the teacher’s ethical response in given situations.

Discuss Discuss the rights and privileges of teachers in the Philippines.

 Describe • Describe the global and the glocal teacher.

Compare • Compare ASEAN teachers and teaching with 3 other countries of the world.

Discuss • Discuss the demands of globalization of the professional teacher in the 21st century.

Relate • Relate the four pillars of learning to teaching and learning.

Discuss • Discuss the teacher competency frameworks in the Philippines and Southeast Asia.

Explain • Explain why CPD is necessary for professional teachers.

Discuss • Discuss the pertinent provisions of RA 10912.

Demonstrate • Demonstrate genuine desire for CPD.

Commit • Commit to the teaching profession, the noblest of all professions.

 Any type of work
that needs special
training or
PROFESSION a particular skill, often
one that is respected
because it involves a
high level of education.
 Person formally certified by
a professional body of
belonging to a
specific profession by virtue
PROFESSIONAL of having completed
a required course of studies
and/or practice. 
What are the personal attributes
of a teacher?
 Personal Attributes of a Teacher
1. Positive 8. Compassionate
2. Communicative 9. Flexible
3. Dependable 10. Individual Perspective
4. Personable 11. Value Based
5. Organized 12. Knowledgeable
6. Committed 13. Creative
7. Motivational 14. Patient
15. Sense of Humor
THE ELEMENTS
OF A
PROFESSION
1. Initial Professional Education
Professionals generally begin their professional lives by
completing a university program in their chosen fields – law
school, medical school, engineering school, and so on.

2. Accreditation
University programs are accredited by oversight bodies that
determine whether the programs provide adequate education.
Accreditation assures that graduates from accredited programs
start their professional lives with the knowledge they need to
perform effectively.
3. Skills Development
For most professions, education alone is not sufficient to develop full
professional capabilities. Nascent professionals need practice applying their
knowledge before they are prepared to take primary responsibility for
performing work in their fields.

4. Certification
After completion of education and skills development, a professional is required
to pass one or more exams that assure the person has attained a minimum level
of knowledge.
5. Licensing
Licensing is similar to certification except that it is mandatory instead of
voluntary and is administered by a governmental authority.

6. Professional development 
Is learning to earn or maintain professional credentials such as academic
degrees to formal coursework, conferences and informal learning
opportunities situated in practice. It has been described as intensive and
collaborative, ideally incorporating an evaluative stage.
7. Professional Societies
(also called a professional body, professional organization, or professional
society) is usually a nonprofit organization seeking to further a particular
profession, the interests of individuals engaged in that profession and the
public interest.

8. Code of Ethics
The Code of Ethics and Standards of Professional Conduct ("Code and
Standards") are the ethical benchmark for investment professionals around
the globe, regardless of job title, cultural differences, or local laws.
9. Organizational Certification
In many professions, not only must individuals be certified, their
organizations must be certified. For fields as complex as accounting,
education, and medicine, organizational certification is a response to the
reality that individual competence is not sufficient to guarantee adequate
levels of professional service; organizational characteristics can have as
much influence as individuals’ characteristics.
TEACHING AS YOUR PROFESSION
If you take teaching as a profession,

• You must be willing to go through a period of preparation and a continuing

professional development.

• You must strive for excellence, commit yourself to moral, ethical and religious
values and dedicate yourself to public service.
Teaching may not be a lucrative position.
It cannot guarantee financial security. It
even means investing your personal time,
energy, and resources. Sometimes it
means disappointments, heartaches, and
pains. But touching the hearts of people
and opening the minds of children can
give you joy and contentment which
money could not buy. These are the
moments I teach for. These are the
moments I live for.
-Dr. Josette
T. Biyo
Historical Development of the
Teaching Profession from the
Pre-Hispanic Times to the
Present
As early as the Spanish period, teaching was
considered a profession.

It was the Americans who elevated teaching in the

Philippines as a profession.

Teaching was elevated to a profession only in 1994

with the passage of RA 7836.

There is no other legal document that

professionalized teaching other than The Teachers’
Professionalization Act of 1994. 
Pre-Hispanic Period

The mothers and

There was no
fathers and tribal
established formal No formal preparation
leaders served as
schooling in the for teachers.
teachers at home and
country.
in the community.
Spanish Period
Educational Decree of 1863
• Free public-school system was established.
• There was one school for boys and another
school for girls in every municipality.
• Spanish missionaries served as teachers
Spanish Period
• Provided normal school run by the Jesuits
to educate male teachers (maestros) in
Manila
• Normal schools for women (maestras)
were not established until 1875.
• It was the Spaniards who started training
teachers in normal schools.
 American soldiers served as first teachers.
Act 74 of 1901 by the Philippine
Commission
• Created the Department of Public Instruction
• Laid the foundations of the public-school system
• Offered free primary education for Filipinos

American Shortage of teachers

Regime
• Bring 600 teachers from USA (Thomasites)
• the Americans gave bright young Filipino students
opportunity to take up higher education in American
colleges and universities financed by the Philippine
Government (pensionados)

Act 74 of 1901
• Provided the establishment of Philippine Normal
School (PNS) in Manila (September 1901)
• An institution for the training of teachers 
 [2 decades] PNS offered a [1928] became a junior
two-year general secondary college offering a two-year
education program program to graduates of
secondary schools
[1949] renamed Philippine
Normal College, offered the
four-year Bachelor of
Science in Elementary
Education

Philippine Normal School (PNS)

Presidential Decree 1006 (1976)

Decree Professionalizing Teaching

Issued by President Ferdinand E. Marcos

The teachers in the Philippines became professionalized

• “…in recognition of the vital role of teachers in nation-building and as
an incentive to raise the morale of teachers, it is imperative that they
be considered as professionals and teaching be recognized as a
profession.” 
 Philippine Teachers
Professionalization Act of
1994
Republic Act No.
“…promote quality education by
7836 (1994) proper supervision and regulation
of the licensure examination and
professionalization of the practice
of the teaching profession.”
Republic Act No.
9293 (2004) AN ACT AMENDING CERTAIN SECTIONS
OF REPUBLIC ACT NUMBERED SEVENTY-
EIGHT HUNDRED AND THIRTY-SIX (R.A.
NO. 7836), OTHERWISE KNOWN AS THE
"PHILIPPINE TEACHER
PROFESSIONALIZATION ACT OF 1994"
Teaching as Your “One look back with appreciation
to the brilliant teachers, but with
Vocation, Mission gratitude to those who touched
our human feelings…”
and Profession – Carl
Jung
 Vocation comes from the Latin
word “vocare” which means
to call. Based on the
etymology of the word,
Etymology of the vocation, therefore, means a
word "vocation" call. If there is a call, there
must be a caller and someone
who is called. There must also
be a response.
Teaching as Perhaps you never dreamt to
become a teacher! But here you
your are now preparing to become one!

vocation How did it happen?

From the eyes of those who

believe, it was God who called you
here for you to teach, just as God
called Abraham, Moses, and Mary,
of the Bible.
Etymology of the word
“mission"
Teaching is also a mission. The word mission
comes from the Latin word "misio" which
means "to send”. You are called to be a teacher
and you are sent into the world to accomplish a
mission, to teach.
Teaching as your
mission
Teaching is your mission
means it is the task entrusted
to you in this world. Your pre-
service preparation will equip
you with the knowledge,
skills and attitude to become
an effective teacher. You
have embarked in a mission
that calls for a continuing
professional education.
 Our service to the public as a
professional turn out to be
dedicated and committed
Teaching as only when our moral, ethical
and religious values serve as
your our bedrock foundation. The
same moral, ethical and
profession religious convictions inspire
us to embrace continuing
professional education.
TEACHER AS A
PROFESSIONAL
By virtue of Republic Act 7836, amended by Republic
Act 9293, teaching was professionalized and thereby
requiring teachers to take the Licensure Exam 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.
The 7 R’s of Professional Teachers

Remember Remember to perform your duties with high degree of professionalism.

Respond to the needs of each student with utmost level of concern to the welfare and well-being
Respond of each student.

Recognize Recognize that as professionals, you must continuously seek professional career advancements.

Reawaken your passion and sense of mission to serve all types of learners regardless of their
Reawaken religion, socio-economic status, gender, race, intellectual ability, and learning modalities.
 Renew your commitment to help each learner to learn in order to have a
Renew better future.

Re-evaluate Re-evaluate your attitudes towards students and your work ethics.

Relearn, learn, Relearn, learn, and unlearn any things to keep you updated with new
and unlearn knowledge and information.
 THE
COMPETENCIES
OF A
PROFESSIONAL
TEACHER
 Models of Effective Teaching
Danielson Stronge McREL Marzano
1.Planning and Instructional Planning Teachers facilitate learning for their Planning and preparing
Preparation   students.
Assessment of/for Learning Teachers know the content they teach

2.Instruction Professional Knowledge
 
Instructional Delivery
 
Communication
Teachers know the content they teach Classroom strategies and
  behavior
Teachers facilitate learning for their
students

3.The Classroom The Learning Teachers establish a respectful Teachers facilitate learning
Environment Environment environment for a diverse population for their students.
Student Progress of students

4.Professional Professionalism Teachers demonstrate leadership. Collegiality and

Responsibilities Professionalism Teachers
reflect on their practices
THE DEMANDS OF SOCIETY FROM THE TEACHER AS A PERSON

What are the demands of the teaching

profession from the teacher as a person?
This can be re-stated as “ what personal
qualities or attributes of teachers are
demanded by the teaching profession” or”
what personal traits must a teacher possess
in order to function well as a professional
teacher?

Referring to the professional teacher, the

Code of Ethics gives big words like
“possesses dignity and reputation, with high
moral values....adheres to, observes and
practices a set of ethical and moral
principles, standards and values.” What are
these big words in more specific teacher
attributes?
 Twelve Characteristics of an Effective Teacher: A longitudinal,
Qualitative, Quasi-Research Study of In-Service and Pre-Service
Teachers
1. Prepared- come to class each day ready to teach
2. Positive- have optimistic attitudes about teaching and about students
3. Hold high expectations- set no limits on students and believe everyone can be successful
4. Creative- are resourceful and inventive in how they teach their classes
5. Fair- handle students and grading fairly
6. Display a personal touch- approachable
7. Cultivate a sense of belonging- have a way to make students feel welcome and comfortable in their classrooms
8. Compassionate- are concerned about student’s personal problems and can relate to them and their problems
9. Have a sense of humor - make learning fun and do not take everything seriously
10. Respect students- do not deliberately embarrass students; teachers who give the highest respect get the highest
respect
11. Forgiving- do not hold grudges
12. Admit mistake- quick to admit being wrong
Professionalism
Professionalism is succinctly described in Article XI of the Code of Ethics for Professional
Teachers, to wit.
Section 1.A teacher shall live with dignity at all times.
Section 2.A teacher shall place premium upon self- respect and self-discipline as the principle
as the principle of personal behavior in all relationships with others and in all situations.
Section 3.A teacher shall maintain at all times a dignified personality which could serve as
model worthy of emulation by learners, peers, and others.
Section 4.A teacher shall always recognize the almighty God of being as guide of his own
destiny and of the destinies of men and nations.
 Since the teacher’s work is not confined
merely to the development of certain
fundamental skills and abilities encompassed

Integrit by the teaching of the 3R’ s but also includes

the development of desirable habits and
attitudes that go into the formation of

y character, his manner of living should

provide a worthy example for his pupils and
students to emulate for his fellow teachers to
be proud of, and for the community to feel as
being enriched by it.
THE CODE OF ETHICS
FOR PROFESSIONAL
TEACHERS
 Preamble
Teachers are duly licensed professionals who
possess dignity and reputation with high moral
values as well as technical and professional
competence. In the practice of their noble
profession, they strictly adhere to, observe, and
practice this set of ethical and moral principles,
standard, and values.
ARTICLE I
SCOPE AND LIMITATIONS
SECTION 1. The Philippine Constitution
provide that all educational institutions
shall offer quality education for all
Filipino citizens, a vision that requires
professionally competent teachers
committed to is full realization. The
provisions of this Code shall apply,
therefore, to all teachers in all schools in
the Philippines.
Section 2. This Code covers all public and
private school teachers in all educational
institutions at the preschool, primary,
elementary and secondary levels whether
academic, vocational, special, technical, or
non-formal. The term “ teacher” shall
include industrial art or vocational teachers
and all other persons performing
supervisory and/or administrative functions
in all schools at the aforesaid levels,
whether on full-time or part- time basis.
 THE CODE OF ETHICS FOR
PROFESSIONAL TEACHERS:
RELATIONSHIP WITH THE
SECONDARY AND TERTIARY
STAKEHOLDERS
  
ARTICLE II
THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the cultural
and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as
to elevate national morality, promote national pride, cultivate love of country, instil allegiance to the
Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and
shall take an oath to this effect.

Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall be
physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any
political, religious, or other partisan interest, and shall not, directly,
or indirectly, solicit, require, collect, or receive any money,
service, other valuable material from any person or entity for such
purposes.
Section 6. Every teacher shall vote and shall exercise all other
constitutional rights and responsibilities.
Section 7. A teacher shall not use his position or official authority
of Influence to coerce any other person to follow any political
course of action.
Section 8. Every teacher shall enjoy academic freedom and shall
have the privilege of sharing the product of his researches and
investigations, provided that, if the results are inimical to the
declared policies of the state, they shall be drawn to the proper
authorities for appropriate remedial action.
 
 ARTICLE III
THE TEACHER AND THE COMMUNITY
 
Section 1. A teacher is a facilitator of learning and of the
development of the youth; he shall, therefore, render the best
services by providing an environment conducive to such learning
and growth.

Section 2. Every teacher shall provide leadership and initiative to

actively participate in community movements for moral, social,
educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition

for which purpose he shall behave with honor and dignity at all
times and refrain from such activities as gambling, smoking,
drunkenness and other excesses, much less illicit relations.

Section 4. Every teacher shall help the school keep the people in
the community, and shall, therefore, study and understand local
customs and traditions in order to have a sympathetic attitude,
therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the
community informed about the school’s work and accomplishments as
well as it needs and problems.

Section 6. Every teacher is an intellectual leader in the community,

especially in the barangay, and shall welcome the opportunity to
provide such leadership when needed, to extend counselling services,
as appropriate, and to actively be involved in matters affecting the
welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant

personal and official relations with other professionals, with
government officials, and with the people, individually or collectively.

Section 8. A teacher possesses freedom to attend church and worship,

as appropriate, but shall not use his position and influence to
proselyte others.
  
Article IV
The Teacher and the Parents

Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.

Section 2. A teacher shall inform parents through proper authorities, of the

progress or deficiencies of learners under him, exercising utmost candor and tact
in pointing out learner’s deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.
 THE CODE OF ETHICS FOR
PROFESSIONAL TEACHERS:
RELATIONSHIP WITH THE
INTERNAL STAKEHOLDERS
 ARTICLE VIII
THE TEACHER AND THE LEARNERS
Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners in the subjects they
handle. Such determination shall be in accordance with generally accepted producers of evaluation and measurement. In case of
any complaint, teachers concerned shall immediately take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and shall handle
each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against any learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested
concessions, especially if under served.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such
service.
Section 6. A teacher shall base the evaluation of the learner’s work on merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall
exercise utmost professional discretion to avoid scandal gossip, and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings
as a punishment for acts which are clearly not manifestations of poor scholarship.
Section 9. A teacher shall insure that conditions contributive to the maximum development of learners are adequate, and shall
extend needed assistance in preventing or solving learner’s problems and difficulties.
 Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the learners, the
school, or the profession is at stake in any controversy, teachers shall support one
another.

Article V. The Section 2. A teacher is not entitled to claim for work not of his own, and shall give
due credit for the work of others which he may use.

Teacher and the Section 3. Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary to carry on the work.
Teaching Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which have not
Community yet been officially released, or remove records from the files without official
permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what
may appear to be an unprofessional and unethical conduct of any associate. This may
be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating any right of the
individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified,
provided that he respects the system of selection on the basis of merit and
competence, provided, further, that all qualified candidates are given the opportunity
to be considered.
  
ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES

Section 1. A teacher shall make it his duty to make an honest effort to understand and support the legitimate
policies of the school and the administration regardless of professional feeling or private opinion and shall
faithfully carry them out.
Section 2. A teacher shall not make any false accusation or charges against superiors, especially under
anonymity. However if there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when reforms are advocated but are opposed by the immediate superior,
in which case the teachers shall appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and
discrimination and, to the extent possible4, shall raise his grievances within democratic processes. In doing so,
he shall avoid jeopardizing the interest and welfare of learners whose right to learn must be respected.
Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers of
teachers are made only on the basis of merit and need in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contact,
assuming full knowledge of the employment terms and conditions.
 THE CODE OF ETHICS FOR
PROFESSIONAL TEACHERS:
HIS/ HER PERSON, PROFESSION
AND BUSINESS
ARTICLE IV. THE TEACHER
AND THE PROFESSION
Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparation for the career of teaching, and shall be at his best at all times in the practice of his profession.
Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the
professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance
the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally
and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make improper
misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning
a decent living.
ARTICLE XI
THE TEACHER AS A PERSON
 
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as
the principle of personal behavior in all relationships with others and in all
situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide
of his own destiny and of the destinies of men and nations.
 ARTICLE X
THE TEACHER AND BUSINESS
  or indirectly, in legitimate income generation,
Section 1. A teacher has a right to engage, directly
provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and
disposal of which he can exercise official influence, except only when his assignment is inherently
related to such purchase and disposal, provided that such shall be in accordance with existing
regulations.
1. Consider the findings of the study on teacher’s borrowing as shared by DepEd Secretary
Leonor Briones:
 The propensity of public school teachers to borrow is 505 higher compared to other employees of
the government such as the police and nurses.
 Aside from the possibility of not receiving any pay once they retire, public school teachers may also
suffer sanctions-from mere reprimand to revocation of licenses to teach- due to their unpaid loans.
There are more than 500 pending cases versus teachers filled by various lending institutions in the
past 3 years.
 Teachers owe Php 70 billion from legitimate leading institutions.
 THE RIGHTS AND
PRIVILEGES OF TEACHERS IN
THE PHILIPPINES
The 1987 Philippine Constitution states… The state shall enhance the right of teachers to professional
advancement (paragraph 4,). It shall “assign the highest budgetary priority to education to “ 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 fulfilment.”

Commonwealth Act 578 amended the Revised Penal Code to include teachers, professors, and persons
charged with the supervision of public or duly recognized private schools, colleges, and universities,
within the term “persons in authority.”

RA 4670, otherwise known As The Magna Carta for Public School Teachers, details the rights, privileges
and benefits of teachers such as:

• consent for transfer;

• safeguards in disciplinary procedure;
• no discrimination;
• married couples to be employed in the same locality;
• academic freedom;
• not more than 6 hours of actual classroom teaching;
• additional compensation for activities outside normal duties;
8) salaries comparable to other occupations to insure teachers a reasonable standard of life for themselves and
their families;

9) salaries appropriated by local government not to be less than those paid to teachers of the national government;

10) cost of living allowance;

11) special hardship allowances;

12) medical examination free of charge once a year during the teacher’s professional life;

13) prohibition of unauthorized deduction from teachers’ salaries;

14) study leave;

15)indefinite leave;

16) salary increase upon retirement and

17) freedom to establish or join organization of their choice.

Global Education
 UNESCO defines global education as a goal to become aware of
educational conditions or lack of it, in developing countries
worldwide and aim to educate all peoples to a certain world
standard.
Global Education
To achieve global education, the UN sets the following goals:
1.expand early childhood care education;
2.provide free and compulsory primary education for all;
3.promote learning and life skills for young and adult;
4.increase adult literacy by 50%;
5.achieve gender parity by 2005, gender equality by 2015; and
6.improve quality of education.
A global teacher is a competent teacher who is armed with enough skills, appropriate attitude and
universal values to teach students with both times tested as well as modern technologies in education in
any place in the world.
A global Filipino teacher should have the following qualities and characteristics in addition to knowledge,
skills and values:
• understands how this world is interconnected;
• recognizes that the world has rich variety of ways of life;
• has a vision of the future and sees what the future would be for himself/herself and the students;
• must be creative and innovative;
• must understand, respect and be tolerant of the diversity of cultures;
• must believe and take action for education that will sustain the future;
• must be able to facilitate digitally-mediated learning: and depth of knowledge

Global Teacher
 Glocal education is about diversity, understanding
the differences and teaching the different cultural
groups in their own context to achieve the goals of
global education as presented by the United
Nations. It is preparing future teachers from the
remote and rugged rural villages in developing
Glocal countries, to the slum areas of urbanized
countries, the highly influential and economically
Education stable societies of the world for their roles in the
21st century classrooms. It provides equal
opportunity and access to knowledge and learning
tools which are the basic rights of every child in
every community, locality within the global
community.
 But why a shift in the use of
GLOBAL to GLOCAL?
Rolando Robertson (1992) a sociologist, in his article
“Glocalization: Time –Space and Homogeneity-
heterogeneity, suggests replacing the concept of globalization
to glocalization with the view in mind to blur the boundaries
between global and local. Robertson offers to see the local as
one aspect of globalization. A global outlook adapted to the
local condition or a local outlook adapted to the global
condition. Further, he said that the term glocalization means it
is local culture which assigns meaning to global influences,
and that the two are interdependent and enable each other.
From Global Teacher To Glocal
Teacher Professionals
Hence, a glocal teacher is a global teacher who is competent and
armed with enough skills, appropriate attitude and universal
values to teach learners at home or abroad but is equipped with
both time tested as well as modern technologies in education in
any time and any place in the world. A glocal teacher is someone
who thinks and act both locally and globally with worldwide
perspective, but is teaching in the communities, localities, towns,
provinces and regions where he or she is situated.

More specifically, a glocal Filipino is characterized by several

qualities and attributes in addition to in-depth knowledge,
functioning skills and embedded values. Glocal Teachers:
• Understand how this world is interconnected;
• Recognize that the world has rich variety of ways of life;
• Have a vision of the future and sees what the future would be for
himself/herself and the students;
• Are creative and innovative;
• Understand, respect and tolerant of the diversity of cultures;
 Believe and take action for education that will sustain the future;
 Facilitate digitally-mediated learning;
 possess good communication skills (for Filipino teachers to be multilingual);
 aware of international teacher standards and framework; and
 master the competencies of the Beginning Teacher in the Philippine Professional Standards for
Teachers (PPST,2017).
Glocal education is a concept that brings us to understand the connectivity of each member citizen in the
planet without leaving behind the local foundations. The advancement of technology shrank the world to
a size that everyone can be reached. Because of this development, we have to learn the diversity or
differences in cultures in order to address the global standards for education set by the United Nations.
Global education requires future teachers skills for the 21 st century so that all will be ready to play a
significant role to provide educational access to all types of learners all over the world. However,
globalization does not leave localization behind.
 A CLOSER LOOK AT THE
TEACHERS AND THE
TEACHING PROFESSION IN
THE ASEAN AND BEYOND
 A. Levels of Schooling in the ASEAN
In all the countries, in the ASEAN, the levels of formal schooling
in the educational system are as follows:
THE ASEAN: 1. Primary level is composed usually of Pre-primary (Play School,
ONE VISION, Pre- K, kindergarten) and the primary Level which is composed
to grade 1 aged 6 yrs. Old; grade 2 aged 7 yrs. Old; grade 3,
ONE IDENTITY, aged 8 yrs. Old; grade 4 9 yrs., grade 5 aged 10 yrs. Old, and
grade 6 aged 11 yrs. Old.
ONE 2. Secondary level follows the primary level. Generally across the
COMMUNITY ASEAN it is composed of Junior High School. The graduate
from the senior high school can proceed to college or find a job
appropriate to the qualification. However, there are slight
variations in some countries such as lower Secondary level is
three years with grade 7,8 and 9 while the upper Secondary
Level is composed of Grades 10,11 and 12.
Table 2.Variations in the number of years in basic education level across the ASEAN members.

Variations Levels of Schooling and Number of years*

   Primary/ Lower Upper Total Countries (as
elementary secondary Secondary number of 2013)
of years
Version 1 5yrs 4yrs 3yrs 12 Lao PDR
Version 1 5yrs 4yrs 2yrs 11yrs Myanmar
Version3 6yrs 3yrs 2yrs 11yrs Malaysia
Version4 6yrs 3yrs 3yrs 12yrs Brunei,
Cambodia,
Indonesia,
Thailand,
Vietnam
Version 5 6yrs 4yrs 2 yrs (pre- university for 12yrs Singapore,
Singapore) Philippines
In summary, basic education levels in most ASEAN countries have 12 years of formal
schooling, divided into primary, lower secondary and upper secondary levels. All primary
education levels are compulsory, while in some countries the secondary level is voluntary
except the Philippines. In Singapore, the last two year levels are pre- university levels. For
the secondary level; there is a variation of 5,6 or 7 years which are either labelled as middle
school, junior high school, senior high school or lower or upper secondary level. There is
universal kindergarten and pre-school education for all. The number of years in the primary
is from 5 to 6 years.
3. Tertiary level is the college level which is beyond the basic education in all
the countries in the ASEAN. It is the ladder of educational system where the
student earns a bachelor’s degree in teacher education, which is a
requirement to take a licensure examination to become a professional
teacher.

In the Philippines, the technical Education and Skills Development Authority

(TESDA) provides diploma and training certificates for lifelong learning. The
agency also assists in the implementation of the senior high school technical-
vocational tracks.
B. The Teacher Professionals Across the ASEAN
1. Academic Preparation of teacher Professionals in Basic Education
The admission to pre- service teacher education varies from the graduates of Grade 9 or Grade 12.In remote places of
Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, pre-primary of kindergarten future teachers can have 9
years of basic education (Grade9) and get an advanced training for 3years to become teachers (9yrs of basic education
+ 3 years teacher preparation) or 10 years of basic education plus 3 years of teacher preparation.
For teachers of lower secondary level, future teachers should have 12 years of basic education and 2 years of teacher
preparation to earn diploma in teaching.
For upper secondary level, the requirement is 12 years of basic education plus 4 to 5 years of teacher preparation to
earn a Bachelor’s degree. However for non-education degree graduates they can take the post graduate diploma in
Education/Teaching. This will mean an equivalent to 12 years of basic education plus 4 to 5 years Baccalaureate
Degree plus one year of Graduate Diploma.
Almost all teacher education provides a teaching practicum, student teaching or field experiences course. This will
provide them the opportunity to apply the theories and concepts in the content and pedagogy courses in real class
situation.
2. Components of Teacher Preparation

Common to all the ASEAN countries, are four important components which are
being addressed in the preparation of teachers:
• 1. General knowledge and understanding – this cluster of knowledge and understanding are
embedded in the general education or liberal arts education subjects in college as preparatory to the
core content subjects which provides the development of the personhood of the future teacher.
(What to know about oneself and world.)
• 2. Pedagogy – this component provides variety of teaching delivery approaches beyond the
traditional methods of teaching. The more innovative methods including student-centered
approaches, cooperative learning, project-based learning and many more based on international
values to enhance, peace, education, sustainable development, respect for diversity, inclusive
education, and global citizenship. Pedagogical theories and principles are also included. (How to
teach).
3. Teaching practicum/experimental
learning – In this cluster, knowledge,
theories, principles and pedagogies learned
are validated in real life situation as
teachers. In all ASEAN countries, teaching
practicum and experiential learning are
required as practicum and experiential
learning are required as a component of
training or for certification to teach.
(Immersion to the real world of teaching/
Practicum/ teaching internship)
4. Specialized knowledge/Major
Courses - For those who will teach the
content or discipline in the upper
elementary or the secondary levels,
major content courses are learned. For
the early years (pre-school to Grade 3, a
more comprehensive knowledge of child
growth and development is given
emphasis. (What to teach in specific
discipline or subject area)
Several standards and competencies were developed as a guide for all teachers. But the most
common are standards that revolve around or anchor on the following domains:
1. Skills on the 21st century
2. Professionalism and accountability
3. Pedagogical competence
4. Teacher’s characteristics/ qualities
5. Knowledge competence
C. The Teaching Profession Practices in the ASEAN
1. Teacher’s Major Responsibilities
 Actual teaching –refers to the time of engagement of the teacher with the learners. This happens within the
official teaching hours. The actual teaching hours vary from one country and from school to school.
Sometimes actual teaching refers to contact time or time on task.
 Management of learning- refers to activities that support the actual teaching. This can be beyond actual
teaching time like remediation or enhancement, homework, or co-curricular activities.
 Administrative work – refers to the teacher’s job that includes writing test items, checking and recording of
test paper results, attending to parents, making reports and other related activities.

In the primary level, teachers handle more than one specialized subject. In fact in some countries including the
Philippines, all the subjects in the grade level is taught by one teacher in a self- contained classroom. In some
cases, team teaching is practiced either vertically or horizontally. In the vertical team teaching, for example
Elementary Science will be taught by one science teacher from grade 1 to grade 6, while for the horizontal
team teaching, science will be taught by one teacher in one level with different sections or groups. On the other
hand, in the secondary level, the teacher teaches the specific subject area or major area in the same level or in
different grade levels, too.
2. Teacher Licensing and Recruitment
Most teachers are licensed as professional or are certified to teach by the
country’s appropriate agencies. Those who are not certified of licensed
become para-professionals or assistant teacher.
In the Philippines, it is the Professional Regulation Commission (PRC), while
in Singapore it is the National institute for Education (NIE). In Thailand, it is
the Teacher Education Council (Khurusapha) that gives a licensure test for
teacher applicants, while in Indonesia, Akta IV teacher license is given by the
teacher colleges for an authority to teach. In other countries where no
licensing is provided, certification is issued instead. This is done by the
Ministry of Education or the teacher education colleges or universities.
D. The Teacher and the Teaching Profession beyond the ASEAN
“Benchmarking is learning the best from the best practices of the world’s’ best educational systems.”

There are three examples of countries beyond the ASEAN. These are China, Japan and the United States of
America. These countries were included as samples in the 2013 Global teacher Status Index.
1. China
China being the most populous country has over 200 million students attending public schools taught by over 9
million teachers in the elementary, junior and senior high schools. Teachers in china from the largest teaching
force in the world. The education system is highly centralized such that course syllabi are written by scientists
and professors hired by the National Educational Commission. The subject matter and instructional contents are
uniform for all. The first six years of school make up the primary grades which are devoted to development of
cognitive skills. This is followed by another six years of high school. Class size ranges from 40 to 60 students
and the students have to cover all topics in order to pass national examinations.
Students wishing to attend university must pass one of the two versions of the National University Entrance
Examination. The quality and reputation of the school will depend on the number of students passing the
examination.
 The new educational system includes:
 Six years of primary education
 Three years of junior school, three years of senior middle school.
 Six years of university
 Varieties of technical and vocational schools.

There are two main categories of teachers in China, based on the source and structure of their salary or pay.
1. Gongban (state-paid) teachers who earn salary comparable with other state employees in state- owned enterprise.

State-paid teachers are categorized into grades according to their years of service and their standard performance. The five grade
system are as follows:
 Super-grade teachers- highest level which occupy the upper level of 5% of the teaching force.
 Senior-grade teachers occupy 6 % of the teaching force in 1990 where most of the primary level teachers belong.
 Third-grade teachers
 Second-grade teachers include the majority of the secondary teachers.
 First-grade teachers- some of the newly hired primary teachers.

2. Minban (Community-paid) teachers who are paid by local community depending on the community income.
China’s Teacher Licensing
The examinations are standardized for the secondary teachers by the central
government, while examination for the elementary teachers is responsibility
of each province. Generally, primary teachers should have at least graduated
from secondary normal schools or senior secondary school while the junior
secondary teachers should at least have a teaching diploma from junior
teacher colleges. The senior secondary teachers shall graduate from a normal
university or teacher colleges and holder of degrees from tertiary institutions.
Chinese Teachers Enjoy Unquestionable Authority
The general assumption in the Chinese society is that the teacher tells the
single and absolute truth, and the job of the students is to absorb the
knowledge conveyed by the teacher without question. While some subjects
like English or Mathematics provide opportunities to practice, the structure of
the lesson, their pace, and the nature of questioning is determined by the
teacher. It is a common experience of students to complete a 45 minute class
period without having talked once, or called individually or was able to raise
a question. Students are guided by the following tents:
 Important knowledge comes from teachers and textbooks
 Learning involves listening, thinking and silent practice
 Knowledge espoused by the teacher and he textbook is not to be
challenged.
2. Japan
The Japanese education system is highly centralized and is administered by the Mombusho or Ministry of education.
The school system from kindergarten through university serves about 24 million students, with about ten percent
(10%) going to the university. About one-third go to the private schools and the rest are enrolled in the public school
system.
In 2005, there is a book Japan in the 21st century: Environment, Economy and Society states:
“Japan’s educational system produces students who perform far better on international examinations… Japanese
students are indisputably among the best in the world in solving mathematical equations…Youngsters are behaved,
envied around as law-abiding; Japan’s low crime rates are well known and widely envied around the world. But what
is even more striking than the lack of crime is the overwhelming civility; graffiti and vandalism are rare and school
sports teams not only bow to each other before the game but rush over the opposing team’s stand after the game to par
their respect.”
In Japan, education is free and compulsory for children from 6 to 15 years. Classes are large and teaching methods are
usually lectures. Japanese students spend 243 days a year in school. The School calendar is year- round with some
breaks between sessions.
The five basic levels of Japan’s
Educational System:
1. Kindergarten
2. Elementary schools (six years)
3. Lower secondary school (three years)
4. Upper secondary school (three years)
5. University (usually around four
years).
The Teaching Profession in Japan
Japanese teachers are an essential element in the
success story of the country. Major responsibilities
are entrusted upon the teachers for moral education
and character development and for instilling values,
attitudes and living habits in students at all levels.
Teachers are expected to infuse cultural values
throughout school activities including student’s
lives, both in school or even at home and
community.
Ever since teaching has been an attractive
profession in terms of status. The appeal of the
teaching career has heightened because of increase
in remuneration. According to the Global teacher
Status Index in 2013, the average of annual salary of
teachers in Japan is equivalent to $ 43,775.00
annually, which is second to Singapore.
Teacher Certification in Japan
First class certificate is issued to teach in the pre-school,
elementary or secondary teachers with basic qualification
of having earned a Bachelor’s Degree. To teach in the
upper secondary level, the basic qualification is a
master’s Degree.
Second class certificate has a basic qualification of 2
years of study (62 credits units) in a university or other
post- secondary institution. While to teach in the
secondary level, without a Master’s degree, the Second
Class certificate will be issued.
In addition to the length of study and degree
qualifications, prospective teachers must earn a
prescribed number of credits in education studies and in
the subjects to be taught.
Becoming a Teacher
Most of the public school teachers are prefectural employees even if they teach
in municipal schools, prefectures play an important role in the selection and
hiring of teachers. In addition to completing a degree, the teacher applicant
must secure a license to teach from the prefectural board of education. A
license awarded by any prefecture is valid in all prefectures. However,
applicant is required to take prefectural appointment examinations.
A prefectural appointment examination is given in two stages. First stage,
consists of written test in general education and specialized fields and skills test
for P.E. Music and Art. All applicants for lower secondary teaching jobs are
required to take a test in physical fitness. Second stage consists of interviews.
Age is very important consideration for teacher applicants. More than one half
of the prefectures require applicants to be under the age 30. But once the
applicants gain entry to the teaching profession, they are assured of lifetime
employment. They are promoted essentially on the basis of seniority, as in all
public sector and most major private corporation employment. Because of the
lifetime employment policy, all prefectural and municipal boards of education
are very careful in selecting new teachers. Dismissals are extremely rare and
normally occur only for unethical conduct.
Teachers are rotated from one school to another within the prefecture on
various schedules
3. United States of America
Basic Education, the Avenue for Teaching Jobs in USA
The levels of education in the U.S are similar to those in other countries including the Philippines.
 Pre-primary education- Type of school providing this education are kindergarten, nursery schools,
preschool programmes, child/day care centers. Age level is 4-6 years old and the duration is 2
years.
 Primary education- elementary school
- There are varied levels of schooling in primary education.
 Middle school education- Grades 4-6, 5-7, or 6-8.
 Secondary education- high school- Grades 7-12 or 8-12
 Junior high school. Grades 7-8, 7-9, or 8-10
 Senior high school. Grades 9-12, or 10-12
Becoming a Professional Teacher in the USA

Earning Teaching Certificates. United states of America has a decentralized educational system and each
State Education Agency (SEA) has its own guidelines and requirements for earning and maintaining teaching
certificates. A teaching certificate earned in one state may or may not be recognized in another. There is an
increasing practice requiring that prospective teachers demonstrate some minimal level of competency by
passing a competency test before they are allowed to enter the profession. This examination is the National
Teacher Examination (NTE) or on Praxis I or Praxis II written test. Many states, now require that teachers
also renew their certification by continuing to take “renewal credits”. Permanent certification is granted if
the teacher performs adequately according to the standards established by the state.

Recruitment of Teachers.After following the successful completion of an application process, a

superintendent approves the applicant and the forwards a recommendation to hire to the local school
board. Once signed, a teacher has a legally binding contact to work, unless guilty of a crime, fails to show
teaching competency, or demonstrates egregious professional conduct. He/she is expected to complete
teaching during the term of his/her contract, with exception for pregnancy, medical leaves and unforeseen
emergencies.
Salaries of Teachers .The salary range for teachers is determined by
education and experience as by locale. Teachers who have earned
“masters plus 30 doctorate units” earn more than those with master’s
degrees, while teachers with master’s degree receive a higher salary
than the Bachelor’s degree holder. Merit pay has been adopted by some
school districts, those who teach is sub-urban school districts or large
towns typically each more than teachers in either urban or rural
districts. Some teachers work at another job during the school year or
summer. On the average according to the Global Teachers Status report,
the average income teachers $44,917.00.
What Makes a Good American Teacher?
The definition of a “good” teacher slightly differs among levels.
Those working in elementary schools seemed more child- focused in
their discussions and believed that good teacher is a kind person, one
who is “understanding” and “sensitive to the needs of children”. The
secondary school teachers generally consider themselves subject-
matter specialists. Good teachers have to know how to teach their
subjects. It is a plus if students like a teacher. Some feel that having a
sense of humor and an ability to handle a class increased the
likelihood that students would learn, but the teacher’s primary
responsibility is to teach.
Middle school teachers pointed out that many schools are changing
from junior high to a middle school model because young
adolescents still need the support of family like concerns. The
middle schools teachers, therefore, as a team should be able to give
more personal attention to middle school learners.
The Global Teacher
Status Index of 2013
 Table 3: Global teacher status Index, 2013

Country Index rating Rank Country Index Rank

rating

China 100 1 Spain 30.7 12

Greece 73.7 2 Finland 28.9 13

Turkey 68.0 3 Portugal 26.0 14

South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 16

Egypt 49.3 6 Japan 16.2 17

Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech 12.1 19
Republic
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing    
follows
Some of the key questions asked in the survey were:
1. How teachers are respected in relations to other
profession?
2. What is social standing of teachers?
3. Will parents encourage their children to be teachers?
4. Is it perceived that children respect their teachers?
5. What people think teachers ought to be paid?
6. Should teachers be paid according to the
performance of their pupils?
7. How much are teachers trusted to deliver a good
education to children?
8. What is the degree of trust that people have on their
education system?
Teacher status
Social Status of Teachers. Contextual understanding of the teachers status was done by
ranking teaching alongside other professions in the country.
Two thirds of the countries judged the status of teachers to be most similar to social
workers (Germany, Italy, Spain, Switzerland and the Netherlands). The second closest status
was to librarians (USA, Brazil, France, Turkey) and in New Zealand, people think that the job
of teaching is most similar to nursing. Only one country (china) think of teachers as being
most closely compared to doctors. The result seems to show the type of work the teachers do
in the different parts of the world.
However, to determine the social standing of the teaching profession in the order of how they
are respected, the results show that:
There is a higher regard of teachers in the primary/elementary school teachers than in the
secondary school teachers, and head teachers against 14 other occupations included.
 Teaching: Sought- After Profession. When parents were asked if they could encourage their parents were
asked if they could encourage their children to become teachers, the summarized answer are as follows:
50% of parents in China provide positive encouragement for child to become teachers. China is joined by
South Korea, Turkey and Egypt while parents in Israel, Portugal, Brazil and Japan are least likely to encourage
their children to become teachers.
Pupil Respect for Teachers. Parents were asked to respond whether they believe that teachers are respected
by their pupils.
 In China, 75% of the respondents believe that students respect their teachers, compared to only 27%
average per country.
 Turkey, Egypt, and Singapore have a high level of belief that pupils respect teachers with an average of
46%.
 Across Europe, there are higher levels of pessimism about student’s respect for teachers than in Asia
and the middle east .In most of the European countries, respondents thought that the pupils disrespect
teachers than respect them.
Perception of the Teacher Reward
Below, is the average actual teacher salary in the countries surveyed. The respondents were asked if the current salary is too little, too much or
just enough.
• Most countries judged a fair rate of pay as similar to teacher’s actual pay.
• In Japan, France and USA, the actual pay was judged higher than the fair rate of salary.
• Majority of the countries think teachers ought to be rewarded with higher pay than what they are presently getting.
  Actual average salary per year in Participating country Actual average salary per year
Participating country USD $ in USD $

China $17, 730.00 Spain $29,475.00

Greece $23,341.00 Finland $28,780.00

Turkey $25,378.00 Portugal $23,614.00

South Korea $43,874.00 Switzerland $39,326.00

New Zealand $28,438.00 Germany $42, 254.00

Egypt $10,604.00 Japan $43,775.00

Singapore $45,755.00 Italy $28,603.00

Netherlands $37,218.00 Czech Republic $19,953.00

U.S.A. $44, 917.00 Brazil $18,550.00

U.K. $33,377.00 Israel $32,447.00

France $28,828.00 Nothing follows  

Teacher agency and control
The status of the teacher is also dependent on the people’s trust to deliver
good education.
Trusting teachers to deliver education based on the results of the survey:
 No country gave a rating below 5, suggesting that all countries placed
satisfactory to positive trust in their teachers.
 Finland and Brazil at the top of the table displaying strong trust in their
teachers, while Israel, Japan, south Korea and Egypt are at the bottom of
the table, showing limited trust for their teachers.
 CHANGING GLOBAL
LANDSCAPE FOR THE
21ST CENTURY TEACHERS
 Zhou, 2006 as mentioned in SEAMEO,
INNOTECH 2011, identified some key
categories of the different changes and
The Changing developments in the 21st century teaching and
Global learning. To understand the categories, we will
attempt to:
Landscape 1. Describe the new learning environment,
and the 21st 2. Identify the new learning contents,
Century skills 3. Explain the new processes of learning and
for Teachers how these will be facilitated,
4. Describe the new type of learners, and
5. Describe the new type of teachers.
The new learning environment. The idea of learning
environment has broadened from the confines of the four
walls of the classroom to places and spaces that support
learning. It is a place where interactions of the learners
among one another, with the teacher and the surroundings
happen. It is characterized by the following:
 Learner-centered,
 New spaces and borderless,
 Enhanced opportunity for creativity and innovations,
and
 Use of ICT.
The new learning contents. With the new learning
environment and the explosion of knowledge, content
or subject matter of learning has been modified. From
a specific discipline or subject area, subject matter of
learning has the following characteristics.
 Integrated/interdisciplinary
 Demand-driven
 Emphasis of learning tools on how to retrieve
knowledge and;
 Balance of scientific, technological, cultural,
global local concepts.
The New Processes of Learning and How These will be
Facilitated. With advancement in the study of the mind and
cognition, various processes of learning evolved with human
intervention of teachers and peers as well as non-human
intervention of artificial intelligence (AI) of robots. With these
advancements, different processes of learning and the method to
facilitate these have evolved. These include the idea of multiple
ways of learning which can be mediated by the following:
 Face-to-face- when learners and teachers are confined in the
same learning space at the same time with the teacher
facilitating learning.
 Distance Learning- when teaching-learning is mediated by
traditional (modules in print) or modern technology (on-line
or off-line) without the physical presence of the teacher in a
virtual class. It can be synchronous or asynchronous.
 Blended Modalities- when teaching and learning is facilitated
through face-to-face or distance learning which enable to
teacher and learners to have both physical presence and
physical absence in the teaching-learning process.
 Experiential and lifelong – when learners are immersed into
the real life situation, such that learning becomes more
authentic and meaningful.
The New Types of Learners – the new breed of learner does not have age
boundaries. Learners maybe are in an informal, formal or informal setting. The
new type of learning is:
 A confident person who thinks independently and critically and who
communicate effectively.
 Self-direct and who questions, reflects and takes responsibility for his/her
own learning;
 A concerned citizen, inform about the world and local affairs, has a strong
sense of civic responsibilities and participates actively in improving the
lives of others;
 A member of the new generation: pop-culture, different ways of thinking,
responding.
Life and Career Skills
 Flexibility and Adaptability
 Initiative and self-direction
 Social and Cross-cultural skills
 Productivity and Accountability
 Leadership and Responsibilities
The New Type of Teachers. The new type of teachers must posses the following characteristics:
 Clear standard and accountability that their learners should know and be able to doat the end
of their schooling;
 Use broad pedagogies including inquiry-based learning cooperative learning, other
pedagogies;
 Skillful in the integration of ICT in pedagogy;
 Skillful in the use of assessment to guide teaching and learning.
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems base on evidence;
 Practice the core values of inspiring teachers; and
 Develop life and career skill for the 21st century and beyond.
5 Pillars of Learning

01 02 03 04 05
Learning to Learning to do Learning to be Learning to Learning to
know live together transform
oneself and
the society
Learning to Know. This implies thirst for knowledge and
acquisition of such knowledge. More, so it is learning how to learn
throughout one’s life. After completing formal education, there
should be a great desire to gain more understanding of the world and
other people. An individual who is knowledgeable is literate. Being
literate is always related being knowledgeable. Thus the definition of
the world literacy evolved through time.
Learning to do. How can be knowledge and the methods be
incorporated and enhanced towards the developments of skills? To
apply knowledge, one must have the 21 st century skills. Qualifications
now is equated to skills and not to knowledge alone. Can the
knowledge gained be translated to application? Learning by doing is
a pragmatist’s view of life. Knowledge acquired is nothing unless
applied in daily life.
Learning to Be. One of the most difficult things to do among the
pillars is Learning to Be. It implies developing the potentials of each
individual. Continuing education must improve self-knowledge and
self-esteem. What would you like to BE? Answer to this question
will required self-analysis, reflection, social skills, creativity and
personal discovery. At this point in time, have you decided that you
should really BECOME a TEACHER? Do you have now the skills
that enable you become one?
Learning to Live together. These refers to the
relationship among people. It is bringing in
together a community to work harmoniously, to
live in peace and prosperity and to show
respect and concern to others. It also refers to
interpersonal skills that will enable people to
live side by side with others at home, in school,
in the community and the whole world.
Learning to transform oneself and the society.
Educating students for freedom and liberty to
bring up free individuals. They should learn to
express themselves and we need to listen to
them. Young children learn about the world by
actively exploring, experimenting, discovering,
creating, and stimulating their mind through
creativity.
 ENSURING
TEACHER QUALITY
THROUGH
COMPETENCY
FRAMEWORK
AND STANDARDS
 Quality teachers are competent teachers. Teacher with global
Quality Teachers competence are able to demonstrate knowledge, skills, values
and dispositions as describe below:
and Teachers 1. Understand one’s own cultural identity and its influence on
personal dispositions and classroom practices;
Quality Defined 2. Know and integrate global dimensions in the subject one
teaches;
3. Engage students in learning;
4. Use real-life local and global examples;
5. Value the inputs of culturally and linguistically diverse
learners;
6. Create environment that encourage positive cross-cultural
interactions;
7. Model social responsibility in local and global context; and
8. Help learners find appropriate actions to improve local and
global conditions.
The core elements of the teacher-quality standards should include:
• Planning and Preparation: including knowledge of the content and pedagogy, knowledge of
students, coherent instructional plans, and knowledge on how to assess student learning;
• Classroom environment: including creating a culture for learning and managing student
behavior;
• Instruction: including communicating effectively, using appropriate discussion techniques,
engaging students, and providing responsive feedback to learners; and
• Professional responsibilities: including reflecting teaching, communicating with families,
contributing to the school and community and developing professionally.

In summary, quality teachers are defined by their attributes and

characteristics while teacher quality is defined by the standards set for the
profession and are validated by the students learning outcomes.
The Competency
Framework for Teachers in
Southeast Asia (CFT SEA)
There are (4) essential competencies and 12 general
competencies and 136 success descriptors. The enabling
competencies are a set of performance criteria with
success descriptors that describe observable behaviors
expected for teachers to perform in a high level. When
used, this guide will promote common standards of
performance among teachers across Southeast Asia.
Four essential Competencies
1. Knowing and understanding what to teach.
2. Helping students to learn.
3. Engaging the community.
4. Becoming a better teacher everyday.
FIGURE 1: COMPETENCY FRAMEWORK FOR TEACHERS IN SOUTHEAST ASIA (2017)
 The Philippine Qualifications Framework (PQF)
 

Based on the level of education as PQF Level 6, the PQF describes the career path for baccalaureate degree
programs including teacher education degrees. All graduates from the baccalaureate degrees are expected to
exhibit outcomes as described in Table 4.
Table 4.Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors
PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes
Knowledge, skills and values Graduates possess a broad level of coherent knowledge and
skills in their field of study for professional work (teaching) and
lifelong learning.

Application (of knowledge, skills and Application of professional work (teaching) in a broad of range
values) of discipline and/or for further study.

Degree of Independence Independent (as a teacher) and/or in terms of related field.

What are the purposes of the Philippine
Qualifications Framework?
The PQF is a legal document that adopts
national standards and levels for outcomes
education in the country. It assists individuals
to move easily between different education
and training sectors and the labor market.
Further, the PQF aligns the international
qualifications for full recognition of the
value of Philippine Qualification. Also, the
PQF will be used as the basis for accrediting
certificates and licenses recognize by the
government.
Philippines Professional Standards for Teachers
(PPST)
Based on the teacher Education and Development Map in 2006, Philippine Teacher Education is defined
as a lifelong journey from entry to basic education in DepEd to entry to as Teacher Education
Institutions of the CHED to licensing as a professional teachers of the PRC to employment to DepEd
with attestation of the civil service or private basic education.

National Competency Based Teacher Standards (NCBTS, 2006) and now known the Philippines
Professional Standards for Teachers (PPST, 2017)

The PPST, 2017 defined teacher quality in a broader perspective attuned to the current demands and
changes in the educational local and global landscape to include the reforms if K to 12, the Outcomes-
Based education of Higher Education, the ASEAN integration, the UNESCO’s SDGs 2030 and the
AmbisyonNatin 2040.
Figure 2.The Philippine Professional Standards for Teachers
Career stage 1: Beginning teachers.
Newly qualified to teach as professional teachers are the beginning teachers. They have acquired an appropriate degree in
education foe allied fields and have passed the licensure examination for professional teachers. They are assumed to have
competencies in terms of content, knowledge and pedagogy, as well as the 21st century skills and values support teaching and
learning. They can manage learning and have strategies that enable learner to enhance learning through their guidance.
However, since they are new to the teaching profession, Beginning Teachers are expected to seek advice and assistance from
their peers and experienced colleagues to continuously improve their teaching.

DOMAIN 1. CONTENT KNOWLEDGE AND PEDAGOGY  

Strands Competency Indicators for Beginning teachers  
1.1 Content Knowledge and application within 1.1.1 Demonstrate content knowledge and its application within/and or across
and cross curriculum areas. curriculum teaching areas.
 

1.2 Research-based knowledge and principles 1.2.1 Demonstrate an understanding of research-based knowledge and principles of
of teaching and learning. teaching and learning.  

1.3 Positive Use of ICT. 1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning
process.  

1.4 Strategies for promoting literacy and
numeracy.
1.5 Strategies of developing critical and
creative thinking, as well as other higher-order
thinking skills.
1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and
numeracy skills.  
1.5.1 Apply teaching strategies that develop critical and creative thinking/ and or
other higher thinking skills.
 

1.6 Mother tongue, Filipino and English in
teaching and learning.
1.7 Classroom communication strategies
1.6.1 Use of mother tongue, Filipino and English to facilitate teaching and learning.
 
1.7.1 Demonstrate an understanding of the range and non-verbal classroom
communication strategies that support learner understanding, participation,
engagement and achievement.
CONTINUING
PROFESSIONAL
DEVELOPMENT: THE
LIFEBLOOD OF THE
TEACHING
PROFESSION
CONTINUING PROFESSIONAL DEVELOPMENT: THE LIFEBLOOD OF
THE TEACHING PROFESSION

The code of Professional Conduct for Public School Teachers cited in Section 7 of RA 4670 states:
“Responsibility is something expected of a professional teacher. The work of the teacher in the
development and guidance of the young is a tremendous responsibility for which he is accountable to
God, to his country, and to posterity. It is a trust of which every teacher should strive to be worthy”

The Philippine Profession al Standards for Teachers (the revised National Competency-Based Teacher
Standards) includes personal growth and professional development as the seventh domain. With the
enactment of RA 10912, the CPD Law of 2016, CPD for all the professions regulated by PRC is now
mandatory. Mandating CPD is the only way all professionals including teachers is not an option. It is a
necessity.
Continuing professional development for professional teachers sharpens the professional teacher’s
competitive edge in a highly competitive global world.
 The Philosophical Basis of
CPD
“Growth is an evidence of life”

“Man/woman is an unfinished project.”

The Historical and Legal Bases of Continuing
Professional Development in the Philippines
No less than the fundamental law of the land, Section 5 Paragraph 4, state: “The State shall enhance the
right of teachers to professional advancement”
Other laws also cited continuing professional development, as follows:
1. Batas Pambansa 232, the Education Act of 1982, chapter 3. Duties and obligations to assume the
responsibility to maintain and sustain his professional growth and advancement.
2. RA 9155, An Act Instituting a Framework of Governance for Basic Education, Establishing Authority
and Accountability, renaming the Department of Education, Culture and Sports as the Department of
Education, and for other purposes, was enacted on August 11, 2001. In the enumeration of duties and
functions of the Secretary of Education, Section 7 A., to wit.
In addition to his/her powers under existing laws, the Secretary of Education shall have authority,
accountability and responsibility among other things for (6) Enhancing the employment status,
professional competence, welfare and working conditions of all personnel of the department;. . . Section
7, Estate, to wit, “. . . Consistent with the national educational policies, plans and standards, the school
heads shall have authority, accountability and responsibility for … encouraging staff development.”
3. R.A 7836, the teachers’ Professionalization Act, also provided for mandatory Continuing Professional
Education (CPE), now referred to as a Continuing Professional Development (CPD), to wit.
To encourage continuing professional growth and development and to provide additional basis for merit
promotion, in addition to their performance rating, teachers may take an oral and written examination at least
once in five (5) years as basis for merit promotion. In taking this examination, no fee shall be required (Sec.
19.Periodic Merit examination of teachers.)
The same RA.7838 states:
Unjustified or willful failure to attend seminars, workshop, conferences and the like or the continuing
education program prescribed by the board and the commission. (Sec. 23, h. revocation of the certificate of
Registration, Suspension from the practice OF THE Teaching Profession, and Cancellation of Temporary or Special
Permit.)
4. The board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to adopt code of Ethics for
Professional Teachers pursuant to provisions paragraph (e) Article 11 of RA. 7836, otherwise known as The
Philippine Teacher’s Professionalization Act of 1994. This code of Ethics states:
•Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional a Regulation Commission, and shall pursue such other studies as well improve his efficiency,
enhance the prestige of his profession, and strengthen his competence, virtues, and productivity in order to be
nationally competitive. (section 3 article IV)
5. Executive Order #226 , Institutionalized of the Continuing Professional
education (CPE) Programs of the Various professional Regulatory Boards
(PRBS) Under the Supervision of the Professional Regulation Commission (PRC)
. This was signed and issued by the office of then President Fidel V. Ramos on
JULY 25, 1995, to wit:
•The completion by professional licences of the Continuing Professional
Education (CPE) programs adapted by all Boards is hereby imposed as
mandatory requirement for the renewal of professional licences (Sec. 1.)
6. R.A 10912, Continuing Professional Development Act of 2016- With the
enactment of this law, CPD for all the forty-three (43) professions regulated by
PRC including the teaching profession has become mandatory.
 The Salient Provisions of RA
10912, The Continuing
Professional Development Act of
2016
The need for CPD is heightened by ASEAN integration and
internationalization which are now real. To be in, a professional
must meet international standards. The way to go is CPD. The
purposes of CPD for professionals are stated RA 10912 Article 1
Declaration of Policy.
It is hereby declared the policy of the State to promote and
upgrade the practice of professions in the country. Towards this end,
the State shall institute measures that will continuously improve the
competence of the professionals in accordance with the international
standards of practice, thereby, ensuring their contribution in uplifting
the general welfare, economic growth and development of the nation.
Number of CPD Units Required
Article III, Section 10 of the same CPD Act states: “ The CPD is … made as a mandatory requirement in
the renewal of the Professional Identification Card (PICs) of all registered and licensed professional…
For the professional teachers group, based on Professional Regulatory Board for Professional teachers
Resolution no. 11,series of 2017, the following credit units are required:
Period No. of Credit Units Required
December 2017 15 Credit units
January – December 2018 30 Credit units
January 2019 onwards 45 Credit units
Ways By Which Professional Teachers Can Earn Units.
As shown in the figure below CPD credit units can be earned in 4 ways.
1. Professional track
2. Academic track
3. Self-directed track
4. Productive Scholarship
For specific number of credit units by professional teachers per CPD activity, refer to
Professional Regulatory Board for Professional Teachers Resolution No. 11, series of 2017.
(Refer to Appendix J.)
Continuing Professional Development Plan
A proof that a professional teacher has made CPD his/her way of life is his/her
formulation of a CPD plan which he/she religiously follows whether monitored by his/her
superiors because he/she monitors himself/herself.
Professional teachers formulating their respective annual CPD Plans and faithfully
observing them lead to the building of a CPD culture among professional teachers. With that
CPD culture, the negative attitude towards mandatory CPD hopefully will fade away. We
hope to reach a point where professional teachers will oblige themselves to go through CPD
not because it is mandatory but because this is something they owe to themselves as
professionals and to the public they serve. This is professionalism.
 Templates for a CPD Plan
Teacher’s Individual Plan for Professional Development (IPPD)

Objectives Methods/ Resources Time Frame Success Indicators

  Strategies

What competence What professional What will I do to When do I expect What PPST What learner
will I enhance? activity will I access resources? to have competence performance would
undertake to accomplished? would I have have been improved?
achieve my enhanced?
objective?

           
 
 
 
Personal CPD Plan
Training objective Activity Resources Needed Time Frame Expected Expected
Need Output Outcome

What do I What should I What Human Material When am I   What results

need to do to address activity     supposed to does this activity
improve my my need? should I Whose help What materials or have have on my
teaching? undergo to do I need to how much cash do I addressed teaching and my
  address my address my need to address my my need? student
  need? need? need? learning?

Preparation To make PP for Tutorial  IT teacher Laptop LCD May 2018 5 PPs More interesting
of PP at least 5 Expert and more
  lesson concrete lesson
    presentation
  and improved
    students’ scores.
 
 CPD is made possible and alive through professional
learning communities (PLCs) These PLCS are powerful
Professional collaborations in which teachers work together to analyze
and improve their classroom practice in a systematic
Learning process.
Community/ The Department of Education institutionalized the School
Learning Action Cells (SLACs) as mechanism for CPD.
Communities of
Practice
 Learning from the CPD practices of High
Performing Countries
CPD in Singapore
Singapore is the first country in the world to adopt the PLC framework nationwide. It has
institutionalized PLC in its schools. Professional development is very much alive. In 2010, the
Ministry of Education (MOE) mandated all schools to be a “learning organization.” This learning
organization concept of schools supports the building of a strong mentorship culture where a
collaborative and community-oriented form of professional development thrives. Every teacher is
entitled to 100 hour per year of optional training which everyone makes use of. Schools are
encouraged to provide at least one hour of curricular time per week for teachers to actively engage
in school-based Professional Development (PD) initiatives. These PLCs are led by school leaders
who provide teachers with structures and resources to engage in a variety of inquiry-based PD
practices.
For PD, Singapore has 1) Teacher-Researcher Networks, 2) Lesson study and other forms of
“Learning Circles”
Another effective strategy for PD in Singapore is the
lesson study (Lewis, Perry,&Hurd, 2004) adopted from
Japan. The overall goal of lesson study is to foster
collaborative inquiry and data-driven pedagogical
reflection among teachers.
This consists of four cyclical phases (Tan, 2014):
1.Study phase – teacher analyze the curriculum to be
taught and formulate long-term teaching and learning
goals;
2.Planning phase – teacher select lessons for research,
predict student thinking and difficulties, and plan the
implementation of specific lesson for data collection;
3.Analysis phase – teachers observe and discuss the
classroom evidence collected (e.g., videos, student written
work);
4.Reflection phase – teachers discuss student learning and
identify new areas for further inquiry.
CPD in Finland
Teachers in Finland meet one afternoon each week to jointly
plan and develop curriculum. They are encouraged to work
together to share materials.

CPD in Japan
Lesson Study Approach to Professional Development
Detailed description of how Japan implements a lesson
study:
Every teacher periodically prepares a best possible lesson that
demonstrate strategies to achieve a specific goal (e.g. student
becoming active problem-solvers or students learning more from
each other) in collaboration with other colleagues. A group of
teachers observe while the lesson is taught and usually record the
lesson in a number of ways, including videotapes, audiotapes, and
narrative and/or checklist observations that focus on areas of
interest to the instructing teacher (e.g., how many student
volunteered their own ideas). Afterwards, the group of teachers and
sometimes outside educators, discuss the lesson’s strength and
weakness, ask questions, and make suggestions to improve the
lesson. In some cases the revised lesson is given by another teacher
only few days later and observed and discussed again.
Teachers themselves decide the theme and frequently of research lesson. Large study groups often
break up into subgroups of 4-6 teachers. The subgroups plan their own lesson but work toward the
same goals and teachers from all subgroups share and comment on lesson and try to attend the
lesson and follow-up discussion. For a typical lesson study, the 10-15 hours group meetings are
spread over three to four weeks. While schools let out between 2:40 and 3:45 p.m., teachers’ work
days don’t end until 5 p.m., which provides additional time for collegial work and planning. Most
lesson study meeting occurs during the hours after school let out. The research lesson allow teachers
to refine individual lessons, consults other teachers and get colleagues’ observations about their with
other classroom practice, reflect on their own practice, learn new content and approaches, and build
a culture that emphasizes continuous improvement and collaboration.

CPD in New Zealand

In New Zealand, the Ministry of Education gives funds for 20 percent release time for new
teachers and 10 percent release time for second-year teachers Ministry of Education to observe other
teachers, attend professional development activities, courses and work on curriculum. Mentor
teachers deliberately spend time to observe and confer with beginning teachers.
 Based on the professional development practices and experiences of high
performing countries, we can say that a CPD that works is
1) continuous; 2) collaboration; 3) focused on specific teacher need; 4)
job-embedded; 5) given enough time; and 6) funded.
CPD must be continuous thus the word continuing professional
Characteristics of Development. A professional does not stop developing or else he/she ruts.
Stagnant water becomes putrid.
Effective CPD CPD must also be collaborative, thus the need to be part of a PLC, a
professional learning community. It was Helen Keller who said “ Alone we
can do so little; together we can do so much”
CPD must be focused on a specific teacher need. It responds to a need
and so is highly relevant to the teacher. A CPD that prescribed by higher
officials does not necessarily responds to teacher’s need.
If CPD is job-embedded, it becomes even more relevant. The teacher has
not to be removed from the workplace for CPD so there is no work
disruption. What the teacher is trained on exactly what he/she does.
Quality CPD demands adequate time. What is 10 to 20 hours removed
from contact time with learners? Quality time spent for CPD ultimately
redounds to improved teaching for the benefit of learners.
CPD with support funds is definitely better than one without.
Laws in Education
R.A. 10157 “Kindergarten Education Act”
Kindergarten education is an integral part of the basic education system of the
Philippines. It is declared a policy of the State to provide equal opportunities for all children
to avail of accessible mandatory and compulsory kindergarten education that effectively
promotes physical, social, intellectual, emotional and values formation. This Act shall apply
to elementary school system being the first stage of compulsory and mandatory formal
education. The mother tongue of the learner shall be the language first learned by a child.
The Department of Education (DepEd) has the authority to regulate the organization,
operation and/or implementation of the kindergarten education program of both public and
private schools.
RA 10533 Republic Act No. 10533 (RA 10533), otherwise known as the
Enhanced Basic Education Act of 2013, has expanded the years of
schooling in basic education from 10 years to 12 years. In school year
2018-2019, an additional 2 years representing Grades 11 and 12 will be
introduced in the basic education system through senior high school.
REPUBLIC ACT NO. 11713
Also known as the “Excellence in Teacher Education Act” that aims to strengthen the
quality of education in the country and to make it accessible to all Filipinos.
Key Points:
1. Establishing a scholarship program for students in the “Teacher Education Program.”
2. Enhances the Teacher Education Council.
3. Institutionalizing the National Educator’s Academy of the Philippines.
Republic Act No. 8980
Also known as the ECCD Act (Early Childhood Care
and Development). It promotes the rights of
children to survival, development and special
protection with full recognition of the nature of
childhood and its special needs, and to support
parents with their roles as the primary caregivers
and as their children's first teacher. One of its’
objectives is to improve infant and child survival
rates by ensuring that adequate health and
nutrition programs are accessible to yuong
children.
Republic Act No. 7722
The Commission on Higher Education
(CHED) was established by virtue of this
law, otherwise known as the Higher
Education Act of 1994. The creation of the
commission abolished the Bureau of Higher
Education, and confined the jurisdiction of
the Department of Education (DepEd) to
elementary and secondary levels of
education.
Republic Act No. 7796
Also known as the “Technical Education and Skills
Development Act of 19944” or the “TESDA Act of
1994.”

Republic Act No. 9155

An act instituting a framework of governance for
basic education, establishing authority and
accountability, renaming the Department of
Education, Culture and Sports as the Department of
Education and for other purposes. The Act is known
as "Governance of Basic Education Act of 2001."
Republic Act No. 8190
The so-called "Localization Law" grants priority to residents of the
barangay, municipality or city where the school is located. The argument
is that on the basis of this law, a resident non-eligible have a stake over
eligible one.

Section 1 of this law states:

"In the appointment or assignment of teachers to public elementary or
secondary schools, priority shall be given to bona fide residents of the
barangay, municipality, city or province where the school is located:
Provided, That the teacher possesses all the minimum qualifications for
the position as required by law."
So while the law recognizes residency, the same should also "possess
the minimum qualifications for the position as required by law".  It is
also an established Civil Service ruling that minimum qualifications
include meeting the required eligibility.
 Teaching,
the Noblest https://www.youtube.com/watch?v=2xkQHh0HUxU
of all
Professions
 Convinced of the nobility of the teaching profession, Henry
Adams said, “A teacher affects eternity; no one knows
where his influence stops.”

Teaching, the John Steinbeck, Nobel and Pulitzer Prize- winning American
Noblest of all novelist, claims “ Teaching might even be the greatest of
the arts since the medium is the human mind and spirit.”
Professions While the artist works on canvass, the teacher works on the
human mind and heart.

A teacher has the power to touch lives and make a

difference in peoples’ lives. “ The influence of a good
teacher can never be erased,” says one quotable quote.