Professional Education: Foundations of Education
Mr. Gerry C. Areta
LICENSURE EXAMINATION FOR TEACHERS (LET)
Refresher Course
WHAT TO EXPECT
FOCUS:
Professional Education
FOUNDATIONS OF EDUCATION
(Historical, Philosophical, Social and Legal Foundations of Education; The Teaching
Profession)
LET Competencies:

Determine ways and means to ensure the high standards of personal and
professional development

Determine the roles of the teachers as active members of the community and as
global citizens responsible for the outcomes of their actions and for developing other
citizens.

Analyze historical, economic, socio-cultural, geographical, environmental, political
and social-psychological factors that affect the role of the school as an agent of change.

Interpret educational problems in the light of philosophical and legal foundations of
education.

Apply the four pillars of learning in responding to the aspirations of the community:
learning to know; learning to do; learning to live together; learning to be.

Apply ethical principles and situations involving teacher’s relationship with various
groups of people.
PART I: Content Update
EDUCATION – derived from the Latin word “educare” or “educere” which means to lead forth. It
is defined as the process of acquiring knowledge, habits, attitudes, interest, skills and abilities
and other intangible human qualities through training instructions and self-activity, and
transmitting these vital elements of human civilization to posterity.
TYPES OF EDUCATION
1. Formal Education – refers to hierarchically structured and chronologically graded learning
organized and provided by the formal school system and for which certification is required
in order for the learner to progress to higher levels.
2. Non-formal Education – refers to any school-based educational activities undertaken by
agencies aimed at attaining specific learning objectives for a particular clientele.
3. Informal Education – a type of education which can be acquired anytime and anywhere.
THE NATURE OF A SCHOOL
 A social institution established by society for the basic enculturation of the group
 Next to family, the most popular and effective socializing institution.
 An extension of the home and the home an extension of the school.
 An agency which makes students learn how to value oneself and eventually others.
 A certain building, having a unity of interacting personalities, a field of social forces, a
system of formal-informal control, a special cultural world, a community-secure agency.
 A special place where children of different cultures meet.
 An agency organized by society for the basic function of teaching and learning.
 A formal institution from wearing children from home and introducing them into society.
THE ROLE OF SCHOOLS (Bago, 2008)
1. Educate citizens to fit into society.
2. Educate citizens to change the society
SPECIFIC PURPOSE OF SCHOOLS
1. Cognitive Purposes – teaching the basic cognitive skills such as reading, writing and
speaking
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P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
2. Political Purposes – inculcation of patriotism or loyalty to the existing political order.
3. Social Purposes – concerns with the socialization of citizens into their various roles of
society.
4. Economic Purposes – involves training and preparation of citizens for the world of work.
FUNCTIONS OF SCHOOL
1. Conservation Function. The school conserves and preserves through its libraries and other
devices recorded accumulated experiences of the past generations such as knowledge, inventions,
etc. for future generations.
2. Instructional Function. This is the main concern of school, to pass on the accumulated
experiences of the past generations to the incoming generations. This is performed by individuals
trained for the purpose – teachers. The recipients of such instruction are young learners called
pupils or students.
3. Research Function. The school conducts research to improve the old ways of doing things or to
discover hitherto unknown facts or systems to improve the quality of life.
4. Social Service Function. This may be done through some kind of outreach programs which could
be in a form of literacy, health, means of livelihood, recreational activities, etc.
A. HISTORICAL FOUNDATION OF EDUCATION
PERIOD
Preliterate Society
Chinese
India
Egyptian
Greek
Roman
Jewish
Arabic
MEDIEVAL
-
Monasticism
Scholasticism
Chivalric
Guild System
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INFLUENCES
Emphasis on informal education
to transmit skills and values.
Education for conformity,
security and survival.
Career-oriented education.
Written examinations for civil
service and other professions.
Cultural transmission and
assimilation, spiritual attachment
Practical and Vocational
education. Restriction of
educational controls and services
to priestly elite. Use of education
to prepare bureaucracies.
ATHENS: Liberal education. The
concept of well-rounded person.
SPARTANS: Democratic
education. The concept of
serving the military state.
Utilitarian/Pragmatic
education. Emphasis on
education for practical
administrative skills relating
education to civic responsibility.
Ladderized form of education
Religious education
Scientific education. Reentry
of classical materials on science
and medicine
Establishment of the structure,
content and organization of
universities as major institutions
of higher education. The
institutionalization and
preservation of knowledge.
Education as a religious
discipline
Education as an intellectual
discipline
Education as a Social
Discipline
PIONEER/S
Confucius
Mencius
Lao Tsu
ATHENS: 1. Socrates – knowledge is
virtue. Socratic method
2. Plato – education should be
determined by the social class.
3. Aristotle – Virtue is brought by
doing not by knowing
Jesus Christ
Al-farabi; Avicenna
St. Thomas Aquinas
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
Education for the preparation
for commerce and industry
Emphasis on literary knowledge,
excellence and style as
expressed in classical literature.
RENAISSANCE
-
Individual
Humanism
-
-
-
Stressed
that
individual freedom is a prerequisite to
the achievement of a rich and
fulfilled life.
Vittorino de Feltre – administered
Casa Giacosa (Happy House)
whose purpose was to educate
young boys by using games
Social
Humanism
-
Education is an avenue for
societal regeneration
Desiderius Erasmus – use of
games and ind.instruction and
prohibited corporal punishment.
Reformation
-
Religious moralism
Martin Luther King – Father of
Reformation
Orders: Jesuit – (Ignatius de
Loyola) teach children to become
leaders of both Church and State;
Little School of Port Royale – aimed
to develop moral and religious
character of the child; Institute of
the Brethren of Christian Schools
(Jean Baptiste de la Salle) teach
the poor and underprivileged
-
CounterReformation
Dev’t
of
unquestioning
obedience to Church
-
REALISM
-
Literary
-
Social
-
Sense
Education should be concerned
with the actualities of life &
prepare for its concrete duties.
-
-
-
Aims to complete knowledge and understanding of human
society
- Aims to prepare the
aristocratic youth for the life of a gentleman in world of affairs
Aims to prepare the young for
the concrete duties of actual and practical living in the
material universe.
-
Formal
Disciplinism
The power in any faculty
(Aristotle’s faculty psychology:
memory, reason, will and
judgment)can be developed
through training and proper
discipline
Naturalism
Education should be in
accordance with the nature of
the child. All educ’l practices
should be focused towards the
natural dev’t of all the innate
talents and abilities of the child
PSYCHOLOGICAL
MOVEMENT
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John Milton – study of formal
grammar and formal education
must be emphasized. (Li)
Francois Rebelais – education must
be
attractive
rather
than
compulsive. All learning should be
gained through books. (Li)
Michael
de
Montaigne
–
emphasized the use of field trips
(So)
John Amos Comenius – level of
teaching should be suited to
learners (Se)
Francis Bacon – inductive method
of teaching (Se)
Richard Mulcaster – developed
teacher training colleges (So)
Wolfgang Ratke – Mastery learning
(Se)
-
John Locke – “Tabula rasa” mind of
learner
- J.B. Watson – environmentstimulus leaning
-
Jean Jacques Rousseau – man at
birth is naturally good, societal
influences make man evil and that
the stronger the body, the more it
obeys, the weaker, the more it
commands.
This movement calls for the
application of basic psychological
Johann Heinrich Pestalozzi –
use of sensation in forming clear
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
-
principles like individual
differences, motivation, transfer
of learning and other to the
educative process.
-
-
-
SOCIOLOGICAL
MOVEMENT
Based on the tenets of this
movement, education is looked
upon as the process geared
toward the propagation,
perpetuation and amelioration of
the society and total
development of an individual.
PERIOD
PRE-SPANISH
-
SPANISH
-
AMERICAN
-
-
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-
ideas from simple to complex,
near to far and concrete to
abstract. Schooling based on
emotional security and object
learning.
Johann Friedrich Herbart –
Herbartian Method of Teaching:
Preparation,
Presentation,
Association, Generalization and
Application.
Friedrich Wilhelm Froebel –
created the Kindergarten which
includes games and sports in the
curricula
Maria
Montessori
- assists
children’s sensory, muscular and
intellectual development in a
prepared environment.
Jean
Piaget
–
organizes
instruction according to stages of
cognitive development.
John Dewey – Developed the
pragmatic
experimentalist.
He
believed that education must be
democratic.The aim of education is
social efficiency. Postulated the
famous “Learning by Doing
Dictum”
PHILIPPINE EDUCATIONAL SYSTEM
EDUCATIONAL IMPLICATIONS
Education during those times was a result of individual experiences
as well as a by-product of the accumulation of race experiences.
Tell me/Show me or demonstration method where the students can
do observation and imitation.
Study of History and Tradition to preserve and transmit the culture
from generation to generation.
Education was then considered as a status symbol, a privilege, and
not a right.
Education was purely religious in nature and it aimed at the socalled Christianization of the natives for the glory of God.
Religious instructions through the teaching of catechism/doctrine
and character education
The use of vernacular as medium of instruction
Establishments of Parochial Schools that offer doctrine instruction,
arithmetic, music and various arts and trades.
Linguistics – Spanish friars produced the first grammars and
dictionaries that led to the development of Filipino languages.
Rote-memorization as a method in teaching
Educational aims: training for self-government and provision of
English as a common language.
They believed that education should be universal and free for all
regardless of sex, age, religion, and social status of the individual.
The American soldiers taught the Filipinos how to speak English
and the first civilian teachers of English called the “Thomasites”
carried out later education.
The philosophy operates on the following:
The schools would be public and secular.
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
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COMMONWEALTH
-
JAPANESE
3rd REPUBLIC
-
-
NEW SOCIETY
-
EDSA REPUBLIC
-
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They should not give religious instructions.
They should not depend upon the church for assistance.
The schools should be open to all.
The schools were to serve society by developing the intelligence,
right attitudes and habits of the children who were to become
citizens of the future.
The democratic ideal as a philosophy was greatly emphasized.
Supervision of schools would take the role of guidance and
consultancy.
Re-orientation of educational plans and policies to carry out the
educational mandates of the Constitution;
Citizenship training to develop an enlightened citizen
Required the teaching of the Filipino language in the senior year of
all high schools and in all years in the normal schools.
Educational Aims: eradicate the old idea of reliance upon
western nations, and foster a new Filipino culture based on selfconsciousness of the people as Orientals, elevate the morals of the
people, strive for the diffusion of the Japanese language in the
Philippines and terminate the use of English, promote vocational
education and inspire the people with the spirit of labor.
Promotion of Vocational Education and establishment of
agricultural schools
Citizenship Education
Teaching of Physical education
Service eligibility of teachers was made permanent
The life, works and writings of Dr. Jose Rizal was included in all
levels.
The Magna Carta for Public School teachers (R.A. 4670) was
enacted.
Rise of barrio schools.
Non-formal education and vocational training came into existence.
Educational development were formulated to bridge the gap
between manpower development and the needs of industries.
Provision for a guidance program in every secondary school
Provision for adult education
Curricular contents that stressed social orientation as manifested
by the conservation of the Filipino heritage, training for occupation,
promotion of democratic nation building, and a new thrust on
community development.
A daily flag ceremony was made compulsory in all schools
including the singing of national anthem.
Compulsory enrolment of children in the public school upon
reaching seven years of age and completion elementary grades.
Educational aims: to foster love for country, teach the duties of
citizenship, develop moral character, self-discipline and scientific,
technological and vocational efficiency.
Bilingual education program
The National College Entrance Examination was created.
Tertiary honor students are granted civil service eligibility
Professional Board Examination for Teachers (PBET)
Curriculum reorientation based on activity program and projects in
line with the pupils’ interests.
Selected admission
Improvement of teachers in service
Accreditation process
Guidance and counseling program
Improvement of instruction in Mathematics and Science
Government grants and loans to institutions and other agencies.
Educational aims: Shall inculcate patriotism and nationalism,
foster love for humanity, respect for human rights, appreciation of
the role of national heroes in the historical development of the
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
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country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge and promote vocational
efficiency.
Free public secondary education
Government assistance to students and teachers in private
education
Teaching of values in the New Elementary School Curriculum
Student Employment Law
Creation of CHED
Professionalization of teachers (LET)
Global Education- Education aims for responsible participation in an
interdependent world community.
Education For All
Free Secondary Education
Government Assistance to students and teachers in private
education.
B. PHILOSOPHICAL FOUNDATION OF EDUCATION
Nature of Philosophy
 Philosophy (from the Greek philein which means to love and sophia meaning
wisdom) – is the science of beings in their ultimate reasons, causes and principles
acquired by human reason alone. (C.Bittle).
 It is the study of general and fundamental problems concerning matters such as
existence knowledge, truth, beauty, law, justice, validity, mind, and language.
TYPES OF PHILOSOPHY (according to function)
Speculative (also known Prescriptive
(also
called Analytical (also critical
as synoptic or armchair normative
or
evaluative philosophy) – is critical
philosophy) is systematic philosophy)is
reflective thinking that aims to
thinking designed to arrive thinking
that
strives
to examine ideas, concepts,
at world views, coherent formulate goals, norms or issues or problems with
systems of thought or standards with the purpose of the purpose of clarifying
world
outlook.
E.g. guiding human thinking and them. E.g. language
Classical Philosophies like conduct. E.g. social philosophy, analysis and logical
naturalism, etc.
ethics and logic
analysis
BRANCHES OF PHILOSOPHY
Metaphysics Epistemology - Its major
Logic -generally
It is simply
concerns are the nature of
described as the
described as the knowledge, the process of
science and art of
theory of reality. knowing and the grounds for
correct
It deals with the establishing the validity of
thinking/reasoning.
nature of being
knowledge.
and reality,
Modes of Thinking
essence, truth,
Positions in relation to
- Inductive Logicspace, time,
knowledge
reasoning from
causation,
- Agnosticism – “not being
particulars to
essence of God,
able to know”. Believes in the
general or
as well as the
impossibility of knowledge.
universal. It leads
origin and
- Skepticism – is the doubting
to discovery of
purpose of the
or questioning attitude
principles, laws
universe.
towards knowledge.
and formulae,
- Affirmation of knowledge –
etc.
is the belief on the possibility
- Deductive Logic
of knowledge.
– reasoning from
general to
Types of knowledge in relation
specific/
to observation
particulars.
- A priori – Latin phrase
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Axiology branch that deals
with values in
general thinking.
Kinds of Values
- Ethics – theory
of morality
- Aesthetics –
the realm of art
and beauty
- Religious –
value realized
through
worship,
experience and
service
- Educational –
value inherent
in or derived
from the
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
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meaning “from before hand”.
It is the reasoning that
knowledge comes from pure
reason alone and knowledge
is independent and even
comes before experience.
A Posteriori – Latin phrase
which means “from behind
hand”. It advanced the idea
that knowledge comes from
experience.
-
Types of knowledge according to
means of acquiring them
- Empirical – knowledge
acquired through sense
perception, also known as
scientific knowledge.
- Rational – knowledge
acquired primarily through
reason.
- Intuitive – knowledge
obtained through intuition,
sudden flash of insight.
- Authoritative – knowledge
acquired through an authority
(expertise)
- Revealed – knowledge
disclosed by God to man.
Methods of
showing proofs of
a known principle or truth. Also
known as
Syllogism
Dialectic Logic –
reasoning in
which the truth is
arrived at
through contrast
or conflict of
ideas. Hegel’s
dialectic consists
of three stages,
thesis, antithesis
and synthesis.
Experimental
Logic – testing of
hypothesis which
makes use of
induction and
deduction.
educative
process
Social – is
realized in
community
through the
individual’s
relation to
society.
Utilitarian –
actualized in
harmonious
adjustment to
or efficient
control of the
forces of the
physical
environment.
COMPARISONS OF EASTERN AND WESTERN PHILOSOPHIES
 The distinction between religion and philosophy is not so important to the East and most
Eastern religions teach that ordinary actions can affect the supernatural realm. In the
West, a dichotomy of religion and philosophy works.
 Eastern thinks of time in cyclical manner
 The East resorts or relies much on intuition and mysticism. The West relies on logic and
science.
PHILOSOPHY


Hinduism

Buddhism



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EASTERN PHILOSOPHIES
CHARACTERISTICS OF THOUGHT
The Hindus define their community as “those who believe in the
Vedas” or “those who follow the way (dharma) of the four
classes (varnas) and stages of life (ashramas).
The cardinal principles of Hinduism are the divinity of soul, the
unity of existence, the oneness of Godhead and harmony of
religion.
Hinduism also teaches that the soul never dies. When the body
dies, the soul is reborn. The law of karma states that every
action affects how the soul will be born in the next
reincarnation.
Founded by Siddharta Gautama
Originates from the experiences of misery life. Life, for the
Buddhist, is caught in a labyrinth of changes so that there is no
peace to be found in this world. There is an endless cycle of
change, of birth and death and therefore, the only way for man
to attain peace is the state of “nirvana”, or the fading out of
suffering.
The Four Noble Truth:
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
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
Jainism or Jinism



Confucianism

Taoism




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1. Life is full of pain and suffering.
2. The cause of pain and suffering is selfish craving.
3. The cause of pain can be eliminated.
4. The way towards the end of suffering is by 8-fold path.
Eightfold Path:
1. Right View (Wisdom)
2. Right Intention (Wisdom)
3. Right Speech (Ethical Conduct)
4. Right Action (Ethical Conduct)
5. Right Livelihood (Ethical Conduct)
6. Right Effort (Mental Development)
7. Right Mindfulness (Mental Development)
8. Right Concentration (Mental Development)
Founded by Jina. It does not accept Vedie Teaching. The doctrine
of Jainism is discussed under four headings:
1. Knowledge is relative – we can never know totality but
only a part thereof.
2. Jaina cosmology regards the universe as a living
organism animated by life.
3. Its ethics is non-violence.
4. Jainism is pessimistic. Every action has its karmic color.
The ideal man is the sage and wise man. Life is deemed
desirable. They believe in the coordination of thought and
action agrees with thought.
The way to attain virtues is through natural means: (a) being
true to one’s nature, and (2) applying those principles in
relationship. The objective is central harmony. It is founded on
the experience of the all-embracing harmony between men and
nature and is highly conservative.
Confucius – the Latinized name of Kung Fu Tzu which means
the Grand Master, also called “Ch’iu”.
- He propagated the idea of democracy.
- He contends that rulers and officials should make the people
affluent and then educate them.
- He provides primarily moral reasons for caring for the
masses.
- The gentlemen acts out of Yi (righteousness) and the inferior
man acts out of Li (profitability)
- He taught that life is a gift that must be treasured.
- Golden rule is ren which is a virtue.
- One should live up to his name because a name has its
essence.
- Sufficient food, sufficient weapons and the confidence of the
people make for good government.
Mencius – Latinized name of Meng Tzu or Teacher Meng
- Man is originally good because he has the four germs of
human goodness: heart of compassion, heart of courtesy and
modesty, heart of right and wrong, and heart of wisdom.
- His all embracing love has the hierarchy: love for parent
(highest), love for other people and love for things (lowest)
- It is with the heart that man thinks.
- Everything must be out in its right place. Even without doing
anything (wuwei), Tao would still accomplish its objectives.
Strongly emphasizing man’s place in nature. It is concerned
with society, except as something to move away from. It
stresses man’s passive role in nature.
It is founded on the experience of the dynamic force immanent
in the universe, which gives order and life and meaning to the
totality of reality it adhered to the vision of human being’s
harmony with nature.
It believes in the central idea of dualism of the universe.
Lao Tzu – taught that the Tao is most fully revealed in
tranquillity whether through action nor religious living. Virtue is
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
Legalism
(Qin dynasty of
China)



Zen Buddhism




Shinto
attained by quiet submission to the power of the Tao.
Advocated a strict interpretation of law in every respect.
Morality was not important; adherence to the letter of the law
was paramount. Officials who exceeded expectations were as
liable for punishment as were those who underperformed their
duties, since both were not adhering exactly to their duties
A fusion of Mahayana Buddhism with Taoist principles.
Bodhidharma was a semilegendary Indian monk who traveled to
China in the fifth century CE. There, at the Shaolin temple, he
began the Ch'an school of Buddhism, known in Japan and in the
West as Zen Buddhism.
The philosophy places emphasis on existing in the moment,
right now.
It teaches that the entire universe is one’s mind, and if one
cannot realize enlightenment in one’s own mind now, one
cannot ever achieve enlightenment.
Practitioners engage in zazen (just sitting) mediatation.
The indigenous religion of Japan, a sophisticated form of
animism that holds that spirits called kami inhabit all things.
Worship is at public shrines, or in small shrines constructed in
one's home.
WESTERN PHILOSOPHIES
SCHOOL OF
THOUGHT
NATURALISM
Key Words:
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CHARACTERISTICS
ADVOCATES

Jacques
It believes that ‘nature’ is the ground of 1. Jean
Rousseau
–
reality. Basically, ‘nature’ refers to the
emphasized
the
aggregate of things in the physical world
importance
of
the
including human beings and human nature.
individual’s
direct
The key to understanding nature is through
experience with the
the senses.
natural environment.
 Other educational beliefs are as follows:
2.
John
Heinrich
- Education is preparation of life.
Pestalozzi
–
- Pupil is mainly a physical being
advocator
of
object
- The school exists due to the prolonged
study with language,
infancy of man.
education for social
- The school is the extension of home and
regeneration, learning
professional teachers are “surrogate
through
observation
parents.”
and
experiences,
 The
Principles
of
its
Educative
discipline based on
Process:
love.
a. Confirm to the natural processes
3. Herbert Spencer –
b. Should be pleasurable
“Survival of the fittest”
c. Engage the self-activity of the child
–
competition
of
d. Acquisition of knowledge
human against nature.
e. For the body and the mind
f. Practices the art of delay
g. Should be inductive
h. Punishment
be
constituted
by
consequences of wrong deeds
 Curriculum:Education should not be a
mastery of bookish information. The child
should not be passive and learning should
actively involve children in dealing with
environment using their senses in solving
problems.
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
IDEALISM

Its origin traced to Plato’s doctrine of ideas
and universals. It believes that moral and
spiritual reality has the same essence as
mental reality.
Based on the fundamental idea of
importance of mind and spirit and of
developing them in the learner.
Reality is in the ideas independent of sense
and experience.
Its educational ideas are as follows:
- Education is ideal-centered.
- The
teacher
is
the
ideal
or
personification of reality.
- The educative process is done mainly
through imitation, interest and effort.
- The ultimate goal of education is the
superior life (life of virtues).
- The school exists due to spiritual
necessity
- The
school
is
a
value-realizing
institution.
- The pupil is a self, a spiritual being, a
personality whose foundation is God.
Curriculum: Education should be directed
towards the search for true ideas. It is
subject mater or content-focused, believing
that this is essential to mental and oral
development
1. Socrates – used
introspection in
teaching
2. Plato – reality has 2
regions: World of Ideas
and World of Senses.
3. Spinoza – introduced
the 3 levels of
knowledge:
Imagination, Reason
and Intuition
4. Descartes – In order
to arrive with certain
knowledge, one should
doubt everything that
exists in material
world.
5. Leibniz – material can
be broken while the
soul cannot be divided.
6. Berkeley – “To be is to
be perceived or to
perceive”
7. Kant – Intelligence/
Practical reason is
innate to every human
being.
8. Hegel – developed the
dialectic process:
Thesis, Antithesis,
Synthesis
School of thought attributed to Aristotle.
This philosophy holds that objects or things
exist independent of the mind.
 Realism can be defined as a philosophical
position that asserts the existence of an
objective order of reality and the possibility
of human beings gaining knowledge about
that reality. It further prescribes that our
behavior
should
conform
to
this
knowledge.
- Education is formation (Comenius)
through cultural transmission.
- Education
is
viewed
mainly
as
transmission
of
information
and
knowledge.
- The teacher is an authority.
- The “tabula rasa” theory is consistent
with this philosophy.
- The pupil is an organism with a highly
developed brain, superior to others
- It envisioned that the main goal of
education is the attainment of “good
life”. The school’s task is to transcribe
the good life.
 The most efficient and effective way to find
out about reality is to studyit through
systematically organized subject matter
disciplines, i.e. Math, Science, etc.
1. Aristotle – the union of
forms (ideas) and
matter gives concrete
reality to things. He
also developed the
logical method,
syllogism which uses
propositions.
2. Thomas Aquinas –
“Perfection of human
being and the ultimate
reunion of the soul with
God”. Truths were
eternally in God.
Humans use reason to
seek truth.
3. Francis Bacon –
“Knowledge is power”.
Devised the inductive
method.
4. John Locke –
Allknowledge is
acquired from sources
independent of the
mind or as a result of
reflection on data from
independent sources.
5. Whitehead –
Education should
enable us to get into
the flow of existence,
the process - patterns
Key Words:
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REALISM
Key Words:
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PRAGMATISM

Key Words:

EXISTENTIALIS
M

Key Words:

LANGUAGE /
LINGUISTIC
ANALYSIS
Key Words:
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

It
has
assumed
various
forms:
Practicalism
(William
James),
Instrumentalism
(John
Dewey),
Experimentalism
(Charles
Pierce)
Functionalism
and
even
Critical
Naturalism. It holds the belief that the
meaning of an idea can be determined by
the consequences of its test/practice. It
also believes that change is the essence of
reality.
- The objective of education is a
continuous
reconstruction
of
experiences, effective experiencing with
social efficiency.
- The goals of education are more
educative and social efficiency.
- The experimental method is its method
of thought.
- Democracy is ideal because there is a
free interplay of ideas.
- Initial learning is marked out by an
indeterminate situation leading to a
problem.
- Schools exist to supply the volume of
learning each generation needs.
- Pupils are unique individuals that
interact actively with forces in the
environment.
Curriculum: Learning by Doing/ Learning
by Experience
Existentialism is a kind of philosophizing
that emphasizes the uniqueness and
freedom of the individual person against
the herd, the crowd or the mass society. It
contends, further, that all people are
responsible for the meaning of their own
existence and the creating of their own
essence and self-definition.
- Reality
or
knowledge
is
not
predetermined and is not a priori.
- Existentialists
hold
that
Existence
precedes essence, which means that
each of us comes into the world in a
totally blank way.
- Implications on education would center
on the pupil and teacher.
- Education should fully consider the
facticity (from particular parents and
particular circumstances)
Curriculum: Stresses activity; recognition
of individual differences, opportunities for
making
choices
and
awareness
of
consequence of introspection and self
analysis through individualized learning
experiences.
It is one of the two analytical philosophies.
The other is logical empiricism.
It regards philosophy as an activity of
clarifying thoughts through careful use of
language and logical methods. Its major
concern in education is the constant
of reality.
1. Charles Sanders
Pierce “Experimentalism” –
the meaning of ideas
and thoughts are best
discovered and
established when these
are put in an
experimental test.
2. William James –
asserts that anything is
true if whether it works.
3. John Dewey –
“Instrumentalism” –
thought is instrumental
in problem solving.
1. Soren Kierkegaard
– stress the person’s
absolute freedom and
that human beings
are totally responsible
for the choices they
make.
2. Jean-Paul Sartre –
existence precedes
essence. Each person
creates his/her own
meaning.
1. Ludwig Wittgenstein
The
world
is
represented by thought,
which is a proposition
with sense, since they
all — world, thought,
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
PERENNIALIS
M


Key Words:
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PROGRESSIVIS
M
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Key Words:

12 | P a g e
examination
and
reexamination
of
and
proposition
—
educational ideas and practices through
share the same logical
empirical researches and use of accurate
form.
language.
2. Noam
Chomsky
–
proposes the Language
Objectives
of
education
are
value
Learning Device – which
statements couched in education terms
allows
human
to
cannot be confirmed.
acquire
language
The teaching concepts should be done with
3. Bertrand
Russel
–
reference to their specific contexts.
proposes
logical
Educational discourse should be done in
atomism,
an
ideal
specific terms with their meanings made
which
would
mirror
the
clear.
world
Rooted in Classical Realism, supported by
some idealists.
1. Robert Hutchins
Perennial means ‘everlasting’. It has a
– Schools should
conservative/traditional view of human
pursue intellectual
nature and education.
ideas rather than
Based from the meaning itself, the
practical and
Perennialists contend that truth is universal
should not teach a
and unchanging. In fact, they view all
specific set of
human beings as possessing the same
values.
essential nature that leads them to think
that education of man must also be
2. Mortimer Adler –
universal and constant. As a result, they
establish the
believe that students learn from reading
Paidea Program
and analyzing the works by history’s finest
which study a
thinkers and writers – these are the
course that is
classics.
general not
- Since human nature is constant, the
specialized.
nature of education remains constant
too.
- Since man’s distinctive characteristic in
his ability to reason, education should
concentrate on developing the rational
faculty.
- Education is not a replica of life but
preparation of it.
- Children should be taught certain basic
subjects that would acquaint them with
the world’s permanencies, both spiritual
and physical.
- These permanencies are best studied in
what they call the “Great Books”.
Curriculum: Subject matter consists of
perennial basic education of rational men:
history, language, math, logic, classical
literature, science, fine arts, cultural
heritage.
Pragmatism is its philosophical root
Educational progressivism is the belief that
1. Francis Parker education must be based on the principle
opposed rote
that humans are social animals who learn
learning, there is no
best in real-life activities with other people.
value in knowledge
Progressivists claimed to rely on the best
without
available scientific theories of learning.
understanding.
Adopting the pragmatic view that change is
the essence of reality; progressivists
2. John Dewey
declare that education is always in the
process
of
development.
Individual
differences
are
recognized
by
the
philosophy.
- Education should be active and related
to the interests of the child.
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-

ESSENTIALISM
Key Words:
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SOCIAL
RECONSTRUCT
IONISM

Key Words:
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
BEHAVIORISM
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
Learning should take place through
problem solving rather than absorption
of subject matter.
- Education
as
the
intelligent
reconstruction
of
experience
is
synonymous with civilized living.
- Education should be life itself rather
than preparation for living.
- The teacher’s role is not to direct but to
advise.
- The school encourage cooperation rather
than competition.
- Only
democracy
permits,
rather
encourages, the free interplay of ideas
and personalities that is a necessary
condition of true growth.
Curriculum: Based on activities and
projects that are in line with the pupils’
needs and abilities. Child-centered and
experience-based learning.
It is compatible with a variety of
philosophical
outlooks.
Education
in
idealism support it.
This philosophy of education asserts that
education properly involves the learning of
the basic skills. It sees the primary function
of the school as the preservation and
transmission of the basic elements of
human culture. Essentialism tries to instil
all students with the most essential or
basic academic knowledge and skills and
character development.
It believes that the school should not
abandon traditional methods of mental
discipline.
The heart of the educational process is the
absorption of prescribed subject matter.
Curriculum:
Curriculum
focused
on
assimilation of prescribed basic subject
matter: 3Rs, history, science, math,
language
This theory claims to be the true successor
of progressivism and declares that the
chief
purpose
of
education
is
to
“reconstruct” society in order to meet the
cultural crisis brought about by social,
political and economic problems.
Education must commit here and now to
the creation of a new social order, which
will fulfil the basic values of our culture and
at the same time, harmonize with the
underlying social and economic forces of
the modern world.
The means and ends of education is geared
towards meeting demands of the present
cultural crisis.
Curriculum: Includes subjects that deals
with social and cultural crises to prepare
students to make become analyzer and
ensure that democratic principles are
followed.
An educational theory that is predicated on
the belief that human behaviour can be
1. William Bagley –
Educators and
Schools should
provide each
generation with
possession of a
common core of
ideas, meanings,
understandings and
ideals representing
the most precious
elements of the
human heritage.
2. Arthur Bestor–
Education should
provide sound
training in the
fundamental ways
of thinking.
1. Theodore
Brameld – the
great crises were
symptoms of
profound transition
and rapid change.
2. George Counts –
Education must
assume the
responsibilities of
an educational
statesmanship.
1. Ivan Pavlov –
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Key Words:

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
explained in terms of responses to external
stimuli.
The basic principle of behaviourism is that
education can best be achieved by
modifying or changing student behaviours
in socially acceptable manner through the
arrangement of the conditions of learning.
For behaviorists, the predictability and
control of human behavior are paramount
concepts.
The control is obtained not be manipulating
the individual, but by manipulating the
environment.
Curriculum:
Experience-centered,
environmental variables, reinforcements,
use of teaching machines, programmed
instruction, computer assisted instruction,
interactive multimedia
Classical
Conditioning or
associative
learning. A
response is
attached to a given
stimulus
2. John Watson – We
can predict and
control the
behavior of an
individual
3. Edward Lee
Thorndike –
Connectionism –
Law of Effect, Law
of Exercise and Law
of Readiness
4. B.F. Skinner –
Reinforcements
C. THE TEACHING PROFESSION
Teaching - refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, whether on part-time or full-time basis in the private or public
schools.
Teachers - refers to all persons engaged in teaching at the elementary and secondary levels,
whether on full-time or part-time basis, including industrial arts or vocational teachers and all
other persons performing supervisory and/or administrative functions in all schools in the
aforesaid levels and qualified to practice teaching under this Act.
Why Teaching is a Profession
 requires a number of higher education  requires continuous professional growth
studies
 affords a life career
 regulates itself by a licensing system
 sets up its own standards of professional
 possesses its own body of specialized
practice
knowledge
 has its own professional organization
 upholds a service above personal gains

 ELEMENTS INHERENT IN THE TEACHING PROFESSION
 1. Accountability
 graduate of a school/college/university recognized by the government and possesses the
minimum educational requirements: BEED/BECED/BSEED Bachelor Degree in Arts or
Sciences with at least 10 units of professional education (secondary) and Bachelor’s
Degree in the field of specialization with at least 18 units in professional education
(vocational and two-year technical courses)
 passed the Licensure Examination for Teacher and possesses Certificate of Registration
from PRC.

 2. Authority
 Attractive/ Referent Authority – [emotional bank account (Covey, 1995)] When the
teacher relies on personality, relationship building, or the fact that they share common
interests with students. Attractive authority can be developed through getting to know
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and emotionally investing in students. In a sense, when the teacher makes deposits which
they can use their withdrawals as opportunities to influence behavior.
 Expert Authority – (intellectual capital) When the teacher is perceived as being
knowledgeable in the subject, well prepared, or intelligent. Expert authority is driven by
the students’ desire to know. Some of this power comes from a natural human deference
for those who are perceived as wise.
 Reward Authority - They include grades, recognition, prizes, praise, privileges and
anything else that students might desire, given to them (externally) by their teacher. The
notion of rewarding student behavior can be potentially effective, but effects differ vastly
from different kinds of rewards.
 Coercive Authority - the right to use disincentives, to say “no,” withhold privileges, and
give consequences or punishments to students. Coercive authority implies that if a line is
crossed something will happen that will be less than desirable for the student. No matter
how much of the other forms of authority a teacher possesses, without some amount of
coercive authority, it is likely that some students will take advantage of their freedom to
cross lines without concern for boundaries.
 Position / Legitimate Authority - There is no other person in the classroom who can fulfill
the duties of the teacher. We could use the term “in loco parentis” (in the role of parental
authority) to describe this type of power. The teacher is the sanctioned authority in the
room as well as the educator.

 3. Ethics
 Subscription to the norms of the Professional Teacher’s Code of Ethics.
 Cultivation of mutual respect and absolute tolerance among students
 Serve for students not only as examples of high education but of decent behavior as well

 4. Loyalty
 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. (Section 1,
Article V, Code of Ethics of Professional Teacher)


 5. Learning
 Teachers are committed to students and their learning
 Teachers know the subjects they teach and how to teach those subjects to students
 Teachers are responsible for managing and monitoring student learning
 Teachers think systematically about their practice and learn from their experience
 Teachers are members of learning community

 6. Professionalism
 Keeps in mind the rules and regulations of the Code of Ethics and the institution he/she is
in to.
 Participates in the Continuing Education Program of teachers
 Bounded by a social contract in which the public gives the profession independence and
responsibility for the conduct of its affairs in return for the profession’s commitment

 Roles of Teachers
 1. As a Director of Learning
 plans and organizes learning activities
 leads pupils/students through the learning episodes
 controls the whole learning situations
 appraises the effectiveness of the learning situations

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


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







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2. As an Information Processor
Analyzes information and events
Makes information and events
Makes information readily learnable
Facilitates the comprehension of information and events
Interprets information to learners
Communicates information in a manner that pupils/students comprehend
3. As a Knower
Knows much about the general fields of knowledge
Masters thoroughly the subject matter of his/her field of specialization
Brings learners to the world of ideas
Provides accurate information to pupils/students
Provides accurate information to pupils/students
Answers readily pupils/students’ questions
4. As a Pioneer in the World of Ideas
Carries students to new insights and knowledge
Leads children to wide ranging and unlimited inquiry
Develops new ideas and practices to meet the needs and demands of the time
5. As a Decision-Maker
Decides on what objectives should be established
Decides on the type of instructional program that could best achieve the objectives
Decides on what body of information should be conveyed
Decides on the most effective methods, techniques, approaches and materials that will
facilitate the attainment of the objectives
 Decides on the most appropriate grouping that would best benefit the learner.

 6. As a Judge of Achievement
 Defines what is worth achieving
 Defines ability levels of pupils/students
 Evaluates pupils/students’ level of achievement
 Determines who will be promoted or retained

 7. As a Counselor
 Establishes effective relationship with the individual pupil/student
 Collects pertinent information about each pupil/student
 Receives confidences
 Guides pupil/student in understanding himself
 Gives advices
 Assists pupils/students to find solutions to his/her own problems

 8. As a Moralist
 Develops a functional moral and ethical code
 Creates acceptable moral atmosphere
 Establishes norms for behavior within and outside the classroom

 9. As a Model for the Youth
 Exemplifies the scholarship and ideals valued by society
 Demonstrates acceptable sets of values

 10. As a Person of Culture
 Possesses a broad general cultural education
 Is well-informed of current developments in various fields of science
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

D.
Appreciates arts and literature
Demonstrates adequate skills in the use of language
11. As a Community Link
Participates actively in the life of the community
Interprets the school program to the public
Brings parents to participate in school activities
Utilizes the resources of the community to develop significant application of subject
matter
12. As a Mediator of Culture
Articulates social, political and economic traditions
Develops cultural values
Transmits culture
Enriches cultural growth of pupils/students
LEGAL DIMENSIONS OF PHILIPPINE EDUCATION
 Relevant Laws – refers to legal acts, decrees, ordinances, orders, memoranda, circulars
and the like that were approved by proper authorities and have become legal bases in the
conduct of educational process, in general, and of teaching, in particular, in the Philippine
setting.

I.
Article XIV, 1987 Philippine Constitution
 The mandates are as follows:
1. Protection and promotion of the State to the rights of all citizens to quality education at
all levels and make such education accessible to all.
2. Provision for complete, adequate and integrated system of education relevant to the
needs of the society.
3. System of free public education in the elementary (compulsory) and secondary levels.
4. System of scholarship grants, student loan programs, subsidies and other incentives
which shall be available to deserving students in both public and private schools
especially to the underprivileged.
5. Encourage non-formal, informal and indigenous learning systems, as well as self-learning,
independent and out-of-school youth with training in civics, vocational efficiency and
other skills.
6. All educational institutions shall include the study of Constitution as part of the curricula.
7. Religion (optional) shall be allowed to be taught in public schools within the regular class
hours by instructors designed and approved by religious authorities without additional
cost to the government.
8. The State shall exercise reasonable supervision and regulation of all educational
institutions.
9. Education to put emphasis on the inculcation of patriotism and nationalism as well as
other values deemed important in developing person and responsible citizen.
10.Sole ownership of educational institutions by at least 60% of the capital from Filipino
citizen.
11.Tax exemptions for non-stock and non-profit educational institutions.
12.Enjoyment of academic freedom (teacher, students, institutions) in all institutions of
higher learning.
13.The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of State.
14.Highest budgetary priority to education and ensure that teaching will attract and retain its
rightful share of the best available talents through adequate remuneration and other
means of job satisfaction and fulfillment.
15.Filipino as the national language; Filipino and English as official languages for use in
communication and instruction.
16.Creation of national language commission.
17.Promotion of science and technology.
18.Preservation and enrichment of Filipino culture.
19.Promotion of physical education and other related programs.

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II.










III.
1.
2.
3.
4.
5.
6.
7.
8.
Education Act of 1982 (Batas PambansaBlg. 232) – An Act Providing for the
Establishment and Mamintenance of an Integrated System of Education. It defines among
all others the following:
Aims of Philippine Educational System
o Provide for broad general education that will assist each individual in the peculiar
ecology of his own society to: a) attain his potentials as a human being; b) enhance
the range and quality of individual and group participation in the basic functions of
society; and c) acquire the essential educational foundation of his development
into a productive and versatile citizen;
o Train the nation’s manpower in the middle-level skills for national development;
o Develop the profession that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life; and
o Respond effectively to changing needs and conditions of the nation through a
system of educational planning and evaluation.
Rights, duties and responsibilities of parents and students in school
Rights of all school personnel
Special rights and/or privileges of teaching or academic staff
Special rights of school administration
Rights of schools
Obligations of teachers, school administrators and academic non-teaching personnel
Educational systems
R.A. 4670 – Magna Carta for Public School Teachers – this was approved on June 18,
1966 to promote and improve the social and economic status of public school teachers,
their living and working conditions, their employment and career prospects. It also
provided the following:
Recruitment and qualifications of teachers
 DepEd to define clearly the recruitment policy with respect to selection and
appointment of teachers.
 Minimum educational qualifications for teacher-applicants:
o Bachelor’s Degree in Elem Ed for teachers in the kindergarten and
elementary grades;
o Bachelor’s Degree in Education or its equivalent with a major or minor of a
Bachelor’s Degree in Arts or Science with at least 18 units of Professional
Education for teachers of the secondary schools;
o Bachelor’s degree in the field of specialization at least 18 professional units
in Education for teachers of secondary vocational and two years technical
courses;
o Master’s Degree with a specific area of specialization for teachers of courses
on the collegiate level.
 The School Superintendent may appoint under temporary status, applicants who
don’t meet the minimum qualifications.
Code of Professional Conduct for Teachers
Teaching Hours – 6 hours of actual classroom teaching a day. Any teacher may be
required to render more than six hours and no more than eight hours of actual classroom
teaching a day upon payment of additional compensation at the same rate as his regular
remuneration plus at least 25% of his basic pay.
Additional Compensation – at least 25% of the teacher’s regular remuneration must be
paid to teachers who render co-curricular and out of school activities outside of the
teacher’s six hours of actual classroom teaching.
Cost of Living Allowance – given to teachers to keep pace with the rice in the cost of living
Special Hardships Allowances – at least 25% of teacher’s monthly salary, shall be given to
teachers assigned in areas where teachers are exposed to hardship such as difficulty in
commuting to the place of work or other hazards peculiar to the place of employment.
Compulsory medical examination shall be provided free of charge for all teachers
Study Leave – Teachers are entitled to a study leave not exceeding one year after seven
years of service (Sabbatical Leave). Teachers granted on study leave shall be entitled to
at least 60% of their monthly salary. No teachers shall be allowed to accumulate more
than one year of study leave, unless, he needs an additional semester to finish his thesis
for a graduate study in education or allied course without compensation (after the first
year of such study leave).
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IV.
1.
2.
3.
4.
R.A, 7836 – Philippine Teachers Professionalization Act of 1994.An Act to
Strenghten the Regulation and Supervision of the Practice of Teaching in the Philippines
and Prescribing LET and for other Purposes.
Known as the Philippine Teachers Professionalization Act of 1994.
The objectives of this Act are the following:
a. Promotion, development and professionalization of the practice of the teaching
profession.
b. The supervision and regulation of the licensure examination
Duties and Functions of the Board for Professional Teachers:
a. Promulgate, administer and enforce rules and regulations in carrying out the Act.
b. Determine and fix frequency, dates and places of examination, appoint personnel as
needed for the exam.
c. Issue, suspend or revoke certificate of registration for the practice of teaching
profession.
d. Prescribe and collect examination and other fees as it may deemed proper.
e. Prescribe and/or adopt a code of ethical and professional standards for the practice of
teaching profession.
f. Administer oaths
g. Supervise and regulate the registration, licensure and practice of professional teachers
in the Philippines.
h. Ensure that all educational institutions offering elementary and secondary education
comply with the essential requirements for curricula, faculty and facilities for the
elementary and secondary levels.
i. Investigate such violations of this Act, the rules and the code of ethics and
professional standards for professional teachers as it may come to the knowledge of
the Board.
Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching
Profession and Cancellation of Temporary or Special Permit.
a. Conviction of any criminal offense by a court of competence jurisdiction.
b. Immoral, unprofessional or dishonorable conduct.
c. Declaration by a court of competent jurisdiction for being mentally unsound or insane.
d. Malpractices, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession.
e. The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or specially/temporary permit.
f. Chronic inebriety or habitual use of drugs.
g. Violation of any of the provisions of the Act, the rules and regulations and other
policies of the Board and Commission, and the code of ethical and professional
standards for professional teachers.
h. Unjustified or willful failure to attend seminars, workshops, conferences and the like or
the continuing education program prescribed by the Board and the Commission.

V.
R.A. 9293 – An Act Amending Certain Sections of RA 7836
1. Registration and Exception
a. No person shall engage in teaching and/or act as a professional teacher unless the
person is a duly registered professional teacher, and a holder of certificate of
registration and a valid professional license or a holder of a valid special/ temporary
permit.
b. Professional teachers who have not practiced their profession for the past five years
shall take at least 12 units of education courses, consisting of at least 6 units of
pedagogy and 6 units of content courses to be chosen from a list of courses to be
provided by the Board and the DepEd.
c. Those who have failed LET, with a rating of not lower than five percentage points from
the passing general average rating, shall be eligible as para-teachers upon issuance
by the Board of a two-yea special permit, renewable for a non-extensible period of 2
years. The para-teachers shall be assigned to areas where there is a shortage or
absence of a professional teacher.

VI.
R.A. 9155 – Government of Basic Education Act of 2001
1. Declaration of Policy
a. The State shall protect and promote the right of all citizens to quality basic education
and to make such education accessible to all by providing a free and compulsory
education in elementary level and free education in the high school level.
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P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
b. Such education shall include alternative learning systems for basic education to
provide them with the skills, knowledge and values they need to become caring, selfreliant, productive and patriotic citizens.
c. The school shall be the heart of forma education system.
d. Governance of basic education shall begin at the national level. It is at the regions,
divisions, schools and learning centers herein referred to as the field offices – where
the policy and principle for the governance of basic education shall be translated into
programs, projects and services developed, adapted and offered to fit local needs.
2. Governance
a. DECS shall be known as Department of Education (DepEd)
b. The KomisyonngWikang Pilipino, National Historical Institute, Records, Management
and Archives Office and National Library shall now be administratively attached to the
National Commission for Culture and the Arts (NCCA) and no longer with DepEd. The
program for school arts and culture shall remain part of the school curriculum.
c. All functions, programs and activities of DepEd related to Sports competition shall be
transferred to the Philippine Sports Commission (PSC). The program for school sports
and physical fitness shall remain part of the basic education curriculum.

VII.
The Code of Ethics for Professional Teachers
 Teachers are duly licensed professionals who possesses 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, standards, and values (Preamble).

It shall include industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all school at the aforesaid level,
whether in full-time or part-time basis.

 Scope and Limitations: shall apply to all teachers in schools in the Philippines. It covers all
public and private school teachers in all educational institutions at the preschool, primary,
elementary, secondary levels whether academic, vocational, special, technical or nonformal.

 The Teacher and the State
o Transmit to learners the cultural and educational heritage and must exert the best effort
possible to promote obedience to the laws of the state
o Help carryout the declared policies of the state.
o Shall be physically, mentally and morally fit.
o Actualize a full commitment and devotion to duty
o Refrain from engaging in the promotion of any political, religious or other partisan
interest.
o Exercise his right to suffrage and all other constitutional rights.
o Refrain from using his position or official authority to influence or coerce the political
actions or behaviors of other persons.
o Enjoy academic freedom and be responsible in taking the privilege of expounding the
product of his researchers and investigations in the interest of the nation.

 The Teacher and the Community
o Render the best service by providing an environment conducive to the development of
the youth.
o Provide leadership and initiative to actively participate in community movements for
moral, social, educational, economic and civic betterment.
o Merit reasonable social recognition and behave with honor and dignity at all times.
o Live for and with the community to have sympathetic attitude.
o Help the school keep the people in the community informed of the activities, as well as its
problems and needs.
o Welcome the opportunity to provide leadership in the community.
o Maintain harmonious and pleasant personal and official relations with other persons in the
community.
o Attend freely one’s church and worships as appropriate without using his position to
influence others.

 The Teacher and the Profession
o Insure that teaching is the noblest profession.
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o
o
o
o
Uphold the highest possible standards of quality education
Participate in the Continuing Professional Education program of the PRC
Avoid making improper misrepresentations in the process of seeking support for the
school.
Use the teaching profession in a manner that it dignified means for earning a descent
living.

 The Teacher and the Teaching Community
o 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.
o Sincerely acknowledge/recognize assistance received from colleagues
o Organize and turn over records needed to his successor.
o Maintain confidentiality of information until after it has been formally released.
o Seek correctives for what he may appear to be an unprofessional and unethical conduct
of any associates
o Submit to the proper authorities any justifiable criticism against an associate, preferably
in writing, without violating the right of the individual concerned
o 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

 The Teacher and the Higher Authorities in the Profession
o Make an honest effort to understand and support the legitimate policies of the school and
the administration.
o Shall not make any false accusations or charges against superiors, especially under
anonymity.
o Transact all official business through channels except when special conditions warrant a
different procedure.
o Consider the welfare and interest of the learners when seeking redress against all forms
of injustice and in raising grievances to the administration.
o Recognize the principle that appointments, promotions and transfers are made only on
the basis of merit and are needed in the interest of service.
o Live up to the employment terms and conditions.
 The School Officials, Teachers and Other Personnel
o Show professional courtesy, helpfulness and sympathy towards teachers and other
personnel.
o Consider policy formulation and change innovations as cooperative responsibility.
o Attend to the professional growth of teachers
o Never dismiss or recommend for dismissal a teacher or other subordinates except for a
just cause.
o Ensure that public school teachers are employed in accordance with pertinent civil service
rules and private school teachers, in accordance with the contracts.

 The Teachers and the Learners
o Determine the academic marks and promotion of learners in accordance with generally
accepted procedures of measurement and evaluation.
o Recognize that the interest and welfare of learners are of first and foremost concerns.
o Make no prejudice or discrimination against any learner.
o Avoid accepting gifts from learners or parents in exchange of requested concessions.
o Refrain from accepting any remuneration from tutorials rendered to their students.
o Evaluate learner’s work only in merit and quality of academic performance
o Exercise utmost professional discretion to avoid scandal, gossip and preferential
treatment of the learner.
o Desist from inflicting any form of corporal punishment on offending pupils/students
o Extend needed assistance to ensure maximum development of learners and prevent or
solve learner’s problems and difficulties

 The Teachers and the Parents
o Establish and maintain cordial relations with parents
o Inform parents of the progress and all sorts of deficiencies of their children.
o Be tactful in dealing with parents regarding their parent’s deficiencies.
o Seek parent cooperation for the proper guidance and improvement of the learners.
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o
o


o
o
o
o


o
o
o
o

o
o
o


Discourage the parents from making ill remarks and unfounded criticisms about the
school as a whole.
Hear parents’ complaints with sympathy and understanding.
The Teacher and Business
Engage in legitimate income generating activities.
Maintain a good reputation with respect to financial matters.
Settle promptly all debts and/or make satisfactory arrangement on his private financial
affairs.
Avoid acting as agent of any business venture engaged in furnishing textbooks and other
school commodities, of which, he can possibly exercise influence in their purchase or
distribution.
The Teacher as a Person
Live with dignity at all times wherever he is.
Place premium upon self-respect and self-discipline
Serve as a model worthy of emulation
Recognize God as Guide of his own destiny and of others.
Disciplinary Action
Revocation of the Certificate of Registration and License as a Professional Teacher
Suspension from the practice of teaching profession
Reprimand or cancellation of temporary/ special permit
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Practice Items



1.
As a parent and at the same time a teacher, which of the following will you do to show your
cooperation to a PTA project in your school to be financed with the proceeds of the sales of the school
canteen where food prices are a little bit higher?
A. Bring food for you and your children, but always make it a point to buy in the school canteen.
B. Buy all your food in the school canteen but request for a discount.
C. Bring food enough for you and your children but do not eat in the canteen.
D. Buy all your food from the school canteen even if you cannot afford to do everyday.

2.
The singing of the National anthem in schools is an offshoot of the philosophy of __________.
A. Nationalism
B. Pragmatism
C. Naturalism
D. Socialism
E.
3.
Which Republic Act provides government assistance to students and teachers in private
education?
A. RA 7784
B. RA 6728
C. RA 7836
D. RA 6675
E.
4.
Who among the following believes that learning requires disciplined attention, regular,
homework and respect for legitimate authority?
A. Essentialist
B. Perennialist
5.
6.
E.
A.
B.
C.
D.
F.
To
To
To
To
C. Progressivist
D. Reconstructio
nist
The Constitutional provision on language has the following aims EXCEPT:
make the regional dialect as auxiliary media of instructions in regional school
maintain English as a second language
make Filipino the sole medium of instruction
make the Filipino the national language & medium of instruction & communication
Who among the following stressed the processes of experience and problem solving?
A. Dewey
B. Aristotle
C. Hegel
D. Plato
E.
7.
Which of the following measures should a teacher do to a principal whom she would like to
file a case of sexual harassment without violating the relationship of the teacher to her superiors?
A. Present the ease before competent authority & prepare to prove the charge
B. Write an anonymous letter to a higher school official to denounce the superior
C. Call a parent-teacher meeting and denounce the superior
D. Encourage the other teachers & students to hold a demonstration to oust the superior
F.
8.
Pick out the situation that illustrates the duty of a new teacher to the state.
A. Take a long vacation which she firmly believes she deserves after four years of diligent study
before taking the examination for teachers.
B. Apply for teaching job where eligibility is not required to gain teaching experience before taking
the teachers board examination.
C. Prepare for the wedding she and her boyfriend have long planned to be able to raise a family with
children which they plan to rear as good citizen of our country.
D. Take the licensure examination for teacher and an oath to do her best to help carry out the policies
of the state.
G.
9.
Parents are up in arms on the telephone bills that pay for sex calls. What is the solution to
this problem?
A. The telephone company is to blame for this
B. The government restriction have no teeth
C. Parents allow this to make their children
modern
D. Parents, school and students should discuss
this openly.
E.
10.
A student collapsed in her social studies class. It was found out that he did not eat her
lunch. What need is shown in the situation?
A. Psychological need
23 | P a g e
B. Physiological need
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
C. Somatotonic
11.
E.
A.
B.
C.
D.
12.
13.
A.
B.
C.
D.
F.
D. Safety need
The main function of a philosophy of education is to:
Aid the learner to build his own personal philosophy
Reconsider existing educational goals in the light of society’s needs
Provide the academic background prerequisite to learning
Define the goals & set the direction for which education is to strive
Which curricular move served to strengthen spiritual and ethical values?
Integration of creative thinking in all subject
Reducing the number of subject areas into the skill subject
Introduction of Values Education as a separate subject area
Re-introducing Science as a subject in Grade 1
The Filipino tendency to resort to the easy way out from a term paper as a course
requirement by hiring a ghost writer or by passing a photocopied term paper provide which Filipino
traits?
A. Anticipation
B. Ambivalence
C. Pakikisama
D. Lack of
discipline
E.
14.
Which thrust on value formation is meant to help the students make use of their thinking
and scientific investigation to decide on topics and questions about values?
A. Value inculcation
B. Analysis
15.
C. Value
clarification
D. Moral
development
E.
Rights which cannot be renounced or transferred because they are necessary for the
fulfillment of man’s primordial obligations are called:
A. Alienable
rights
B. Perfect rights
C. Inalienable
rights
D. Acquired
rights
E.
16.
Your teacher is of the opinion that the world and everything in it are ever changing and so
teaches you the skill to cope with the changes. Which is his governing philosophy?
A. Experimentali
sm
17.
B. Existentialism
C. Realism
D. Idealism
E.
A teacher is a facilitator of learning and of the development of the youth. Which practice is
NOT keeping with his role as facilitator?
A. Considers the multiple intelligences of learners
B. Humiliates misbehaving pupils
C. Dialogues with parents and with other members of the community
D. Keeps himself abreast with educational trends
F.
18.
Which one indicates a teacher’s genuine enthusiasm and pride in teaching?
A. Sticking to teaching for the moment that there are no better offers
B. Telling everyone that he went to teaching for there was no other choice then.
C. Engaging himself in continuing professional education
D. Belittling the remuneration one gets from teaching
G.
19.
In the Preamble of the Code of Ethics of Professional Teachers, which is not mention about
teachers?
A. Duly licensed professionals
B. Possess dignity and reputation
20.
C. LET passers
D. With high moral values
E.
A teacher discovers that a product of a certain bottling company brings about damage to
teeth. Much as he wants to share the products of his research, he could not because of harassment
from all sides. Which teacher’s right is violated?
A. Right to property
B. Right to one’s honor
24 | P a g e
C. Academic freedom
D. Right to make a livelihood
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
E.
21.
On which constitutional provision is the full or partial integration of capable deaf and blind
students in the classroom based? The provision on _____.
A. Providing citizenship and vocational training to adult citizen
B. Protecting and promoting the right of all citizen to quality education
C. Academic freedom
D. Creating scholarship for poor and deserving students
F.
22.
The main purpose of the compulsory study of the Constitution in Philippine schools is to
_______.
A. Develop the students into responsible, thinking citizens
B. Acquaint students with the historical development of the Philippine Constitution
C. Prepare students for law-making
D. Make constitutional experts of the students
G.
23.
The cultivation of reflective and meditative skills in teaching is an influence of _______.
A. Taoism
B. Shintoism
24.
C. Confucianism
D. Zen
Buddhism
Section 5, Article XIV of the Constitution states that academic freedom shall be enjoyed in
______.
A. Public assemblies
B. State colleges and universities
C. All levels of learning
D. All institution of higher learning
E.
25.
A teacher who subscribes to the pragmatic philosophy of education believes that
experience should follow learning in her teaching, she therefore exerts effort in ______.
A. Encouraging learners to memorize factual knowledge
B. Equipping learners with the basic abilities and skills
C. Requiring learners full mastery of the lesson
D. Providing learners opportunities to apply theories and principles
F.
26.
The NSEC orients secondary education to –
A. The teaching of the national symbols
B. The development of competencies and values for social living
C. Health values development
D. National development requirements & reflects research based direction
G.
27.
Which of these philosophers is reflective of that of Dewey’s which stresses the development
of an individual capable of reflective thinking specifically that of being able to solve the problem he
faced individually or collectively.
A. Disciplinarianis
m
28.
E.
B. Developmentali
sm
D. Rationalism
Which of the following abilities is stressed by humanistic education?
A. Learn the different philosophies of
education
B. Develop man into a thinking individual
29.
C. Experimentatio
n
C. Enjoy the great works of man such as the
classics
D. Make man distinctly civilized, educated
and refined
E.
An appreciation lesson is one that is designed to lead the class to conduct and enjoy
something. Which of the following statements closely approximate the meaning of the above?
A. An appreciation lesson should be a lesson in values
B. Appreciation lessons help pupils weigh and clarify values
C. One cannot fully appreciate what one does not understand or enjoy
D. A teacher should plan lessons that will guide children to appreciate what is beautiful
F.
30.
Who expounded on the need to the study the child carefully for individualized instruction?
A. Da Feltre
B. Erasmus
C. Boccacio
D. Ascham
E.
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31.
Which of the following should a teacher do if she cannot pay the monthly installment of an
appliance she got from a department store in their town?
A. Reject any notice of demand for payment to make the impression that she did not receive any.
B. Move to another neighborhood to escape payment
C. Inform the manager of the store personally and make a satisfactory arrangement of payment on or
before the due date of payment
D. Offer to return the used appliance to the store on the condition that she will be refunded on the
monthly installment she paid.
F.
32.
Which of the following will you recommend to a senior high school scholar who is
impregnated by a fellow student?
A. Tell her parents about her condition
B. Stop schooling till after she gave birth
33.
C. Direct her to an abortion clinic
D. Force her boyfriend to marry her
E.
The government prescribes a higher percentage on the administration of education
institution to Filipino citizens in order to
A. Minimize the unemployment problem
B. Procedure globally competitive graduates
C. Protect the rights of the citizen
D. Ensure the teaching of Filipino
E.
34.
Which of the following is the best situation wherein you can balance responsibility and
accountability?
A. A teacher paid on an hour basis, takes her time with the subject matter till end of period
B. A teacher paid on an hour basis, teaches as much as she could for duration of the period
C. A teacher paid on an hour basis, spends most of the time on the latest gossips in showbiz
D. A teacher paid on an hour basis, entertain her students with stories till the end of the period
F.
G.
35.
Which of the following will you do to an examinee you caught cheating and who offered you
a certain sum of money to keep quiet?
A. Motion him to keep quiet & watch for him after the examination
B. Confiscate his test paper & report him to the examination supervisor
C. Announce to all examinees the name of the cheater
D. Ignore him but let him feel that you saw him
H.
36.
The whole child concept of education is contrary to the:
A. Academic essentials approach to
education
B. Progressivist approach to education
37.
E.
Which philosophy approves of a teacher who lectures most of the time and requires his
students to memorize the rules of grammar?
A. Existentialism
38.
B. Realism
C. Pragmatism
D. idealism
E.
The current emphasis on the development of critical thinking by the use of philosophic
methods that emphasize debate and discussion began with ______.
A. Aristotle
39.
C. Focus on the disadvantaged approach to
education
D. The mental discipline approach to
education
E.
B. Socrates
C. Confucius
D. Plato
Which schools are subject to supervision, regulation and control by the state?
A. Public schools
B. Sectarian and non-sectarian schools
C. Private schools
D. Public, private sectarian and nonsectarian schools
E.
40.
The first American teachers in the Philippines were ________.
A. Soldiers
B. Graduates of the normal school
26 | P a g e
C. Missionaries
D. Elementary graduates
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
E.
41.
Who were the Thomasites?
A. The soldiers who doubted the success of the public educational system to be set in the Philippines
B. The first American teacher recruits to help establish the public educational system in the
Philippines
C. The first religious group who came to the Philippines on board the US transport Thomas
D. The devotees to St. Thomas Aquinas who came to evangelized.
F.
42.
“Approach every pupil as she is without allowing yourself to be influenced by your
foreknowledge of his/her home background” is an advice from a/an?
A. Rationalist
B. Existentialist-phenomenologist
C. Positivist
D. Essentialist
E.
43.
“Specialization is knowing more and more about less and less. Then it is better to be a
generalist”, claims Teacher F. On which philosophy does Teacher F learn?
A. Essentialism
B. Progressivism
C. Perennialism
D. Existentialism
E.
44.
Teacher Cora observe cleanliness and order in her classroom to create a conducive
atmosphere for learning. On which theory is her practice based?
A. Psychoanalysis
45.
B. Gestalt
psychology
C. Behaviorism
D. Humanistic
psychology
E.
The free public elementary and secondary education in the country are in line with the
government effort to address educational problems of ______.
A. Productivity
B. Relevance & quality
C. Access & quality
D. Effectiveness &
efficiency
E.
46.
Which is the Teacher’s Professionalization Act?
A. R. A. 7836
47.
B. R. A. 4670
C. R. A. 7722
D. R. A. 9293
E.
“The State shall protect & promote the right of all citizens to quality education at all levels.”
Which government program is in support of this?
A. Exclusion of children with special needs from the formal system
B. Free elementary and secondary education
C. Deregulated tuition fee hike
D. Re-introduction of the NEAT and NSAT
48.
The Filipino learner envisioned by the Department of Education is one who is imbued with
the desirable values of a person who is ___.
A. Makabayan, makatao, makahalaman at maka-Diyos
B. Makabayan, makasarili, makakalikasan at maka-Diyos
C. Makabayan, makakaragatan, makatao at maka-Diyos
D. Makabayan, makatao, makakalikasan at maka-Diyos
F.
49.
Principal tells her teachers that training in the humanities is most important. To which
educational philosophy does he adhere?
A. Existentialism
B. Progressivism
C. Essentialism
D. Perennialism
E.
50.
With which goals of educational institution as provided by the constitution is the
development of work skills aligned?
A. To develop moral character
B. To develop vocational efficiency
51.
C. To teach the duties of citizenship
D. To inculcate love of country
E.
Who is remembered for his famous quotation? “My loyalty to my party ends where my
loyalty to my country begins.
27 | P a g e
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A. Carlos P. Garcia
B. Ferdinand E.
Marcos
C. Manuel L. Quezon
D. Manuel A. Roxas
E.
52.
Under no circumstance shall a teacher be neither prejudiced nor discriminatory against any
learner, says the Code of Ethics. When is a teacher prejudice against any learner?
A. When he makes a nearsighted pupil sit in front.
B. When he considers multiple intelligences in the choice of his teaching strategies.
C. When he makes a farsighted pupil sit at the back
D. When he refuses a pupil with a slight physical disability in class.
F.
53.
You are very much interested in a quality professional development programs for teachers.
What characteristic should you look for?
A. Prescribed by top educational leaders
B. Dependent on the availability of funds
C. Required for renewal of professional
license
D. Responsive to identified teachers’ needs
E.
54.
To ensure high standards of teachers’ personal and professional development, which of the
following measures must be implemented?
I.
A school head plans the professional development of his/ her teachers.
II.
Every teacher formulates his/her own professional development plan.
III.
The implementation of what is learned in a training must be monitored.
F.
A. I only
B. I and III
C. II and III
D. II only
E.
55.
A.
B.
C.
D.
As a community leader, which of the following should a teacher NOT do?
Support effort of the community to improve their status in life
Make herself aloof to ensure that her decisions will not be influenced by community politics
Solicit donation from philanthropists in the community
Play an active part in the activities of the community
F.
56.
A teacher is said to be a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage. Which practice makes the teacher fulfill such
obligation?
A. Use of interactive teaching strategies
B. Use the latest educational technologies
C. Observe continuing professional
education
D. As a class, study the life of Filipino heroes
E.
57.
Is there a legal basis for increasing the teacher’s starting salary to P18,000 a month?
A. No, it is a gift to teachers from Congress
B. Yes, R.A. 7836
C. No, it is simply an act of benevolence
from PGMA
D. Yes, the Philippine Constitution
E.
58.
The use of values clarification as a strategy in values education flows from which
philosophy?
A. Progressivism
B. Reconstructioni
sm
C. Essentialism
D. Existentialism
E.
59.
Who of the following believes that human beings are shaped entirely by their external
environment?
A. Progressivist
B. Essentialist
C. Existentialist
D. Behaviorist
E.
60.
Honesty remains a value even if nobody in the school system values it. This is the
conviction of a/an ____.
A. Realist
28 | P a g e
B. Pragmatist
C. Idealist
D. Existentialist
P r o f e s s i o n a l E d u c a t i o n : F OU N D ATI O NS
E.