The Teaching Profession
Lesson 1:
Teaching as a Profession
The Teaching Profession
➢ Teachers
are
duly
licensed
professionals who possess dignity
and reputation with high moral
values as well as technical and
professional competence in the
practice this set of ethical and
moral principles, standards, and
values (Udtujan, 2014).
➢ First thing that you must know
about teaching as a profession is
that teaching is about inspiring
and motivating students to realize
and exceed their potentials. The
greatest teachers of all time have
devoted their life in inspiring and
empowering
their
students
to
achieve great things and be a good
human being.
➢ In the words “professional manner”,
“gawang propesyunal” “professional
fee for expert services rendered”
the word “professional” implies one
who possess skill and competence/
expertise. “Highly professional”
“unprofessional” … to act that way
imply a code of ethics by which a
professional person abides. In
short, professional is one who
conforms
to
the
technical
or
ethical standards of a profession,
so the two elements of a profession
are competence and a Code of
Ethics.
Other Elements of Profession:
1) Initial Professional Competence
- Professionals
generally
begin
their
professional
lives
by
completing a university program in
their chosen fields – teacher
education, engineering, nursing,
accountancy. This means long and
arduous years of preparation. Take
note this is just initial which
means only the beginning because a
professional is expected to learn
endlessly.
2) Accreditation
- University programs are approved by
a
regulatory
body
like
the
Commission on Higher Education
(CHED) in the Philippines to ensure
that
graduates
from
these
recognized programs start their
professional
lives
with
competence.
✓ AACCUP – Accrediting Agency of
Charted Colleges and Universities
in the Philippines
✓ PAASCU – Philippine Accrediting
Association of Schools, Colleges
and Universities
3) Licensing
- Licensing
is
mandatory,
not
voluntary and is administered by a
government
authority.
In
the
Philippines,
this
government
authority
is
the
Professional
Regulation Commission (PRC).
4) Professional Development
- This is an ongoing professional
organization that maintains or
improves professional’s knowledge
and skills after they begin their
professional
practice.
In
the
Philippines this is a Continuing
Professional
Development
Act
mandated by RA 10912, otherwise
known as the CPD act of 2016.
5) Professional Societies
- Professionals see themselves as
part of a community of like-minded
individuals
who
put
their
professional standards above the
individual self-interest or their
employer’s
self-interest.
These
professional
societies
put
dedication to the public interest
and
commitment
for
moral
and
ethical
values.
Professional
standards
define
certification
criteria,
manage
certification
programs, establish accreditation
standards and define a code of
ethics and disciplinary action for
violation of that code.
6) Code of Ethics
- Each profession has a code of
ethics
that
its
practitioners
behave responsibly. The code states
what
professionals
should
do.
Professionals can be ejected from
their professional societies or
lose their licenses to practice for
violating the code of ethics.
- The teaching profession is governed
by
the
Code
of
Ethics
for
Professional Teachers. Violation
of this code is one of the grounds
for
the
revocation
of
the
professional
teacher’s
license
certificate of registration and
suspension from the practice of the
Teaching Profession (Sec 23, RA
7836).
regulation
of
the
licensure
examination of the practice of the
teaching profession.
❖ It was promulgated for:
•
The promotion, development and
professionalization
of
teachers
and the teaching profession,
Supervision and regulation of the
licensure examination.
•
-
Lesson 2:
The Historical Development of
Teaching as a Profession in the
Philippines
-
Presidential Decree 1006
First
legal
document
professionalized teaching issued
by then President Ferdinand Marcos
in 1976. It was only in 1976 with
PD 1006 known as the Decree
Professionalizing
Teaching
that
teachers in the Philippines became
professionalized. To ensure that in
the
immediacy
and
urgency
of
teacher recruitment, qualitative
requirements are not overlooked.
-
-
RA 7836
Known as the Philippine Teachers
Professionalization Act of 1994. An
act strengthening the Regulation
and Suspension of the Practice of
Teaching in the Philippines and
Prescribing
a
Licensure
Examination for Teachers and other
purposes.
Promote
quality
education by proper supervision and
-
-
Pre-Hispanic Period
There was no established formal
schooling in the country. So,
there was no formal preparation
for teachers, too. The mothers
and fathers and tribal leaders
served as teachers at home and the
community.
(Babaylan
or
Katalonan)
Spanish Period
By virtue of Educational Decree
of 1863 free public school system
was established.
There was on school for boys and
another
for
girls
in
every
municipality.
The Spanish missionaries served
as teachers.
The same Decree provided for a
normal school run by the Jesuits
to educate male teachers in
Manila.
Normal schools for women were not
established until 1875. So, it
was the Spaniards who started
training
teachers
in
normal
school.
American Regime
American soldiers served as the
first commission teachers.
In
1901,
the
Philippine
Commission enacted into law Act
74 which created the Department
of Public Instruction laid the
foundations
of
public
school
system and offered free primary
education for Filipinos.
There was a shortage of teachers.
The
Philippine
Commission
authorized
the
Secretary
of
Public Instruction to bring to
the Philippines 600 teachers from
USA – Thomasites. (August 21,
1901)
Due to urgent need for teachers,
the Americans gave bright young
Filipino students the opportunity
-
-
-
to take up higher education in
American
Colleges
and
Universities
financed
by
the
Philippine
Government
–
pensionados.
Act 74 of 1901 also provided for
the establishment of Philippine
Normal School (PNS) in Manila.
Finally opened in September 1901,
as
an
institution
for
the
training of teachers.
For more than 2 decades, PNS
offered
a
two-year
general
secondary education program.
In 1928, it became a junior
college
offering
a
two-year
program to graduates of secondary
schools.
In 1949, The Philippine Normal
School, renamed Philippine Normal
College, offered the four-year
Bachelor of Science in Elementary
Education.
Teacher preparation became four
years
only
in
1949
and
thereafter.
Lesson 3:
Teaching as a Vocation and a Mission
Teaching as a Vocation
➢ Comes from the Latin word “vocare”
which means to call.
➢ If there is a call, there must be
a caller and someone who is called.
There must also be a response.
➢ Refers to a call to do something
like to teach, whatever is our
calling, the call is always to
serve.
Teaching as a Mission
➢ The word comes from the Latin word
“mission” which means to send.
➢ The
Webster’s
New
College
Dictionary defines mission as “task
assigned”.
➢ Teaching may not be a lucrative
position.
It
cannot
guarantee
financial security. It even means
investing your personal time and
resources.
Teaching as a
Job
If you are doing
it because you
are paid for it,
it’s a job.
If
you
quit
because your boss
or
colleagues
criticized
you,
it’s a job.
If
you
teach
because it does
not
interfere
with your other
activities, it’s
a job.
If
you
quit
because no one
praises or thanks
you for what you
do, it’s a job.
It’s hard to get
excited about a
teaching job.
If our concern is
success, it’s a
job.
An average school
is
filled
by
teachers
doing
their job.
Teaching as a
Mission
If you are doing
it not only for
the pay but also
for service, it’s
a mission.
If you keep on
teaching out of
love,
it’s
a
mission.
If
you
are
committed
to
teaching even if
it means letting
go
of
other
activities, it’s
a mission.
If
you
remain
teaching
even
though
nobody
recognizes
your
efforts, it’s a
mission.
It’s
almost
impossible not to
get excited about
a mission.
If our concern is
success
plus
faithfulness,
it’s a mission.
A great school is
filled
with
teachers involved
in the mission of
teaching.
Models of Effective Teaching
A. Robert Marzano’s Causal Teacher
Evaluation Model of 4 Domains:
1) Classroom Strategies and Behaviors
- Involve routine events such as
communicating learning goals and
feedback and establishing rules and
procedures.
- Involve
addressing
content
by
helping students interact with new
knowledge, practice and deepen new
knowledge
helping
students
generate and test hypotheses.
- Involve events enacted on the spot
such
as
engaging
students,
recognizing adherence to rules and
procedures,
establishing
and
maintaining
effective
relationships with students and
communicating
high
expectations
for all students.
2) Planning and Preparing
- Planning and preparing for lessons.
- For use of technology.
- For the needs of students receiving
special education.
- For the needs of students who lack
support for schooling.
3) Reflection on Teaching
- Evaluating
personal
performance
such
as
identifying
areas
of
pedagogical
strengths
and
weaknesses.
- Developing,
implementing
and
monitoring a professional growth
plan.
4) Collegiality and Professionalism
- Promoting
positive
interactions
with
colleagues,
students
and
parents.
- Seeking mentorship for areas of
need/ interest.
- Mentoring
other
teachers
and
sharing ideas and strategies.
- Adhering
to
school
rules
and
procedures.
- Participating
in
school
initiatives.
B. Charlotte Danielson Framework for
Teaching
1) Planning and Preparation
2) The Classroom Environment
3) Instruction
4) Professional Responsibilities
- Reflecting on teaching.
- Maintaining accurate records.
- Communicating with families.
- Participating in the professional
community.
- Growing professionally.
- Showing professionalism.
C. James
Stronge
–
Effectiveness Performance
Teacher
❖ Evaluation System (TEPES) System:
Seven performance standards:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Professional Knowledge
Instructional Planning
Instructional Development
Assessment of/for Learning
The Learning Environment
Professionalism - maintains a
commitment
to
professional
ethics, communicates effectively
and takes responsibility for and
participate
in
professional
growth that results in enhanced
learning.
Student Progress - the work of a
teacher results in acceptable,
measurable
and
appropriate
student academic progress.
D. Teacher Evaluation Standards McREL
Model (Mid-Continent for Education
and Learning)
1) Teachers demonstrate leadership
- Lead in their classrooms.
- Demonstrate
leadership
in
the
school.
- Lead the teaching profession.
- Advocate for schools and students.
- Demonstrate
high
ethical
standards.
2) Teachers establish a respectful
environment
for
a
diverse
population of students.
3) Teachers know the content they
teach.
4) Teachers facilitate learning for
their students.
5) Teachers
reflect
on
their
practices.
PPST – Philippine Professional
Standards for Teachers
➢ Spells out the teacher professional
competence into 4 career stages, 7
domains,
37
strands,
and
148
performance indicators.
Career Stages
1) Beginning Teachers
- Demonstrate
knowledge
and
understanding
of
teaching
principles and strategies.
2) Proficient Teachers
-
Independently
apply
teaching
principles and strategies.
3) Highly Proficient Teachers
- Consistently display a high level
of performance in their teaching
practice, mentor colleagues and
work collegiality with other staff.
4) Distinguished Teachers
- Embody the highest standard of
teaching, grounded in the global
best practice, and lead colleagues
in promoting quality teaching and
learning.
Domain 1: Content Knowledge and
Pedagogy
Recognize the importance of mastery
of
content
knowledge
and
its
interconnectedness
within
and
across curriculum areas, coupled
with
a
sound
and
critical
understanding of the application of
theories and principles of teaching
and
learning.
They
apply
developmentally
appropriate
and
meaningful pedagogy grounded on
content
knowledge
and
current
research. They display proficiency
in Mother Tongue, Filipino and
English to facilitate the teaching
and learning process, as well as
exhibit the needed skills in the use
of communication strategies and
technologies
to
promote
highquality learning outcomes.
1) Content
knowledge
and
its
application withing and across
curriculum areas.
2) Research-based knowledge and
principles of teaching and
learning.
3) Positive use of ICT.
4) Strategies
for
promoting
literacy and numeracy.
5) Strategies
for
developing
critical
and
creative
thinking, as well as other
higher-order thinking skills.
6) Mother Tongue, Filipino and
English
in
teaching
and
learning.
7) Classroom
communication
strategies.
Domain 2: Learning Environment
Provide learning environments that
are
safe,
secure,
fair
and
supportive in order to promote
learner
responsibility
and
achievement.
They
create
an
environment
that
is
learningfocused and they efficiently manage
learner behavior in a physical and
virtual space. They utilize a range
of
resources
and
provide
intellectually
challenging
and
stimulating activities to encourage
constructive classroom interactions
geared towards the attainment of
high standards of learning.
1) Learner safety and security.
2) Fair learning environment.
3) Management
of
classroom
structure and activities.
4) Support
for
learner
participation.
5) Promotion
of
purposive
learning.
6) Management
of
learner
behavior.
Domain 3: Diversity of Learners
Establish
learning
environments
that are responsive to learner
diversity. They respect learners’
diverse characteristics as inputs to
the planning and design of learning
opportunities. They encourage the
celebration of diversity in the
classroom and the need for teaching
practices that are differentiated to
encourage
all
learners
to
be
successful citizens in a changing
local and global environment.
1) Learner’s
gender,
needs,
strengths,
interests
and
experiences.
2) Learner’s
linguistic,
cultural, socio-economic and
religious backgrounds.
3) Learners with disabilities,
giftedness and talents.
4) Learners
in
difficult
circumstances.
5) Learners
from
indigenous
groups.
Domain 4: Curriculum Planning
Interact with national and local
curriculum
requirements.
They
translate curriculum content into
learning
activities
that
are
relevant to learners and based on
the principles of effective teaching
and learning. They apply their
professional Knowledge to plan and
design,
individually
or
in
collaboration
with
colleagues,
well-structured
and
sequenced
lessons
that
are
contextually
relevant, responsive to learners’
needs and incorporate a range of
teaching and learning resources.
They communicate learning goals to
support
learner
participation,
understanding and achievement.
1) Planning and management of
teaching and learning process.
2) Learning outcomes aligned with
learning competencies.
3) Relevance and responsiveness
of learning programs.
4) Professional collaboration to
enrich teaching practice.
5) Teaching
and
learning
resources including ICT.
Domain 5: Assessment and Reporting
Apply a variety of assessment tools
and
strategies
in
monitoring,
evaluating,
documenting
and
reporting learners’ needs, progress
and programs. They provide learners
with the necessary feedback about
learning outcomes that informs the
reporting cycle and enables teachers
to select, organize and use sound
assessment processes.
1) Design,
selection,
organization and utilization
of assessment strategies.
2) Monitoring and evaluation of
learner
progress
and
achievement.
3) Feedback to improve learning.
4) Communication
of
learner
needs,
progress
and
achievement
to
key
stakeholders.
5) Use of assessment data to
enhance teaching and learning
practices and programs.
Domain 6: Community Linkages and
Professional Engagement
Establish
school-community
partnerships aimed at enriching the
learning environment, as well as the
community’s
engagement
in
the
educative process. They identify and
respond to opportunities that link
teaching
and
learning
in
the
classroom
to
the
experiences,
interests and aspirations of the
wider school community and other
stakeholders. They understand and
fulfill
their
obligations
in
upholding
professional
ethics,
accountability and transparency to
promote professional and harmonious
relationships
with
parents, schools and
community.
learners,
the wider
1) Establishment
of
learning
environments
that
are
responsive
to
community
contexts.
2) Engagement of parents and the
wider school community in the
educative process.
3) Professional ethics.
4) School
policies
and
procedures.
Domain
7:
Personal
growth
and
professional engagement
Value
personal
growth
and
professional
development
and
exhibit high personal regard for the
profession by maintaining qualities
that uphold the dignity of teaching
such as caring attitude, respect and
integrity. They value personal and
professional
reflection
and
learning to improve their practice.
They
assume
responsibility
for
personal growth and professional
development for lifelong learning.
1) Philosophy of teaching.
2) Dignity of teaching as a
profession.
3) Professional
links
with
colleagues.
4) Professional reflection and
learning to improve practices.
5) Professional
development
goals.
The Demands of Society from a
Teacher as a Professional
➢ Teaching is
professions.
the
noblest
of
all
➢ Teachers spend at least 6 hours a
day, 5 days a week in 10 months of
the school year with the students.
➢ Teachers have tremendous power to
influence students.
➢ According to research, the teacher
is the single most important factor
in the learner’s learning.
❖ These are some of the findings
shared
by
the
Dallas
Public
School’s Accountability System:
✓ Learning gains realized by students
during a year in the classroom of
an effective teacher were sustained
over
later
years
and
were
compounded by additional years with
effective teachers.
✓ The negative effect of a poorperforming
teacher
on
student
achievement persists through three
years of high-performing teachers.
✓ Having a better teacher not only
has
a
substantial
impact
on
students’ test scores at the end of
the school year but also increases
their chances of attending college
and their earnings as adults.
(Hammond, D., 2000).
Professional Development (CPD) act
of 2016.
4) Professional teachers are expected
to abide by the Code of Ethics.
Danielson
Stronge
McREL
Marzano
PPST
Danielson
Stronge
McREL
❖ Prepare yourselves to become BBCCC:
•
•
•
•
•
B – Best
B – Brightest
C – Caring
C – Compassionate
C – Competent
Professional
➢ According
to
The
Britannica
Dictionary, it is relating to a job
that requires special education,
training, or skill.
✓ A teacher simply teaches, but a
professional teacher educates.
Marzano
PPST
Danielson
Stronge
McREL
Marzano
PPST
Professional Teacher
➢ One who went through long years of
preparation to earn a teacher
education degree recognized by
CHED.
Danielson
Stronge
McREL
Marzano
❖ STEPS on becoming a professional
teacher:
1) Finished a 4-year academic degree.
2) Able to secure a teaching license.
3) Continue professional growth as
mandated
by
the
Continuous
PPST
(1)
Planning and Preparation
Instructional Planning
Assessment of/for learning
Teacher facilitate learning
for their students.
Planning and preparing
Domain 4: Curriculum
Planning
Domain 5: Assessment and
Reporting
(2)
Instruction
Professional knowledge
Instructional delivery
Communication
Teachers know the content
they teach.
Teacher facilitates
learning for their students
Classroom strategies and
behaviors.
Domain 1: Content knowledge
and pedagogy
(3)
The Classroom Environment
The Learning Environment
Student Progress
Teacher
establish
a
respectful environment for a
diverse
population
of
students.
Teacher
facilitates
learning for their students.
Domain
2:
Learning
Environment
Domain
3:
Diversity
of
Learners
(4)
Professional
Responsibilities
Professionalism
Teachers
demonstrate
leadership.
Collegiality
and
Professionalism.
Teachers reflect on their
practices.
Domain 6: Community linkages
and professional engagement
Domain 7: Personal growth
and
professional
development.
The Demands of Society from the
Teacher as a Person
12 Characteristics of an Effective
Teacher
➢ A longitudinal, qualitative, quasi
research study of in-service and
pre-service teachers, by Robert J.
Walker.
1) Prepared
2) Positive
3) Hold high expectations set not
limits on students and believe
everyone can be successful.
4) Creative
5) Fair
6) Display a personal touch
7) Cultivate a sense of belonging
8) Compassionate
9) Have a sense of humor
10)
Respect students
11)
Forgiving
12)
Admit mistakes
❖ What is professionalism?
➢ This
is
how
professionalism:
one
describes
“You have to perform at a consistently
higher level than others. That’s the
mark
of
a
true
professional.
Professionalism has nothing to do with
getting paid for your services.”
Article XI of the Code of Ethics
for Professional Teachers
Section 1. A teacher shall live with
dignity at all time.
Section 2. A teacher shall place
premium upon self-respect and selfdiscipline
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
others.
by
learners,
peer,
and
Section 4. A teacher shall always
recognize the Almighty God or being as
guide of his own destiny and the
destinies of men and nations.
✓ Section 7 of Republic Act of 4670
cites integrity as one essential
traits of a professional teacher.
Integrity
Integrity
➢ Since the teacher’s work is not
confined merely to the development
of certain fundamental skills and
abilities
encompassed
by
the
teaching of the 3R’s but also
includes
the
development
of
desirable habits and attitudes that
go into the formation of 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.
Code of Ethics for Professional
Teachers
Pursuant to the provisions of
paragraph (e), Article 11, of R.A. No.
7836,
otherwise
known
as
the
Philippine
Teachers
Professionalization Act of 1994 and
paragraph (a), section 6, P.D. No.
223, as amended, the Board for
Professional Teachers hereby adopt
the Code of Ethics for Professional
Teachers.
Preamble
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, and they strictly
adhere to, observe, and practice this
set of ethical and moral principles,
standards, and values.
Article I:
Scope and Limitations
Section
1.
The
Philippine
Constitution
provides
that
all
educational institutions shall offer
quality education for all Filipino
citizens, a vision that requires
professionally
competent
teachers
committed to its 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 arts 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.
Section 4. Every teacher shall possess
and actualize a 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 or
service or 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 or
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 expounding the product of
his researches and investigations;
provided that, if the results are
inimical to declared policies of the
State, they shall be brought to the
proper authorities for appropriate
remedial action.
Article II:
The Teacher and the State
Section 1. The schools are the
nurseries of the future 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,
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 and of the Filipino people as
much as of his own, every teacher
shall be physically, mentally and
morally fit.
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 service 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,
relations.
much
less
illicit
Section 4. Every teacher shall live
for and with the community and shall,
therefore, study and understand local
customs and traditions in order to
have 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
its 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
counseling 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 possess freedom
to attend church and worship, as
appropriate, but shall not use his
positions and influence to proselyte
others.
Article IV:
The Teacher and The Profession
Section
1.
Every
teacher
shall
actively ensure 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
preparations
for
the
career
of
teaching, and shall be at his best at
all times and in the practice of his
profession.
Section
3.
participate
Every
teacher
shall
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
from the school, but shall not make
improper misinterpretations through
personal advertisements and other
questionable means.
Section 5. Every teacher shall use the
teaching profession in a manner that
makes it dignified means for earning
a decent living.
Article V:
The Teacher and The Teaching
Community
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.
Section 2. A teacher is not entitled
to claim credit for work not of his
own, and shall give due credit for the
work of others which he may use.
Section
3.
Before
leaving
his
position, a teacher shall organize for
whoever assumes the position such
records
and
other
data
as
are
necessary to carry the work.
Section 4. A teacher shall hold
inviolate
all
confidential
information concerning associates and
the school, and shall not divulge to
anyone documents which has not been
officially
released,
or
remove
records from 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 the 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.
injustice to the administration and to
extent
possible,
shall
raise
grievances
within
acceptable
democratic possesses. In doing so,
they shall avoid jeopardizing the
interest and the welfare of learners
whose
right
to
learn
must
be
respected.
Section 5. Every teacher has a right
to
invoke
the
principle
that
appointments,
promotions,
and
transfer of teachers are made only on
the basis of merit and needed in the
interest of the service.
Section 6. A teacher who accepts a
position
assumes
a
contractual
obligation to live up to his contract,
assuming full knowledge of employment
terms and conditions.
Article VII:
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 personal
feeling or private opinion and shall
faithfully carry them out.
Section 2. A teacher shall not make
any false accusations 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 special
conditions are advocated but are
opposed by immediate superiors, in
which case, the teacher shall appeal
directly to the appropriate higher
authority.
Section
4.
Every
teacher,
individually or as part of a group,
has a right to seek redress against
School Officials, Teachers and Other
Personnel
Section 1. School officials shall at
all times show professional courtesy,
helpfulness
and
sympathy
towards
teachers and other personnel, such
practices
being
standards
of
effective
school
supervision,
dignified administration, responsible
leadership and enlightened direction.
Section
2.
School
officials,
teachers, and other school personnel
shall consider it their cooperative
responsibility to formulate policies
or introduce important changes in the
system at all levels.
Section 3. School officials shall
encourage and attend the professional
growth of all teachers under them such
as recommending them for promotion,
giving them due recognition for
meritorious performance, and allowing
them to participate in conferences in
training programs.
Section 4. No school officials shall
dismiss or recommend for dismissal a
teacher or other subordinates except
for cause.
Section 5. School authorities concern
shall ensure that public
school
teachers are employed in accordance
with pertinent civil service rules,
and private school teachers are issued
contracts specifying the terms and
conditions of their work; provided
that they are given, if qualified,
subsequent
permanent
tenure,
in
accordance with existing laws, and
provided, further that they are duly
registered and licensed professional
teachers.
Article VIII:
The Teacher and Learners
Section 1. A teacher has the right and
duty to determine the academic marks
and the promotions of learners in the
subject or grades he handles, provided
that such determination shall be in
accordance with generally accepted
procedures
of
evaluation
and
measurement. In case of any complaint,
teachers concerned shall immediately
take appropriate actions, observing
due process.
Section 2. A teacher shall recognize
that the interest and welfare of
learners are of first and foremost
concern, and shall deal justifiably
and impartially with each of them.
Section 3. Under no circumstance shall
a
teacher
be
prejudiced
or
discriminate against a 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 undeserved.
Section 5. A teacher shall not accept,
directly
or
indirectly,
any
remuneration from tutorials other
what is authorized for such service.
Section 6. A teacher shall base the
evaluation of the learners’ work only
in 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
manifestation
of
poor
scholarship.
Section 9. A teacher shall ensure that
conditions contribute to the maximum
development of learners are adequate,
and shall extend needed assistance in
preventing
or
solving
learners’
problems and difficulties.
Article IX:
The Teacher and 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 and deficiencies of
learner under him, exercising utmost
candor and tact in pointing out the
learner's deficiencies and in seeking
parents’ cooperation for the proper
guidance and improvement of the
learners.
Section 3. A teacher shall hear
parents’ complaints with sympathy and
understanding, and shall discourage
unfair criticism.
Article X:
The Teacher and Business
Section 1. A teacher has the right to
engage, directly or indirectly, in
legitimate
income
generation;
provided that it does not relate to or
adversely affect his work as a
teacher.
Section 2. A teacher shall maintain a
good reputation with respect to the
financial matters such as in the
settlement of his debts and loans in
arranging satisfactorily his private
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 they shall be in accordance
with
the
existing
regulations;
provided, further, that members of
duly recognized teachers cooperatives
may participate in the distribution
and sale of such commodities.
Professional Teacher, suspension from
the practice of teaching profession,
or reprimand or cancellation of his
temporary/special permit under causes
specified in Sec. 23, Article III or
R.A. No. 7836, and under Rule 31,
Article VIII, of the Rules and
Regulations Implementing R.A. 7836.
Article XIII:
Effectivity
Section 1. This Code shall take effect
upon approval by the Professional
Regulation Commission and after sixty
(60) days following its publication in
the Official Gazette or any newspaper
of general circulation, whichever is
earlier.
Article XI:
The Teacher as a Person
Section 1. A teacher is, above all, a
human being endowed with life for
which it is the highest obligation to
live with dignity at all times whether
in school, in the home, or elsewhere.
Section 2. A teacher shall place
premium upon self-discipline as the
primary
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 a model worthy of
emulation by learners, peers and all
others.
Section 4. A teacher shall always
recognize the Almighty God as guide of
his own destiny and of the destinies
of men and nations.
Article XII:
Disciplinary Action
Section 1. Any violation of any
provision of this code shall be
sufficient ground for the imposition
against the erring teacher of the
disciplinary action consisting of
revocation of his Certification of
Registration
and
License
as
a
11th
Done in the City of Manila this
day of November 1998.
Rights and Privileges of a Teacher
in the Philippines
The 1987 Philippine Constitution
➢ The state shall enhance the rights
of a teachers to professional
advancement. It shall "assign" the
highest budgetary to 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 fulfillment".
Commonwealth Act 578
➢ “An act to amend article one
hundred fifty-two of the revised
penal code, so as to include
teachers, professor, and persons
charged with the supervision of
public or duly recognized private
schools,
colleges,
and
universities,
within
the
term
“persons in authority”.
➢ ARTICLE 152. Persons in authority.
– Who shall be deemed as such. – In
applying the provisions of the
preceding and other articles of
this Code, any person directly
vested with jurisdiction, whether
as an individual or as a member of
some
court
or
governmental
corporation, board or commission,
shall be deemed a person in
authority.
➢ "In applying the provisions of
articles one hundred forty-eight
and one hundred fifty-one of this
Code, teachers, professors, and
persons
charged
with
the
supervision of public or duly
recognized
private
schools,
colleges, and universities, shall
be deemed persons in authority.”
Republic Act 4670
➢ Otherwise known as “The Magna Carta
for Public School Teachers” details
the RIGHTS, PRIVILEGES, & BENEFITS
of Teachers.
❖ Why this republic act is called
“Magna Carta for Public Teachers”?
➢ The Philippine Republic Act No.
4670 is commonly referred to as the
Magna Carta for Public School
Teachers
because
it
draws
inspiration from the concept of a
"magna carta." The term "magna
carta" is derived from Latin and
means "great charter" or "great
charter of liberties." It refers to
a document or legislation that
outlines and guarantees certain
fundamental rights and privileges.
➢ The use of the term "Magna Carta"
in the title of the law also serves
as a symbolic recognition of the
essential role that teachers play
in society and the need to protect
their rights and interests.
Rights, Privileges and Benefits of
a Teacher:
1) Consent to Transfer
- Regarding the term
transfer"
in
the
"Consent
context
to
of
-
Republic Act 4670, it refers to the
provision that gives teachers the
right to provide their consent or
agreement before being transferred
to another school or assignment.
This provision aims to protect the
rights and welfare of public school
teachers by ensuring that they have
a say in matters related to their
transfer.
In other words, if a teacher is to
be transferred to a different
school or given a new assignment,
the
school
administration
or
relevant authorities must obtain
the teacher's consent or agreement
before implementing the transfer.
This
provision
recognizes
the
importance
of
considering
the
teacher's
preferences,
qualifications,
and
personal
circumstances
when
making
decisions
regarding
their
transfer.
2) Safeguards
in
Disciplinary
Procedure
- Under Philippine RA no. 4670 or the
Magna Carta for Public School
Teachers,
"Safeguards
in
disciplinary
procedures"
means
that teachers have the right to due
process and shall not be subjected
to arbitrary disciplinary action.
This includes the right to be
informed of the charges against
them, the right to be heard, the
right to present evidence and
witnesses, and the right to appeal
the decision.
3) No Discrimination
- Under Republic Act 4670, also known
as the Magna Carta for Public
School Teachers, the provision of
"No discrimination" ensures that
public
school
teachers
are
protected from unfair and unjust
treatment based on certain grounds.
The law prohibits discrimination
against
teachers
in
various
aspects,
including
employment,
promotion, and working conditions.
- The "No discrimination" provision
in Republic Act 4670 encompasses
several key principles: The "No
discrimination" provision aims to
uphold the principles of equality,
fairness, and respect for the
rights and dignity of public school
teachers. It seeks to prevent
unjust treatment and ensure that
teachers are evaluated and treated
based on their qualifications,
performance, and merit rather than
personal characteristics.
4) Married Couples to be Employed in
the same Locality
- Under Republic Act 4670, also known
as the Magna Carta for Public
School Teachers, the provision
regarding "Married couples to be
employed in the same locality"
states that married teachers who
are both qualified and competent
should, as much as possible, be
employed in the same locality or
school division.
- This
provision
recognizes
the
importance of family unity and aims
to address the challenges that may
arise when married teachers are
assigned to different locations or
school
divisions.
By
allowing
married
couples
who
are
both
teachers to work in the same
locality, the law seeks to promote
the well-being of the family and
provide opportunities for spousal
support and convenience.
5) Academic Freedom
- In the context of Republic Act
4670, "Academic Freedom" refers to
the right of public school teachers
to teach, conduct research, and
engage in scholarly activities
without
undue
interference
or
censorship from external sources,
such as the government, school
administration,
or
other
individuals or entities.
- The provision of Academic Freedom
recognizes that teachers play a
crucial role in the pursuit of
knowledge, critical thinking, and
intellectual development of their
students. It acknowledges that
teachers should have the freedom to
express their opinions, ideas, and
beliefs
within
the
bounds
of
professional ethics and standards,
without
fear
of
discrimination.
reprisal
or
6) Not More Than 6 Hours of Actual
Classroom Teaching
- It refers to the maximum number of
hours that a public school teacher
should spend in direct classroom
instruction per day. This provision
aims to ensure that teachers have
sufficient time for other essential
tasks such as lesson planning,
preparation,
grading,
and
professional development.
- The law recognizes that teaching
involves various responsibilities
beyond actual classroom teaching.
Teachers need time to prepare
instructional
materials,
assess
students' work, collaborate with
colleagues, engage in professional
development
activities,
and
perform administrative duties. By
limiting the direct teaching hours
to a maximum of 6 hours, the law
seeks to strike a balance between
instructional time and the other
demands of a teacher's profession.
7) Additional
compensation
for
activities outside normal duties
- Teachers are entitled to additional
compensation for activities they
undertake outside their normal
duties. This provision recognizes
that teachers often engage in tasks
and responsibilities beyond their
regular
classroom
teaching
responsibilities and should be duly
compensated
for
their
extra
efforts.
- The law specifies that teachers
shall
receive
additional
compensation for activities such as
attending
faculty
meetings,
participating
in
in-service
training programs, conducting cocurricular
and
extracurricular
activities, and rendering services
during weekends, holidays, and
summer periods. These activities
contribute
to
the
overall
development and enhancement of the
education system and the welfare of
students.
- The purpose of providing additional
compensation
for
activities
outside
normal
duties
is
to
acknowledge
and
encourage
teachers'
commitment
and
dedication to their profession and
to recognize the value of their
contributions
beyond
classroom
teaching.
8) Salaries
comparable
to
other
occupation to ensure a reasonable
standard of life for themselves and
their families
- The
specific
provision
you
mentioned states that teachers'
salaries should be at a level that
allows
them
to
maintain
a
reasonable standard of living for
themselves and their families.
- This provision recognizes that
teachers play a crucial role in
society by providing education and
shaping the future generations. To
attract and retain highly qualified
individuals
in
the
teaching
profession, it is essential to
provide
them
with
fair
and
competitive compensation. Salaries
that
are
comparable
to
other
professions
help
ensure
that
teachers can meet their basic
needs, support their families, and
enjoy a decent quality of life.
9) Salaries appropriated by local
governments not to be less than
those paid to teachers of the
national government
- This provision means that local
government
units
(LGUs)
are
required to allocate funds for the
salaries of public school teachers
that are at least equal to or
greater than the salaries received
by
teachers
employed
by
the
national government. It ensures
that teachers working for LGUs
receive
fair
compensation
comparable to their counterparts in
national government schools.
- The purpose of this provision is to
promote equity and fairness in the
compensation
of
public
school
teachers across the country. It
recognizes
the
importance
of
providing competitive salaries to
attract
and
retain
qualified
teachers, regardless of whether
they are employed by the national
government or local governments.
10) Cost of Living Allowance
- This
provision
recognizes
the
economic challenges and the impact
of inflation on the purchasing
power of teachers' salaries.
- The Cost of Living Allowance is an
additional
amount
provided
to
public school teachers to help
offset the rising cost of goods and
services due to inflation. It is
intended to ensure that teachers
can maintain a reasonable standard
of living for themselves and their
families despite the increasing
cost of living expenses.
11) Special Hardship Allowances
- The Special Hardship Allowance is
an
additional
compensation
provided
to
teachers
who
are
assigned to remote, hardship, or
difficult-to-reach
areas.
These
areas may be characterized by
geographical isolation, lack of
basic
services
and
amenities,
security
concerns,
or
other
challenging conditions that can
affect the quality of life and work
conditions for teachers.
12) Medical
examination
free
of
charge once a year during the
teacher’s professional life
- This provision means that the
government, whether it be the
national
government
or
local
government units, is required to
provide public school teachers with
an annual medical examination at no
cost to the teachers. The purpose
of this provision is to prioritize
the
health
and
well-being
of
teachers, recognizing their vital
role in the education system.
13) Prohibition
of
unauthorized
deduction from teachers’ salaries
- This
provision
means
that
no
entity,
whether
it
be
the
government, school administrators,
or any other organization, is
allowed to make deductions from a
teacher's salary without proper
authorization. The law safeguards
-
-
the teachers' right to receive
their full salaries without any
unauthorized
or
arbitrary
deductions.
Authorized deductions may include
legally
mandated
contributions,
such as taxes and contributions to
the Government Service Insurance
System (GSIS) or the PhilHealth
health insurance program. These
authorized deductions are required
by law and are deducted for the
benefit of the teacher.
However, any deductions outside of
these authorized deductions, such
as fees, fines, or charges imposed
by the school or other entities,
must
have
clear
and
explicit
authorization from the teacher. The
law aims to protect teachers from
arbitrary
or
unauthorized
deductions that could potentially
affect their financial well-being.
14) Study Leave
- Refers to a provision that allows
qualified teachers to take a leave
of absence from their regular
teaching duties to pursue further
studies or engage in professional
development activities.
15) Indefinite Leave
- Refers to a type of leave of
absence that allows a public school
teacher to be temporarily relieved
of their teaching duties without a
specified end date. This type of
leave is typically granted for
medical or personal reasons that
require an extended absence from
work.
16) Salary increase upon retirement
- Stipulates
that
public
school
teachers in the Philippines are
entitled
to
receive
a
salary
increase upon their retirement from
service.
- Specifically, Section 12 of RA 4670
states that "Every public school
teacher upon reaching the age of
sixty (60) years, and who has
served for not less than fifteen
(15) years in the service, shall be
retired and shall be entitled to a
monthly life pension equivalent to
-
one-half (1/2) of the monthly
salary and to all the other
benefits
provided
for
under
existing laws."
This means that when a public
school teacher in the Philippines
meets the retirement eligibility
criteria (age 60 and at least 15
years of service), they will be
retired from active service and
receive a monthly life pension. The
pension amount is calculated as
half of the teacher's monthly
salary at the time of retirement.
In addition to the pension, retired
public school teachers are entitled
to other benefits that are provided
for under existing laws.
17) Freedom to establish or join
organizations of their choice
- Refers to the right of public
school teachers in the Philippines
to
form,
establish,
and
join
professional
organizations
or
associations of their choosing.
- Section 3 of RA 4670 guarantees
teachers the right to organize
themselves into associations or
unions
for
purposes
such
as
professional
advancement,
improvement
of
teaching
conditions, protection of rights
and
welfare,
and
collective
bargaining.
This
provision
recognizes
the
importance
of
collective action and the right of
teachers
to
come
together
to
address
common
concerns
and
advocate for their interests.
➢ These
show
that
welfare
of
professional teachers has been
given much attention. After all,
there is no truth to what is often
said about teachers "Overworked and
Underpaid".
UNIT II
Lesson 1:
The Global and Glocal Teacher
Professional: Is there a difference?
Globalization
➢ The process by which businesses or
other
organizations
develop
international influence or start
operating
on
an
international
scale.
➢ The growing interdependence of the
world’s economics, cultures and
populations, etc.
✓ You will be teaching in a “Flat
World” or “One Planet Schoolhouse.”
These
two
terms
imply
global
education as a result of the
shrinking world due to access in
technology.
The
internet
globalizes
communication
by
allowing users from around the
world to connect to one another.
A. Global and Glocal Teacher Education
Global Education
Global
education
has
been
described by two definitions:
•
•
o
-
best
UNESCO defines global education as
a
goal
to
develop
countries
worldwide and is aimed at educating
all people in accordance with world
standards.
Another definition is that global
education is a curriculum that is
international
in
scope
which
prepares today’s youth around the
world to function in one world
environment under teachers who are
intellectually, professionally and
humanistically prepared.
Global Teacher
A global teacher is one who is able
to work in multicultural contexts
in this extremely globalized world.
➢ UNESCO’S Education 2030 Incheon
Declaration
during
the
World
Education
Forum
established
a
vision
“Towards
inclusive
and
equitable
quality
educational
lifelong learning for all.”
➢ Sustainable Development Goal (SGD)
4 for Education is one of the
seventeen goals of the United
Nation’s SDGs. The seven of the ten
targets are expected outcomes while
three are means of achieving the
outcomes. These outcome targets
bring together all member nations
to expand beyond their geographical
territories for global education.
❖ By 2030, the seven outcome targets
of SDG 4 must have been achieved.
These are:
1) Universal primary and secondary
education. Ensure all girls and
boys complete, free, equitable and
quality
primary
and
secondary
education leading to relevant and
effective learning outcomes.
2) Early childhood development and
universal pre-primary education.
Ensure that all boys and girls have
access to quality early childhood
development care and pre-primary
education so that they are ready
for primary education.
3) Equal
access
to
technical/
vocational and higher education.
Ensure equal access for all women
and men to affordable and quality
technical vocational and tertiary
education including university.
4) Relevant skills for decent work.
Substantially increase the number
of youth and adults who have
relevant
skills
including
technical and vocational skills,
for employment for decent jobs and
entrepreneurs.
5) Gender equality and inclusion.
Eliminate gender disparities in
education and ensure equal access
to all levels of education and
vocational
trainings
for
vulnerable, including persons with
disabilities, indigenous peoples
and
children
in
vulnerable
situations.
6) Universal youth literacy. Ensure
that all youth and substantial
proportion of adults, both men and
women
achieve
literacy
and
numeracy.
7) Education
for
sustainable
development
and
global
citizenship. Ensure all learners
acquire knowledge and skills needed
to promote sustainable development
including among others through
education
for
sustainable
development
and
sustainable
lifestyles, human rights, gender
equality, promote culture of peace
and
non-violence,
global
citizenship and appreciation of
cultural diversity and cultures
contribution
to
sustainable
development.
James Becker (1988)
➢ Defined global education as an
effort to help individual learners
to see the world as a single global
system and to see themselves as a
participant in that system.
➢ In his article “Goals of Global
Education,” Becker emphasized that
global education incorporates into
the curriculum and educational
experiences
of
each
student
knowledge and empathy of cultures
of the nation and the world.
Likewise, students are encouraged
to see the world as a whole, learn
various cultural groups.
literacy; civic literacy; health
and environmental awareness.
2. Learning
and
thinking
skills:
critical
thinking
and
problem
solving
skills,
communication,
creativity
and
innovation,
collaboration,
contextual
learning, information and media
literacy.
▪
▪
▪
ICT: using technology in the
context of learning so students
know how to learn.
Life
skills:
leadership,
ethics,
accountability,
personal responsibility, selfdirection, others.
21st
century
assessment:
authentic
assessment
that
measure the areas of learning.
Glocal Education
➢ It
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.
B. From Global Teacher
Teacher Professionals
o
-
to
Glocal
Glocal Teacher
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 timetested
as
well
as
modern
technologies in education in any
time and any place in the world.
Someone who thinks and acts both
locally and globally with worldwide
perspectives, but is teaching in
the
communities,
localities,
towns, provinces and regions where
he/she is situated.
❖ Thus, to meet the various global
challenges of the future, the 21ST
Century Learning Goals have been
established as bases of various
curricula
worldwide.
These
learning goals include:
-
1. 21st
century
content:
emerging
content
areas
such
as
global
awareness;
financial,
economic,
business,
and
entrepreneurial
❖ More
specifically,
a
glocal
Filipino
is
characterized
by
several qualities and attributes in
addition to in-depth knowledge,
functioning skills and
values. Glocal teachers:
embedded
•
✓ 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).
❖ Further,
glocal
teachers
in
addition to the above qualities
must possess the following distinct
characteristics and core values of
Filipino teachers: (Master Plan for
Teacher Education, 2017)
•
•
•
•
•
Cultural and historical rootedness
by building on culture and the
history of the learners and the
place;
Ability to contextualize teachinglearning by using local indigenous
materials, content and pedagogy
whenever appropriate;
Excellence
in
personal
and
professional
competence,
leadership, research, technology
innovation and creativity;
Responsiveness
through
social
involvement and service, learnercenteredness,
respect
and
sensitivity
for
diversity
and
inclusiveness;
Accountability and integrity by
being a positive role model with
strong moral character, committed
•
•
and
conscientious,
credible,
honest and loyal;
Ecological sensitivity by being
resilient and a steward of the
environment for sustainability;
Nationalism/Filipinism by being a
responsible citizen and upholding
the
Filipino
identity
amidst
globalization
(glocatlization);
and
Faith in the Diving Providence by
being humane, just, peace-loving
and respectful of human rights.
Competence in Education
1) Understanding one's own cultural
identity and its influence on
person dispositions in a Classroom
setting.
2) Knowing and integrating global
dimension within the disciplines
one teaches in Education.
3) Engaging students in learning about
the world and in exploring their
place in it.
4) Using real-life global examples,
materials,
and
resources
when
considering local, national and
human issues.
5) Valuing the input of culturally and
linguistically diverse learners’
families,
and
colleagues
and
modeling cultural sensitivity.
Global Education is a necessity for
the 21st Century Learner
➢ Global education enables people to
understand the links between their
own lives and those of people
throughout the world.
➢ It increases understanding of the
economic, cultural, political and
environmental
influences
which
shape our lives.
Lesson 2:
A Closer Look at the Teachers and
the Teaching Profession in the ASEAN
and Beyond
-
The ASEAN: One Vision, One Identity,
One Community
Ten Members:
Brunei
Indonesia
Malaysia
Philippines
Thailand
Cambodia
Lao PDR
Myanmar
Singapore
Vietnam
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 Grades 7,8 and 9 while
the
Upper
Secondary
Level
is
composed of Grades 10, 11 and 12.
In the Philippines, the Junior High
School is composed of Grades 7,8,
9 and 10 while Grades 11 and 12
belong to the Senior High School.
Variations in the Number of Years
in Basic Education Level Across
ASEAN Members
VARIATIONS
A. The Levels of
Teaching Milieu
Schooling
as
a
1) Primary Level
- Is composed usually Pre-primary
(Play-school, Pre-K, Kindergarten)
and the Primary level which is
composed of;
Grade Level
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Age Bracket
Aged 6 years old
Aged 7 years old
Aged 8 years old
Aged 9 years old
Aged 10 years old
Aged 11 years old
➢ In the Philippines, the label
primary level refers to Elementary
Level.
Two Sub Levels of Elementary Level
1. Primary Grades (Kindergarten to Gr.
4)
2. Intermediate Grades (Gr. 5 to Gr.
6)
2) Secondary Level
- Follows
the
primary
level.
Generally, across the ASEAN, it is
composed of Junior High School and
the
Senior
High
School.
The
graduate from the senior high
Version 1
Version 2
Version 3
Version 4
Version 5
Upper
Secondary
3 years
2 years
2 years
3 years
2 years
(preuniversity
for
Singapore)
LEVELS OF SCHOOLING AND
NUMBER OF YEARS
Primary/
Lower
Elementary
Secondary
5 years
4 years
5 years
4 years
6 years
3 years
6 years
3 years
6 years
4 years
Total
Countries
Number of
(as of
Years
2013)
12 years
Lao PDR
11 years
Myanmar
11 years
Malaysia
12 years
Brunei,
Cambodia,
Indonesia,
Thailand,
Vietnam
12 years
Singapore,
Philippines
3) Tertiary Level
- It is the college level which is
beyond the basic education in all
countries in the ASEAN.
- 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.
- The
pre-service
teacher
gets
appropriate qualification degree
in the tertiary level in order to
teach in either the elementary pr
secondary levels of the education
system in either the public or
private school in a particular
country.
-
o
-
Pre-service teacher:
an individual who is enrolled in a
teacher education program before
meeting
the
requirements
for
teacher certification.
-
o
-
In-service teacher:
a teacher that has certification or
is already teaching in a classroom,
in
contrast
to
a
preservice
teacher, who is in the process of
preparing to become a teacher.
B. The Teacher
the ASEAN
Professionals
Across
1) Academic Preparations of Teacher
Professionals in Basic Education
- The admission to the 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
(Grade 9) and get an advanced
training for 3 years to become
teachers
(9
years
of
basic
education + 3 years to become
teachers) or 10 years of basic
education + 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 a 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 of
Baccalaureate Degree plus one year
of Graduate Diploma.
Almost
all
teacher
education
provides a teaching practicum,
student
teaching
or
field
experiences course.
ASEAN countries have comparable
academic
teacher
education
preparations, however there are
those who have gone beyond their
borders, while others are still
strengthening their programs.
Differences are according to the
context and needs and the education
system of the particular member
country, their history culture and
aspirations.
2) Components of Teacher Preparation
1. General
Knowledge
and
Understanding (What to Know about
Oneself and the World)
- 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
in
the
professional
education.
2. Pedagogy (How to Teach)
- This component provides variety of
teaching
delivery
approaches
beyond the traditional methods
of
teaching.
The
more
innovative
methods
including
studentcentered 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.
3. Teaching Practicum/ Experiential
Learning (Immersion to the real
world
of
teaching/
Practicum/
Teaching Internship)
- 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 a component of training
or for certification to teach.
4. Specialized
Knowledge/
Major
Courses (What to teach in specific
discipline or subject area)
- For
those
who
will
teach
the
content
or
discipline
in
the
upper
elementary
or
the
secondary levels, major content
course are learned. For the early
years (preschool 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 some of which will be
discussed
in
detail
in
the
succeeding lesson. But the most
common are standards that revolve
around or anchor on the following
domains:
1. Skills in the 21st Century
2. Professionalism and Accountability
3. Pedagogical competence
4. Teacher’s characteristics/
qualities
5. Knowledge Competence
C. The Teaching Practices in the ASEAN
1) Teacher’s Major Responsibilities
- There
are
three
major
responsibilities of professional
teachers
across
the
different
countries.
These are (1) Actual
teaching,
(2)
Management
of
learning, (3) Administrative work.
All these responsibilities have to
be carried out in the teaching
hours required which is 6-8 hours
per day, 40-45 hours per week, 4
weeks per month and 10 months per
year.
In between the teaching
days, are holidays specific to the
country which may either be civic
holiday or religious holidays.
o
Actual Teaching
-
refers to the time of engagement of
the teacher with the learners
o
-
Management of Learning
refers to the activities
support the actual teaching
o
-
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.
that
➢ Salary is based on qualification,
teaching experiences and level or
grade assigned. Teaching in the
public schools will also have a
different salary scale.
In some
countries,
there
are
fringe
benefits provided like hardship
pay,
maternity
pay
and
other
bonuses.
➢ 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.
2) Teacher Licensing and Recruitment
- - In
the
Philippines,
the
Philippine Regulation Commission
(PRC) issues teachers’ license, in
Singapore, the National Institute
for
Education
(NIE)
and
in
Thailand, The Teachers Education
Council (Khurusapha) that gives
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
college
or
universities.
Teacher recruitment process and
qualifications are guided by the
Ministry of Education for the
public schools and the individual
private schools under the guidance
and policies of each country’
ministry.
D. The
Teacher
and
the
Teaching
Profession Beyond the Profession
1) China
- China being the most populous
country
has
over
20
million
students attending public schools
and taught by over 9 million
teachers in the elementary, junior
and senior high schools. Teachers
in China form the largest teaching
force in the world.
- Teachers in China form the largest
teaching force in the world. (Wang,
1996; Nanjundiah, 1996)
- 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 (Changbin,
1995; Kwang, 2000).
- Education, one of the fundamental
Chinese traditions, entered a new
era of deep transformation after
1949. The new educational system
includes:
▪
▪
▪
Six years of primary education
Three years of junior middle
school, three years of senior
middle school
Six years of university
▪
varieties
of
technical
vocational schools
and
✓ The
political
and
ideological
orientation of teacher education is
“cultivate cultured persons as
teachers with lofty ideals, high
morality, strong discipline, a
sense of mission as educators,
engineers of the human soul and
gardeners of the nation’s flowers”
(Leung and Hui, 2000).
❖ 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 enterprises.
❖ State-paid
teachers
are
categorized into grades according
to their years of service and their
standard performance. The five
grade system are as flows:
▪
▪
▪
▪
▪
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 – include some
of the newly hired teachers.
2. Minban (community-paid)
- Teachers who are paid
community
depending
community income.
by
on
local
the
China’s Teacher Licensing
➢ The examinations are standardized
for the secondary teachers by the
central
government,
while
examination for the elementary
teachers are the responsibility of
each province.
Chinese
Teachers
Unquestionable Authority
Enjoy
➢ The general assumption in the
Chinese society is that the teacher
tells the single and absolute
truth, and the job of students is
to absorb the knowledge conveyed by
the teacher without question.
❖ Students
are
guided
following tenets:
•
•
•
by
the
Important knowledge comes from
teachers and textbooks.
Learning
involves
listening,
thinking and silent practice.
Knowledge
espoused
by
the
teacher and the textbook is not
to be challenged.
➢ China Ranked 1 in the Global
Teacher
Status
Index,
where
teaching profession is regarded
equal to the doctor.
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. The Japanese educational
system is sometimes seen as a model
on how to operate schools.
- The Japanese educational system is
sometimes seen as a model on how to
operate schools. The system gives
us a mental picture of obedient,
quiet school children sitting. on
their desks, listening to the
teacher and working hard to pass
the various entrance examinations.
- In 2005, 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 well 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 to the
opposing team's stand after the
game to pay their respect." (The
Japanese
Educational
System
www.bookiemice.net/darkchilde/japa
n/jeduc.html)
In Japan, education is free and
compulsory for children from 6 to
15 years. Japanese students spend
243 days and a year in school.
Standard
curriculum
includes
Japanese language, social studies,
math and science along with art,
music, home economics, physical
education,
with
the
greatest
emphasis on learning the Japanese
language.
❖ The Japanese Educational System is
Divided into Five Basic Levels:
1. Kindergarten
2. Elementary school (six years)
3. Lower
secondary
school
(three
years)
4. Upper
secondary
school
(three
years); and
5. University (usually around four
years)
➢ Elementary school covers six years
of schooling from Grade 1 to Grade
6. Most of the teachers are
females. Lower secondary schools
cover grade seven, eight and nine.
Men compose two-thirds of the
teachers in this level. Class size
average is 38 and the periods are
fifty minutes long.
➢ Upper
secondary
schools
offer
academic, technical and vocational
programs. The first year courses
include
Japanese
language,
English,
Science
and
Math.
Vocational
course
includes
information
processing,
navigation, fish farming, ceramics
and business English. The upper
secondary schools are ranked based
on
their
success
in
placing
graduating
students
into
prestigious universities.
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
annual
salary
of
teachers
in
Japanese
is
equivalent
to
$
43,775.00 annually, which is second
to Singapore.
➢ Teaching — one of few lifetime
professional career opportunities
readily available to women in
Japan.
➢ Ninety percent (90%) of the new
teachers have four year college
degrees with most having majored in
other areas than education. They
fill up one third of the openings
in the elementary level, two thirds
at the lower secondary level, and
nearly nine-tenths at the upper
secondary level.
Teacher Certification in Japan
➢ There
are
different
legal
requirements for certification to
teach in the pre-school, elementary
school, lower secondary school and
upper secondary school.
1. First Class Certificate
- is
issued
to
teach
in
the
preschool, 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.
2. Second Class Certificate
- has a basic qualification of 2
years of study (62 credit units) in
a
university
or
other
postsecondary 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.
Being Employed as 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
tests 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
a
consideration
very
for
important
teacher
applicants. More than one half of
the prefectures require applicants
to be under the age of 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
- The American Educational System has
greatly influenced the Philippine
Educational
System
specifically
the making of the Filipino teacher.
The coming of the first American
teachers called the Thomasites and
the opening of the normal schools
in different provinces of the
country provided a very strong
foundation for teacher education.
- This section will present the
current scenario about the teaching
profession in United States of
America.
Basic Education, the
Teaching Jobs in USA
Avenue
•
•
•
•
✓ Duration of compulsory education is
from entry of 6 years old to exit
of 18 years old.
Becoming a Professional Teacher in
the USA
➢ Pre-service
students
who
are
preparing to teach in any of the
above grade levels have to attend
a college or a university for four
years, major or minor in education
and earn a teaching certificate. It
is possible to earn a teaching
degree after graduation by taking
additional
courses
postbaccalaureate or by entering a
Master of Arts in Teaching program.
o
-
Earning Teaching Certificates
America
has
a
decentralized
educational system and each State
Education Agency (SEA) has its own
guidelines and requirements for
earning and maintaining a teaching
certificate.
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.
o
Recruitment of Teachers
for
➢ 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
school,
preschool programs, child/day care
centers. Age level is 4-6 years
old.
Primary education – elementary
school. there are varied levels of
schooling in primary education.
Middle school education – grades 46, 5-7, or 6-8.
Secondary education – high school
– grades 7-12 or 8-12.
Junior high school – grades 7-8, 79, or 8-10.
Senior high school – grades 9-12,
or 10-12.
-
o
-
After following the successful
completion of an superintendent
approves the applicant and then
forwards application process, a a
recommendation to hire to the local
school
board.
Once
signed,
a
teacher has a legally binding
contract 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 degrees
receive a higher salary than the
bachelor's degree holder. Merit pay
has been adopted by some school
districts, those who teach in suburban school districts or large
towns typically earn 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
Teacher
Status
report, the average income of
teachers $44,917.00.
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 school
teachers, therefore, as a team
should be able to give more
personal attention to middle school
learners.
E. The Global Teacher Status Index of
2013
➢ (2013) Varkey GEMS Foundation — a
non-profit organization registered
with the Charity Commission for
England and Wales, conducted the
first ever Global Teacher Status
Index.
➢ The study polled 21 countries all
over
the
world
that
include:
Brazil; China; Czech Republic;
Egypt; Finland; France; Germany;
Greece; Israel; Italy; Japan; the
Netherlands;
New
Zealand;
Portugal; Turkey; Singapore; South
Korea' Spain; Switzerland; United
Kingdom; and United States of
America.
These
countries
were
chosen on their performance in PISA
and TIMMSS to represent the major
continents of the world.
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 a
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
Country
China
Greece
Turkey
South Korea
New Zealand
Egypt
Singapore
Netherlands
USA
UK
France
Spain
Finland
Portugal
Switzerland
Index
Rating
100
73.7
68.0
62.0
54.0
49.3
46.3
40.3
38.4
36.7
32.3
30.7
28.9
26.0
23.8
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Germany
Japan
Italy
Czech
Republic
Brazil
Israel
Nothing
follows
21.6
16.2
13.0
12.1
16
17
18
19
2.4
2.0
20
21
(Table 3: Global Teacher Status
Index, 2013)
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.
o
-
Teaching: Sought-After Profession
When parents were asked if they
could encourage their children to
become teachers, the summarized
answers 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.
o
-
Pupil Respect for Teachers
Parents were asked to respond
whether they believed 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 students'
respect for teachers than in Asia
and the Middle East. In most of the
❖ Some of the key questions asked in
the survey were:
1. How teachers are respected in
relations to other professions?
2. What is the 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?
➢ Answers to the above questions were
collated and clustered in three
sections which are Teacher Status,
Perception of Teacher Reward and
Teacher Agency and Control.
Teacher Status
o
-
•
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,
European
countries,
respondents
thought that the pupils disrespect
teachers than respect them.
performance of their pupils. The
average across countries was 75%.
Teacher Agency and Control
Perception of Teacher Reward
Participating
Country
China
Greece
Turkey
South Korea
New Zealand
Egypt
Singapore
Netherlands
USA
UK
France
Spain
Finland
Portugal
Switzerland
Germany
Japan
Italy
Czech Republic
Brazil
Israel
Nothing follows
Actual Average
Salary per Year
in USD $
$17,730.00
$23,341.00
$25,378.00
$43,874.00
$28,438.00
$10,604.00
$45,755.00
$37,218.00
$44,917.00
$33,377.00
$28,828.00
$29,475.00
$28,780.00
$23,614.00
$39,326.00
$42,254.00
$43,775.00
$28,603.00
$19,953.00
$18,550.00
$32,447.00
•
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.
o
-
Performance-Related Pay
Most
countries
believed
that
teachers’ salary should be based on
the
achieved
student
learning
outcomes. The performance-related
pay (PRP) should be used according
to performance.
•
In all the 21 countries, more than
59% of people think teachers ought
to be paid according to the
➢ The status of the teacher is also
dependent on the people's trust to
deliver good education.
o
Trusting
Education
•
No country gave a rating below 5,
suggesting
that
all
countries
placed satisfactory to positive
trust in their teachers.
•
Teachers
to
Deliver
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.
➢ The Varkey GEMS Foundation (VGF)
Index will be immensely valuable as
a means of stimulating debate on
education
reform-just
as
the
publication of PISA data did at the
turn of the country. For this
reason, the VGF index deserves
recognition for the big impact
their study has made on future
teachers on the Global Teacher
Status Index.
➢ Peter
Dolton,
Professor
of
Economics at Sussex University, one
of the writers of the 2013 Global
Teacher Status Index said: "We find
that there are major differences
across
countries
in
the
way
teachers are perceived by the
public. This informs who decides to
become a teacher in each country,
how they are respected and how they
are
financially
rewarded.
Ultimately, this affects the kind
of job they do in teaching our
children."
➢ Sunny Varkey, founder and trustee
of Varkey GEMS Foundation said: It
is my ambition that teachers are
treated with as much respect as
doctors. Sadly in many countries
around the world, teachers no
longer retain the elevated status
that we used to take for granted.
Overtime, the declining respect for
teachers will weaken teaching,
weaken learning, damage learning
opportunities for millions and
ultimately weaken societies around
the world.
➢ He also said: "It is with immense
pride that I say, that my parents
were teachers. I recently spoke
with my mother about what she
believed they had achieved by
becoming teachers. She spoke fondly
about
the
goodwill
that
they
enjoyed locally as a result of
their chosen vocation. Those who
taught were held in high esteem.
Teachers
were
often
the
most
educated people in the community,
so were turned to as source of
advice
and
guidance.
Most
importantly,
of
course,
they
sparked the imagination of children
who went on to accomplish great
things for themselves and society."
Lesson 3:
The Changing Global Landscape for
the 21st Century Teachers
A. The Changing Global Landscape and
the 21st Century Skills for Teachers
➢ We are in era of borderless “flat”
world. Barriers have been broken by
new information and communication
technologies.
Globalization
has
opened doors that leads nations to
co-exist and be interdependent.
❖ Zou, 2006 as mentioned in SAMEO,
INNOTECH 2011, identified some key
categories of different changes and
developments in the 21st century
teaching
and
learning.
To
understand the categories, we will
attempt to:
1. Describe
the
new
learning
environment,
2. Identify the new learning contents,
3. Explain
the
new
processes
of
learning and 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 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 Content
➢ With the new learning environment
and the explosion of knowledge,
content
or
subject
matter
of
learning has been modified. From a
specific disciplined or subject
area, subject matter of learning
has the following characteristics:
▪ Integrated/interdisciplinary;
▪ Demand-driven;
▪ Emphasis on 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
methods to facilitate these have
evolved. This includes 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 teachinglearning
is
mediated
by
traditional (modules in print) or
modern technology (on-line or offline)
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 the
teachers 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 learners does not
have age boundaries. Learners maybe
are in an informal, formal or nonformal setting. The new type of
learner is:
▪ A confident person who thinks
independently
and
critically
and
who
communicates
effectively;
▪ Self-directed
and
who
questions, reflects and takes
responsibility for his/her own
learning;
▪ A concerned citizen, informed
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.
➢ Furthermore, the new types of
learners are those coming from
diverse
background,
multicultural, and multi-generational
as coming from different age groups
of lifelong learners. In order for
every
learner
to
address
the
challenges of the century, he/she
has to develop life and career
skills. Life and career skills are
enhanced in schools as part of the
learning outcome.
❖ Life and Career Skills include the
following:
(www.21.org.;
OECD,
2008).
o
-
-
o
-
-
o
-
-
Flexibility and Adaptability
Learners adapt to various roles,
responsibilities
and
schedules.
Despite the complex condition, they
are able to do the different tasks
at one time.
Recognition of the potential will
give a signal to the teacher to
provide
all
learners
the
opportunities to develop their
individual
potential
of
being
adaptable and flexible.
Rigidity
runs
counter
to
the
development of this skill.
Initiative and Self-direction
A
self-directed
learner
demonstrates
life
and
career
skills. Goals are set and managed
by
themselves.
There
is
a
commitment to learning as learning
process.
Many of the young learners are
capable of doing things without
being told. They take initiatives.
They do not need to be given
detailed instructions. They plan
and work out their plans. Like the
learners, the teachers should also
possess the same skills.
Social and Cross-cultural skills
This life and career skills require
learners
to
respect
cultural
differences and work effectively
with others, to be open-minded to
different
ideas
in
order
to
innovate and improve quality of
work.
If one understands the other’s
culture, it will be easy to
respect. Disrespect may spring from
ignorance and bias. To be able to
appreciate the mores, tradition,
history of others, one needs to be
open and willing to accommodate and
compromise.
▪
o
-
-
o
-
Productivity and Accountability
Individuals
who
possess
these
skills are able to produce results.
They
respect
teamwork
and
cooperation. They manage time very
well and can do multitask.
The most tangible proof that one
has done something is the product
or result. It can be an idea, or a
material product. When one is
tasked to do something, that person
has an accountability to produce
results as evidence of a job done.
Better results are accomplished if
done
together
through
collaboration and cooperation.
Leadership and Responsibility
Good leaders use interpersonal and
problem-solving
skills
with
integrity and ethical behavior to
influence
and
guide
others.
Leadership and responsibility are
life
skills
that
should
be
developed by all learners and
teachers.
Leaderships
is
not
assigned, it is earned. As the
saying goes: “Leaders are born, but
they can also be made.”
The New Types of Teachers
➢ As teachers are currently preparing
students for jobs and technologies
that don’t even exist yet, the
challenge then is to produce the
new type of teachers. Teachers for
the 21st century learners teach
within the context of the new
environment,
new
content
or
knowledge and new processes of
teaching and learning. Hence, the
new type of teachers must possess
the following characteristics:
▪ Clear
standards
and
accountability
that
their
learners should know and be able
to do at 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 based on evidence;
Practice the core values of
inspiring teachers; and
Develop life and career skills
for the 21st century and beyond.
B. UNESCO’s Four Pillars of Learning
from Delor’s Report – Learning: A
Treasure from Within
➢ Our common future will depend on
the degree to which we all become
better world citizens. There are
huge changes that take place in our
world. Too much is being asked of
schools and teachers hence, there
is a greater demand to cope and
strike a balance between what is
unchanging must remain, and so what
is changing, should be dealt with.
➢ When Jacques Delor wrote a report
for UNESCO entitled: Learning: A
Treasure
from
Within,
it
was
because he believes that “within
each
child
lies
a
treasure.”
(Delors, 1996). The four pillars
are seamlessly linked to each
other.
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 and literate. Being
literate is always related to being
knowledgeable.
Thus,
the
definition of the word literacy has
evolved through time. Here are some
definitions made by UNESCO.
❖ How is Literacy Defined?
➢ In 1958, UNESCO defined literate as
one who can, with understanding,
both read and write a short simple
statement on his or her everyday
life.
➢ However, in 1970, a functionally
literate person is one who can
engage in all activities to use
reading, writing and calculation
for the community’s development.
➢ Further on, in 2000, literacy was
defined as the ability to read and
write with understanding a simple
statement related to one’s daily
life. It involves a continuum of
reading and writing skills and
often includes, numeracy.
➢ However, the UNESCO international
expert meeting in 2003, redefined
literacy
as
the
ability
to
identify, understand, interpret,
create, communicate and compute
using printed and written materials
associated with varying contexts.
Literacy involves a continuum of
learning in enabling individuals to
achieve their goals, to develop
their knowledge and potential, and
to participate fully in their
community.
➢ But
with
the
changing
global
landscape, literacy in the 21st
century is not limited to the
definitions given previously. Let
us
look
at
the
21st
century
literacies as presented by SAMEOINNOTECH in Guro 21 Module, 2011.
❖ The 21st Century Literacies
21st Century
Literacies
The Arts and
Creativity
Ecoliteracy
Brief Description
Creativity and
innovation are 21st
century skills, thus
in solving problems
and creating art
works are part of
this literacy.
Acquisition of
knowledge about
climate change,
pollution, loss of
natural habitats and
biodiversity.
Solutions on how
these environmental
problems could be
addressed must be
practiced.
Cyber
Being in the rapid
literacy/
changes in the use
Digital
of technology for
literacy
teaching and
(Information
learning, teachers
and ICT
and learners need to
Knowledge)
develop and enhance
the use of digital
gadgets whether online or off-line.
Financial
Basic knowledge
Literacy
about the basics of
economics and
financial
management. This is
necessary for every
learner and teacher
to be able to handle
income, expenses and
investments to be
economically secure.
Media
Teachers and
Literacy
learners must learn
how to discern about
any information
which are
transmitted via
various forms and
media.
Social/
Knowledge about
Emotional
social dimensions
Literacy
and social skills
that are appropriate
in the context of
society. Emotional
intelligence must
also be developed to
be able to
effectively manage
the stresses due to
the changing
environments of the
21st century society.
Globalization If you respect
and Multimulti-cultural
cultural
diversity, aware of
literate
the global trends,
acknowledge
differences and
similarities,
respect each other’s
dignity, then you
are multi-cultural
literate.
Learning to Do
➢ How can the knowledge and the
methods
be
incorporated
and
enhanced towards the development of
skills? To apply knowledge, one
must have the 21st 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
the
pragmatist's
view
of
life.
Knowledge
acquires
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 require selfanalysis,
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
to become one?
Learning to Live Together
➢ This refers to the relationships
among people. It is bringing in
together
a
community
to
work
harmoniously, to live in peace and
prosperity and to show respect and
concern for 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.
✓ All the pillars are interrelated
with
each
other
as
basic
principles. One pillar will not
function if it stands alone. There
is need to connect in order to
address the 21st century demands for
teaching and learning.
Seven Philosophies of Education
Philosophy of Education
➢ A set of related beliefs that
influence what and how students are
taught.
Major Philosophical Thoughts:
o
-
o
-
-
o
-
Idealism
Plato is the Father of Idealism.
Things are considered true when
they are in the mind.
Focuses on the conscious reasoning
of the mind.
The circular emphasis is subject of
mind.
Character is developed through
education.
Realism
Comes from the Latin word “Realist”
whom is to be really, really real.
Refers to the things that exist
whether or not the human mind
perceives them.
Man can only comprehend it through
the senses.
Pragmatism
Derived
from
the
Greek
word
“practice” or “action”.
Learning from experience.
Prepares the student for social
roles and responsibilities.
Modern Philosophical Thought
o Constructivism
✓ Why Teach?
- To develop intrinsically motivated
and
independent
learners
adequately equipped with learning
skills.
✓ What to Teach?
- How
to
learn
–
critiquing,
an
information.
searching,
evaluating
✓ How to Teach?
- Interactive approach – allowing
students to hypothesize, research,
investigate and invent.
o Essentialism
✓ Why Teach?
- This
philosophy
contends
that
teachers teach for learners to
acquire basic knowledge, skills and
values.
✓ What to Teach?
- Basic skills or the fundamental R’s
– reading, ‘riting, ‘rithmetic,
right conduct – as these are
essential to the acquisition of
higher or more complex skills
needed.
- Curriculum
includes
the
traditional disciplines.
✓ How to Teach?
- Essentialist
teachers
emphasize
mastery on subject matter.
- They
are
expected
to
be
intellectual and moral models of
their students.
o Progressivism
✓ Why Teach?
- Progressivist teachers teach to
develop learners into becoming
enlightened
and
intelligent
citizens of a democratic society.
- They teach the learners so they may
live fully now, not to prepare them
for adult life.
✓ What to Teach?
- Need-based
and
relevant
curriculum.
- “responds to students’ needs and
that relates to students’ personal
lives and experiences”.
- More concerned with teaching the
learners the skill to cope with
change.
✓ How to Teach?
- Progressivist
teachers
employ
experiential methods.
- One learns by doing. (John Dewey)
- Problem solving method makes use of
the scientific method
- “hands-on-minds-on”
o Perennialism
✓ Why Teach?
- To develop the students’ rational
and moral power.
Belief in the primacy of reason and
in the human’s ability to make
rational
judgments
about
the
goodness of things.
✓ What to Teach?
- Teach students to respond favorably
to
various
stimuli
in
the
environment.
✓ What to Teach?
- The perennialist curriculum is a
universal one on the view that all
human beings possess the sane
essential nature.
✓ How to Teach?
- Arranges environmental conditions
so that students can make the
responses to stimuli.
-
✓ How to Teach?
- “centered around teachers”
- The teachers do not allow the
students’ interest or experiences
to substantially dictate what they
teach.
- They
apply
whatever
creative
techniques and other tried methods
which are believe to be the most
conducive
to
disciplining
the
students’ minds.
o Existentialism
✓ Why Teach?
- To help students understand and
appreciate themselves as unique
individuals who accept complete
responsibility for their thoughts,
feelings, and actions.
- “existence precedes essence”
- Holistic education.
✓ What to Teach?
- Gives a wide variety of options
from which to choose.
- Vocational
education
to
teach
children about themselves and their
potentials.
✓ How to Teach?
- Focuses on the individual.
- Learning
is
self-paced,
selfdirected.
- Individual
contact
with
the
teacher.
- Teachers remain non-judgmental and
take care not to impose their
values.
o Behaviorism
✓ Why Teach?
- To modify and shape students’
behavior
by
providing
for
a
favorable environment.
o Linguistic Philosophy
✓ Why Teach?
- To develop the communication skills
of the learners because the ability
to articulate is the very essence
of man.
✓ What to Teach?
- Communicate clearly – how to send
clear, concise messages and how to
receive and correctly understand
messages sent.
✓ How to Teach?
- Experiential way.