ED 102 - Teaching Profession

ED 102
The Teaching Profession

“Teachers are the most responsible and important member of society

because their professional efforts affect the fate of the earth.”
(Helen Caldicott)

Prepared by: ARLENE C. GONZALES, Ph.D.

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INTRODUCTION

This course deals with the teacher as a person and as a professional within the context
of national and global teachers and educational philosophies. It will include professional ethics,
core values, awareness of professional rights, privileges and responsibilities as well as the
teachers’ roles in the society as a transformative agent of change.
The module will give the students an insights about their future lives as teachers. This
is a chance for them to reflect on their own identity and aspirations as a teacher and gain an
informed understanding about the teaching profession and come up with their philosophy of
education as their guide in the practice of the teaching profession. They should internalize that
this profession requires passion to teach, dedication to share knowledge as their mission and
practice teaching as their profession.
The teacher should not only concern with the knowledge to be inculcated to the
students but also to connect morality to academics. Like so many best practices that have been
ingrained into the teachers, morality does not have to be taught in isolation but can be
partnered with content to make learning experiences impactful in more ways than one.
According to Henry Brooks Adams, “A teacher affects eternity; he can never tell where his
influence stop.”
This module also teaches the students the power of the teachers’ actions and investment
into the moral and ethical education that will be reflected not only the knowledge they have
created but the character as well. As Joseph Le Conte said, “The essential thing is not
knowledge, but character.” The significance impact of the teachers is to shape the
impressionable young minds of students is more than the most detailed lesson plans or the
prescription of a curriculum map.

Lastly, this module will help the students to formulate their own philosophy of
education as their “window” to the world and “compass of their lives”. Their philosophy of
education will reflect their of dealings with students, colleagues, parents and administrators
latter on.

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CHAPTER I

The Teacher as Human Person

SUB-TOPICS
 Your Philosophical Heritage
 Formulating Your Philosophy of Education
 The Foundational Principles of Morality and You
 Values Formation and You
 Teaching as Your Vocation, Mission and Profession

OBJECTIVES
This chapter aims to:
 understand seven (7) philosophies of education and draw their implications to
teaching – learning;
 formulate their own philosophy of education;
 live in accordance with the norms or values of the society; and
 embrace teaching as their future vocation, mission, and profession.

TIME FRAME
Week 1-5

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Discussion:
“Teaching is the noblest profession in the world,” stated President David O. McKay. But
teaching is a profession that only appeals to a special type of person—a person who is
concerned about others, one who has a desire to touch the lives of his students and somehow
leave them better than they were. The richest rewards of teaching come when a teacher can
observe growth and development in his students.

Teaching is a process that facilitates learning. Teaching is the specialized application of

knowledge, skills and attributes designed to provide unique service to meet the educational
needs of the individual and of society. The choice of learning activities whereby the goals of
education are realized in the school is the responsibility of the teaching profession. In addition
to providing students with learning opportunities to meet curriculum outcomes, teaching
emphasizes the development of values and guides students in their social relationships.
Teachers employ practices that develop positive self-concept in students. Although the work of
teachers typically takes place in a classroom setting, the direct interaction between teacher and
student is the single most important element in teaching. There is a close relation between the
fact that individuals who select teaching profession possess the knowledge of subject matter,
teaching skills and suitable personality traits and whether the mission which is attributed to this
profession is successfully fulfilled.
As professionals, teachers are governed in their professional relationships with other
members, school boards, students and the general public by rules of conduct set out in the code
of Ethics for Professional Teachers.
Lesson 1. Your Philosophical Heritage

We are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies

of various thinkers who lived before us. These thinkers reflected on life in this planet. They
occupied themselves searching for answers to questions about human existence. These
existential questions came in different versions- ‘’what is life?’’, ‘’who am I?’’,’’ why am
here?’’, ‘’what Am I living for?’’…’’how should I live life meaningfully?’’ and the like. In
school context, these existential questions are: ‘’why do I teach?’’, ‘’what should I teach?’’, ‘’
how should I teach?’’, ‘’what is the nature of the learner?’’, ‘’how do we learn?’’, etc. In
teaching, it is your concern to find out to which philosophy you adhere.

“Teachers are the most responsible and important member of society because their
professional efforts affect the fate of the earth.” (Helen Caldicott) Their thoughts, values, and
actions are somehow shaped by the events and by the people with whom they come in contact.
In other words, they help shape the society – its events, people and its destiny. Their
Philosophy of life and their philosophy of education serve as their “ window” to the world and
“compass” in the sea of life.

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A teacher can bring great revolution in the minds and hearts of people by exercising
their sublime thought upon them. They can perform, improve and refine their personalities and
thoughts.

The perception of the community on the role of teacher:

 very important in a community
 respected in a community
 help in the community to some extent

The perception of the community on beliefs and attitudes about teachers and teaching that:
 teachers help develop the moral character of children
 teachers are second parents
 teachers are assets to the community.

The community agreed with 12 beliefs and attitudes of the teachers:

 The most intelligent child should be encouraged to enter the teaching profession
Teacher sets moral standard of the community
teachers make good parents
 Men should be encouraged to enter the teaching profession
 The teaching profession is one of the lowest paid.
Teachers should be paragon of virtue
 Children obey and respect their teacher
Teachers play an active role in disciplining children.
 Praising boosts a child’s self-confidence
 A teacher is a child’s model - Child’s interest in studies depends upon his/her
behavior.
 Parents entrust their children ‘s welfare to teachers.

Teachers are important in the society. They truly are the backbone of society. They are
role models to children, offer guidance and dedication and give young people the power of
education. Because of teachers, countries are able to further develop socially and economically.
(
www.education.gov.gy › teachers )

The Seven Philosophies of Education

1. Essentialism
a. Why teach? - learners to acquire basic knowledge, skills and values. – to transmit
the traditional moral values and intellectual knowledge that students need to
become model citizens.
b. What to teach? - programs are academically rigorous - the basic skill or the
fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct needed in preparation
for adult life - traditional discipline – Math, natural Science, History, Foreign
Languages and Literature - frown upon vocational courses -what is most important
and place little emphasis on students interest.
c. How to teach? - emphasize mastery of subject matter - teachers fountain of
information and paragon of virtue - teachers observe “core requirements, longer
school days and a longer academic year” - rely heavily on the use of prescribed
textbooks, the drill method and other methods that will enable them to cover as

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much academic content as possible like the lecture method. There is a heavy stress
on memorization and discipline.

2. Perennialism
a. Why teach? - we are all rational animals - develop the students’ rational and moral
powers.
b. What to teach? - curriculum is universal or general - heavy on the humanities,
general education - less emphasis on vocational and technical education - what the
perennialist teachers teach are lifted from the Great Books.
c. How to teach? - centered around teachers - students engaged in Socratic dialogues
or mutual inquiry sessions to develop an understanding of history’s most timeless
concepts.

3. Progressivism
a. Why teach? - to develop learners into becoming enlightened and intelligent citizens
of a democratic society. - teach learners so they may live life fully NOW.
b. What to teach? - need-based and relevant curriculum - curriculum that respond to
students’ need and relates to students’ lives and experiences - accept the
impermanence of life and inevitability of change, everything else change-concerned
with teaching the learners the skill to cope with change - give focus to teaching of
skills or process in gathering and evaluating information and in problem solving. -
give emphasis on natural and social sciences.
c. How to teach? - employ experiential methods - learns by doing -John Dewey –
advocate of Progressivism - heavily rely on the problem-solving method (Scientific
method) - Hands-on-minds-on teaching method like field trips and thought-
provoking games.

4. Existentialism
a. Why Teach? - to help students understand and appreciate themselves as unique
individual who accept complete responsibility for their thoughts, feelings and
action. - to help students define their own essence by exposing them to various
paths -education of the whole person.
b. What to teach? - students are given a wide variety of options from which they to
choose -tremendous emphasis is given to Humanities to provide students with
vicarious experiences that will help unleash their own creativity and self-expression
- vocational education is regarded more -encourage creativity and imagination.
c. How to teach? - Focus on individual - learning is self-paced, self directed. - grate
deal of individual contact with the teacher -employ values clarification strategy.

5. Behaviorism
a. Why teach? - modification and shaping of student’s behavior by providing a
favorable environment.
b. What to teach? - look people and other animals as complex combination of matter
that act only in response to internally or externally physical stimuli. - teach students
to respond favorably to various stimuli in the environment.
c. How to teach? - ought to arrange environment conditions - ought to make the
stimuli clear and interesting to capture and hold the learners’ attention. - ought to
provide appropriate incentives to reinforce positive responses to awaken or
eliminate negative ones.

6. Linguistic Philosophy

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a. Why teach? - to develop the communication skills of the learners - to develop in the
learner the skill to send message clearly and receive messages correctly.
b. What to teach? - learners should be taught to communicate clearly -
Communication takes place in three ways: verbal, nonverbal and paraverbal.
1.) Verbal – the content of our message, the choice and arrangement of our
words. This can be oral or written.
2.) Nonverbal – the message we send through body language.
3.) Para-verbal – refers to how we say what we say – tone, pacing and volume
of our voices.

The learners should be taught to use language that is correct, precise,

grammatical, coherent and accurate. Help student expand their vocabularies,
teach the learner how to communicate clearly, caution the learners of the verbal
and non-verbal barriers of communication and teach the learner to speak as
many language as they can.

c. How to teach? - teach language and communication through experiential way. -

make the classroom a place for the interplay of minds and hearts. - facilitates
dialogue among learners because in the exchange of words there is also an
exchange of ideas.

7. Constructivism
a. Why teach? - to develop intrinsically motivated and independent learners
adequately equipped with learning skills for them to be able to construct
knowledge and make meaning of them.
b. What to teach? - learners are taught how to learn, learning processes and skills.
c. How to teach? - teacher provides students with data or experiences that allow
them to hypothesize, predict, manipulate objects, pose questions, research,
investigate, imagine and invent.

The constructivist classroom is interactive. It promotes dialogical exchange of ideas

among learners and between teachers and students. - teacher’s role is to facilitate the
process. The knowledge is constructed by learners through an active, mental process of
development. The minds are full of ideas waiting to be midwifed by the teacher with
his/her skillful facilitating skills.

Enrichment:

Activity 1.

A. With which philosophy do you associate the following?

1. “Education is life not a preparation for life”.
2. “Man is nothing else but what he makes of himself…”
3. “Gripping and enduring interest frequently grow out of initial learning efforts
that are not appealing or attractive”.
4. “Give me a dozen healthy infants, well informed, and my own specified world
to bring them up in and I’ll guarantee to take anyone at random and train him to
become any type of specialist I might select – doctor, lawyer, artist, merchant-
chief; and yes, even beggar-man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his ancestors”.
5. “Existence precedes essence”.
6. “Life is what you make it.”
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7. “Listening in dialogue is listening more to meaning than to words… In true

listening, we reach behind the words, see through them, to find the person who
is being revealed. Listening is a search to find the treasure of the true person as
revealed verbally and non-verbally…”
8. “When a relationship is working, the act of communicating seems to flow
relatively effortlessly…”

Activity 2. By means of a Venn diagram give the:

1. Similarities between essentialism and perennialism
2. Differences between behaviourism and existentialism
3. Differences between perennialism and essentialism combined and
progressivism.
4. Similarities between linguistic philosophy and constructivism.

Activity 3. Research on the following:

1. John Dewey and progressivism
2. John Watson and behaviourism
3. William Bagley and essentialism
4. Jaen Paul Sartre and existentialism
5. Robert Hutchins and perennialism
6. Jurgen Habermas, Hans Georg Gadamer and linguistic philosophy.

Lesson 2. Formulating Your Philosophy of Education

Your philosophy of education is your “window” to the world and “compass of life”. Your
philosophy of education is reflected in your dealings with students, colleagues, parents and
administrators. Your attitude towards problems and life has an underlying philosophy.

Example: My philosophy of Education as a Grade School Teacher…

I believe that every child
 has a natural interest in learning and is capable of learning
 is an embodied spirit
Can be influenced but not totally by his/her environment
 is unique and so comparing a child to other children has no basis
 does not have an empty mind, rather is full of ideas and it is my task to draw
out these ideas.

I believe that there are unchanging values in changing times and these must be passed on to
every child by my modelling, value inculcation and value integration in my lesson.

I believe that my task as a teacher is to facilitate the development of every child to the
optimum and to maximum by:
 reaching out to all children without bias and prejudice towards the “least” of the
children.
 making every child feel good and confident about him/herself through his/her
experiences of success in the classroom.
 helping every children master the basic skill of reading, communicating in oral or
written form, arithmetic and computer skills.

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 teaching my subject matter with mastery so that every child will use her/his basic skills
to continue acquiring knowledge, skills and values for him/her to go beyond basic literacy and
basic numeracy.
 inculcating or integrating the unchanging values of respect, honesty, love and care for
others regardless of race, ethnicity, nationality, appearance and economic status in my lessons
 consistently practicing these values to serve as model for every child
 strengthening the value formation of every child through hands-on-minds-on-hearts –on
experiences inside and outside the classroom.
Providing every child activities meant to develop the body, the mind and the spirit.

It is important that you know your philosophy of education. Your philosophy of

education will serves as the ‘’window’’ to the world and ‘’compass’’ in life. Your philosophy
is your thought and formulated for you and not by other people, that is why you were advised
to begin stating it with the phrase ‘’I believe…’’. It is best to state it in the concrete not in the
abstract like a theory because this is your blue print to daily life.

Evaluation.

Activity 1

On a separate sheet of paper, give your answer to the following questions:

1. Which of the Philosophies studied in Lesson 1 are reflected in the given philosophy?
2. What are the teacher’s concept/s of the learners?
3. Who, according to the Grade school teacher’s philosophy, is the good and educated
person?
4. What is the teacher’s concept on values?
5. What does the teacher believe to be her primary task? _
6. Do his/her concept of the learner and the educated person match with how he/she will
go about his/her task of facilitating every child’s full development?
7. You notice that the teacher’s thought on the learner, values and method of teaching
begin with the phrase ‘’I believe’’. Will it make a difference if the Grade school teacher
writes his/her philosophy of education in paragraph form using the third person
pronoun?
8. Why is one’s philosophy of education said to be one’s ‘’window’’ to the world or
‘’compass’’ in life?

Activity 2

Formulate your philosophy of education. Do it well for this will form part of your
teaching portfolio which you will bring along with you when you apply for a teaching job.
Write it down on a piece of paper.

Lesson 3. The Foundational Principles of Morality

Why is it important to teach morality to students?

The power of the teachers’ actions and investment into the moral and ethical education
of students will pay dividends because they will create more than knowledge; armed the
students with the power of goodness and kindness, which far supersede any other scores.

“The essential thing is not knowledge, but character,” said Joseph Le Conte. The
significance of the impact the teachers have on shaping the impressionable young minds of

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students is more than the most detailed lesson plans or the prescription of a curriculum map.
The teachable moments the teachers injects into the moral fiber of students are the lessons that
become a ripple that impacts others for a lifetim
Turn on the evening news and the reason for incorporating character education reaches
out and grabs us like a bad dream. The daily dose of reported violence, apathy, offense, and
divisiveness has desensitized us to the deterioration of moral character. Teaching morality
matters because treating your neighbour as yourself has become a less and less frequent
practice. Teacher should connect morality to academics. Like so many best practices that have
been ingrained into educators, morality does not have to be taught in isolation but can be
partnered with content to make learning experiences impactful in more ways than one. Henry
Brooks Adams said: “A teacher affects eternity; he can never tell where his influence stop.”

For you to be able to cope with these expectations, you should be anchored on a
bedrock foundation of moral and ethical principles. Let us begin this lesson by defining what is
morality is.

Example: When Juan gets the pencil of Pedro without the latter’s permission, Juan’s action
is wrong because it is adherent to the norm, ‘’stealing is wrong’’. Man’s action, habits or
character is good when it is not lacking to the nature of man, i.e. when it is in accordance with
man’s nature. For instance it is not natural for a man to behave like a beast because he is not a
beast. He is man and unlike the beast, he has intellect and free will. That intellect makes him
capable of thinking, judging and reasoning. His free will gives him the ability to choose.
Unlike the beast, man is not bound by instincts. It is natural for a beast when a male dog meets
a female dog on the street and mate right there and then, as they are not free but bound by
instinct, like sexual instinct. But if it is contrary to man’s nature when a man and a woman do
as the dogs do, to do so is to go down to the level of the beast.

Why are moral principles important to your life?

You are not living your best life if you violate your own morals. It's important that you
align your actions and words with your moral principles. When you do this, the pieces of your
life tend to fall into place. You will experience more happiness because you are staying true to
yourself. It is easy to make small compromises in our moral principles. We do this by rationalizing our
actions. We do or say something that we know we don't think is right, but we find a way to explain this
action or statement to ourselves that makes it sound like it's okay. However, deep inside, we know we have
crossed a line and violated our moral principles. Compromising your morals in even a small way makes it
easier to make larger compromises as well. Before you know it, you may be making poor decisions and
acting in ways that you would never have imagined you could.

When you act or speak against your morals, you begin to experience guilt and shame. You feel
guilty about your actions, which can cause you to feel ashamed of yourself. Sticking to your moral principles
helps you live a life you are proud of, which is associated with greater happiness. Here are some examples of
moral principles and how they may impact your life. Example of this are, treat others the way you want
to be treated; speak the truth/do not lie; don't spend what you don't have, etc.

Meaning of Foundational Moral Principle

PRINCIPLE - from Latin word princeps which means a beginning, a source on which
something is based, founded, originated or initiated.

Meaning of Foundational Moral principle - The universal norm upon which all other
principles on the rightness or wrongness of an action are based. It is the source of morality.
(the principles of right and wrong that are accepted by an individual or a social group;)
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- contained in the natural law.

Cosgrave, William, rev. ed. 2004,78-79

“Writings, customs, and monuments of past and present generations point out to this
conclusion: that all peoples on earth, no matter how savage and illiterate, have recognize a
supreme law divine origin commanding good and forbidding evil” (Panizo, 1964).
Teacher as a Person of Good Moral Character

Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their
profession, they strictly adhere to, observe and practice this set of ethical and moral principles,
standard and values.

Four ways of describing good moral character:

1. being fully human – you have realize substantially your potential as a human person.
2. being a loving person – you are caring in an unselfish and mature manner with
yourself, other people and God.
3. being virtuous person – you have acquired good habits and attitudes and you practice
them consistently in your daily life
4. being morally mature person – you have reached a level of development emotionally,
socially, mentally, spiritually appropriate to your developmental stage.

Natural law is a philosophy based on the idea that everyone in a given society shares the
same idea of what constitutes “right” and “wrong.” Further, natural law assumes that all
people want to live “good and innocent” lives. Thus, natural law can also be thought of as the
basis of “morality.

The natural law is engraved in the heart every man and woman. Our act is moral when it is
in accordance with our human nature. Our intellect and free will make us different from and
above the beast. You are a person of good moral character when you are: human, loving,
virtuous and mature.

Lesson 4. Values Formation and You

The Universal values are values that apply to all types of human beings, regardless of
their social, ethnic or cultural origin. Value formation is a training of the intellect and will
Your intellect discerns a value and presents it to the will as right or wrong value. Your will
wills to act on the right value and wills to avoid the wrong value presented by your intellect.
As described by St. Thomas Aquinas, “The intellect proposes and the will disposes.

There are two varied kinds of values depending on the camp where it belongs. If you
belong to the idealist group, there are unchanging and universal values. The values of love,
care and concern for our fellowmen are values for all people regardless of time and space.
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They remain unchanged amidst changing times. These are called transcendent values because
they are beyond changing times, beyond space and people. They remain to be a value even if
no one values them. Values are taught and caught. Values have cognitive, affective and
behavioural dimensions and so does the process of value formation. For the values formation
to be effective, you have to have a rational understanding of the values, the reason why you
have to value such, and how you act on and live these values(cognitive), It is not enough ,
however that you understand the value/s, you must have a ‘’feeling for’’, the values of
acceptance (affective). Your acceptance of the values is evident when your behaviour or your
life show the values.

Max Scheler’s Hierarchy of Values. Our hierarchy of values is shown in our

preferences and decisions. For instance , you may prefer to be absent from the class because
you want to attend the annual barrio fiesta where you are the ‘’star’’ because of your ability to
sing and dance. Another one may prefer just the opposite by missing the fiesta and attend the
class

Pleasure Values - the pleasant against the unpleasant

- the agreeable against the disagreeable

Examples: Sensual Feelings

Experiences of pleasure or pain

Vital Values - values pertaining to the well being either of the individual or of the
community
Examples: Health

Vitality - values of the vital Feeling

Examples: capability
excellence

Spiritual Values - values independent of the whole sphere of the body and of the
environment.

Values of the Holy Objects - appear only in regard of objects intentionally given as
“absolute”.

Examples: Belief - faith

Adoration - worship; veneration
Bliss – extreme happiness
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Based on Max Scheler’s Hierarchy of values, the highest values are those that directly
pertain to the Supreme Being, while the lowest values bare those that pertain to the sensual
pleasures. We act and live well if we stick to this values. We will live miserably if we distort
Scheler’s Hierarchy of values. For instance, when we subordinate spiritual values to pleasure
values. We act well when we give up the pleasure of drinking excessive alcohol for the sake of
our health. But while we take care our health, Christians will say, we bear in mind that we do
not ‘’live by bread alone’’ but also by ‘’the words that comes from the mouth of God’’, (Luke
4:4)… life is more than food and the body more than clothing. (Luke 12:23) Our concern must
go beyond the caring of our bodily health. We have to remember that man is embodied spirit
and so we also need to be concerned with matters of the spirit like appreciation of what is right
and what is beautiful.
What is Value Clarification? What is value confusion? When we don’t know what we
really value or when we are not clear on what we really value, we end up lukewarm or
uncommitted to a value?The advocate of value clarification assert that we must clarify
what we really value..

Values – individual beliefs, attitudes and activities that are:

a. Freely chosen
b. chosen from among alternatives
c. chosen after due reflection
d. prized and cherished
e. publicly affirmed
f. incorporated into actual behavior
g. acted upon repeatedly in one’s life

Evaluation
Read and answers the following questions. Write the letter that corresponds to your
answer.
1. Some would define morality as something that is an absolute, and not to be questioned or
changed. Others believe morality is always relative to the society, culture, and even the
individual. Which is true?
a. Morality is an absolute.
b. Morality is relative.
c. They both could be considered true as morality is defined differently by different people

2. The human attempt to define what is right and wrong about our actions and thoughts is:

a. Morality
b. Epistemology
c. The human condition
d. None of the answers are correct.
3. You’re in a lifeboat with eight other people. The lifeboat can't hold everyone and will
capsize soon. The only way to avoid killing everyone is to throw one person off the boat. One
of the lifeboat passengers is a grievously injured woman, who is certain to die soon, but is she
is alert and fully aware of the issue at hand. Could you throw that passenger overboard,
knowing you would be saving the others and the person being thrown off would know what
you were doing?
a. I would not be able to throw the injured woman off the boat.
b. I wouldn't be able to throw her off, but wouldn't mind if another passenger did.
c. I would be able to throw the injured woman off the boat.
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4. In another version of the lifeboat dilemma, the person who would be thrown off is your best
friend. Your friend was injured to due a recent car crash, which resulted in brain damage. She
isn't fully aware of everything going on. Would you be able to throw your best friend off the
boat, knowing it would save the others?
a. I could throw my best friend overboard to save the others.
b. couldn't throw my best friend overboard.
c. I wouldn't be able to throw my best friend overboard, but I also wouldn't allow
another passenger throw her off.
5. It’s wartime, and you are hiding in a basement with a group of random strangers. Enemy
soldiers surround the premises and would be drawn to any strange sound. If you are found, you
would all be killed immediately. A baby starts to cry loudly and can't be stopped. The only way
to quiet the baby is to smother it to death, saving the lives of everyone else with you. The
baby's parents are unknown and not present, so there will be no penalty for killing the baby.
Could you be
a. I could smother the baby
b. I could not smother the baby
c. I could not smother the baby, but I would not be opposed to someone else
smothering it.
6. In another version of the baby dilemma, it isn't a random baby - its parents are present in the
basement. Since they are, there will be a penalty. But if the screaming baby isn't quieted,
everyone will die, including the baby. Could you smother the baby while its parents are
watching.
a. I could smother the baby
b. I could not smother the baby
c. I could not smother the baby, but I would not be opposed to someone else
smothering it.
7. In a third version of the screaming baby scenario, it is your own baby who would have to be
killed. Could you be the one to smother your own child to save everyone else.
a. I could never smother my own child.
b. I could smother my baby to save the others.
c. I would be fine if someone else smothered my baby.
8. An out-of-control train is barreling down a track toward five unsuspecting people. The train
will surely kill them all. You, the conductor of the train, could throw a switch diverting the
train to a siding, but an equally unsuspecting man is there and would be killed. Could you
throw the switch, killing one but saving five?
a. I would throw the switch, but I'd also try to warn the unsuspecting man who would
be killed
b. I could easily throw the switch
c. I couldn't throw the switch
9. In another version of the train dilemma, you and a man are on a sidewalk next to the tracks.
You need to push the man in front of the tracks to save the five unsuspecting people.
a. I push the man onto the tracks.
b. I could try, but I might not be able to push him in time.
c. I could push the man onto the tracks to save the five.
10. You and your family are on vacation. Your daughter is 7 and is best friends with your
niece, also 7. Your families are very close and your daughter asks if your niece can come with
you on your holiday. You agree. When you arrive at the destination, the girls ask if they can go
for a swim. You tell them to wait until you are unpacked, but say they can play on the beach in
the meanwhile. A few minutes later, you hear screams from the beach. You run down and see
that the girls didn't listen and went for a swim. They are caught in a rip tide and are struggling.
You see that your niece is struggling more than your daughter, since she isn't as good a
swimmer. You can save both, but only one at a time. Would you save your niece first, knowing
14
ED 102 - Teaching Profession

she would probably drown first, while your daughter has a greater chance of being able to hold
on until you come back? Or would you save your daughter first, knowing your niece will likely
drown?
a. I would try to save both at the same time.
b. I would save my daughter first.
c. I would save my niece first - my daughter can hold on.
11. In another version of the swimming dilemma, it isn't your daughter and niece, but two
random strangers. When you get close enough, you realize they were your childhood best
friends. They have been with you through everything and you don't want to see either die. One
of your friends is struggling more than the other, which means they would have a smaller
chance of survival. Which friend would you save first?
a. I would save my friend who is struggling more.
b. I. wouldn't save either because I might get stuck as well.
c. I would save the other first.
12. You are a judge presiding over the trial of an alleged bank robber, whom you know is
innocent. However, something terrible in your life has happened: The enemies of the robber
have kidnapped your 9-year-old daughter and are holding her hostage. You don't know where
she is. The police have tried to locate her to no avail. The kidnappers have left you an
anonymous note saying that if you convict the robber, they will set your daughter free. You
fear the kidnappers could be abusing or even torturing your child. What would you do?
a. I wouldn't convict the robber because he is innocent.
b. I would convict the bank robber to get my daughter back.
c. I wouldn't convict the robber, but I would give the note to the police to see if this
helps find my daughter.
Teaching as Your Vocation, Mission and Profession

Etymology of the word “Vocation” Vocation - a strong desire to spend your life doing a
certain kind of `` work (such as religious work) - the work that a person does or should be
doing - from the Latin word “vocare” – to call - teaching is a call - there must be a caller and a
responder - it was God who called you here for you to teach.

Etymology of the word “Mission” Mission - any important task or duty that is assigned,
allotted, or self-imposed - an important goal or purpose that is accompanied by strong
conviction - from the Latin word “Misio” –To send - you are called to be a teacher and you are
sent to the world to accomplish a mission, to teach.

“Once a teacher, forever a student” - you have a mission that calls for a continuing
professional education - how is your preparation? - your unique and most significant
contribution to the humanization of life on earth is in the field where you are prepared for –
teaching. - to teach is to influence every child entrusted in your care to become better and
happier because life becomes more meaningful . To teach is to help the child become more
human.

Teaching: Mission and/or Job? If you are doing it only because you are paid for it, it’s a
job. If you are doing it not only for the pay but also for service, it’s a mission. If you quit
because your boss or colleague criticized you, it’s a job; If you keep on teaching out of love,
it’s a mission. If you teach because it does not interfere with your other activities, it’s a job. If
you are committed to teaching even if it means letting go of other activities, it’s a mission. If
you quit because no one praises or thanks you for what you do, it’s a job. If you remain
teaching even though nobody recognizes your efforts, it’s a mission. It’s hard to get excited
about a teaching job; Its almost impossible not to get excited about a mission. If our concern is
success, it’s a job; If our concern is success plus faithfulness, it’s a mission. An average school
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ED 102 - Teaching Profession

is filled by teachers doing their teaching job; A great school is filled with teachers involved in
mission of teaching.

The element of a Profession “The term professional is one of the most exalted in the
English language, denoting as it does, long and arduous years of preparation, a striving for
excellence, a dedication to the public interest, and commitment to moral and ethical values.” –
Hon. Hermogenes P. Pobre,.

Teaching as your profession - end goal of profession is service - we cannot give what we
do not have - do more, have more in order to be more - you must be willing to go through a
long period of preparation and a continuing professional development. You must strive for
excellence, commit yourself to moral, ethical and religious values and dedicate yourself to
public service - the “pwede na” mentality is inimical to excellence, indicator of defeatism and
resignation to mediocrity.

“TEACHING may not be a lucrative position. It can not guarantee financial security. It
even means investing your personal time, energy, and resources. Sometimes it means
disappointments, heartaches, and pains. But touching the hearts of people and opening the
minds of children can give you joy and contentment which money could not buy” -Dr.
JosetteT. Biyo, 1st Asian Teacher, Intel Excellence in Teaching award.

Evaluation

Write the letter that corresponds to your answers. Write it in a separate paper.

1. Advocate of Progressivism who heavily rely on the problem-solving method.

a. John Watson b. John Dewey c. Socrates d. Skinner
2. Max Scheler’s Hierarchy of Values pertaining to well-being either by individual or by the
community.
a. Pleasure values b. Vital values c. Spiritual values d. value of the Holy
3. An educational philosophy that uses rewards, incentives or punishments in the classroom
activities.
a. Essentialism b. Behaviorism c. Perennialism d. Constructivism
4. This refers to the knowledge , skills and attitudes that a teacher ought to possess for him/her to
perform his /her tasks satisfactorily.
a. Domains b. Talents c. Competency d. NCBTS
5. An educational philosophy that uses the traditional approach in teaching.
a. Essentialism b. Behaviorism c. Perennialism d. Constructivism
6. Max Scheler’s Hierarchy of Values between pleasant against unpleasant.
a. Pleasure values b. Vital values c. Spiritual values d. Value of the Holy
7. An educational philosophy that help the students understand and appreciate themselves as
unique individuals who accept complete responsibility for their thoughts, feelings and actions.
a. Essentialism b. Behaviorism c. Existentialism d. Constructivism
8. An educational philosophy which believe that a person is a social animal who learns well
through an active interplay with other people.
a. Progressivism b. Behaviorism c. Perennialism d. Constructivism
9. An educational philosophy which believe that a person is making meanings of what his/her
learning.
a. Progressivism b. Constructivism c. Perennialism d. Behaviorism

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ED 102 - Teaching Profession

10. The quality of human acts by which we call them right or wrong, good or evil.
a. Vocation b. Mission c. Morality d. Professionalism
11. A law that says “Do good and avoid evil”.
a. Morality b. Natural Law c. Principles of Morality d. Lawful Act
12. An educational philosophy that understands the messages through verbal, non-verbal and para-
verbal means.
a. Essentialism b. Constructivism c. Linguistics d. Perennialism
13. Caring in an unselfish and mature manner with yourself, other people and God.
a. Fully human b. Loving a person c. Virtuous person d. Morally upright
14. Max Scheler’s Hierarchy of Values which means to grasp in spiritual acts of preferring loving
and hating.
a. Pleasure values b. Vital values c. Spiritual values d. Values of the Holy

15. Max Scheler’s Hierarchy of Values with regards to objects intentionally given as “absolute”.
a. Pleasure values b. Value of the Holy c. Spiritual values d. Values of the Holy
16. A strong desire to spend your life doing a certain kind of “work”.
a. Vocation b. mission c. morality d. Professiuon
17. A word which means, “to send”.
a. Vocare b. Misio c. Logos d. Educare
18. Teachers have the duty to actively carry out the policies of the State. What must he take in
order to effect this?
a. Give a testimony b. Proselyte c. Indoctrinate d. Preach

19. Every teacher has the freedom to worship and to attend the church of his choice. However, he
shall not use his position to influence his students to follow his faith or to ____________.
a. Give a testimony or a homily b. Indoctrinate c. Proselytes d. Preach

20. Which of the following must a teacher provide in the community for moral, socio-educational
and civic betterment?
a. Leadership b. Hard work c. Advice d. Monetary Contribution
21. Research is encouraged among teachers. They have the privilege of expanding the products of
their researches. If the results of his research are found to be inimical to the interests of the
State, what should the teacher do?
a. Bring the results to proper authorities for remedial action
b. Keep quiet. After all the results are his.
c. Publish the results in a book and ask the government to buy the results.
d. None of the above
22. Why should a teacher participate in the Continuing Professional Education program of the
PRC?
a. To improve his efficiency
b. To enhance the prestige of his position
c. To strengthen his competence and productivity
d. All the above
23. A teacher may apply for a vacant position as long as
a. He respects the system of selection and that all candidates are given the opportunities be to
considered.
b. He obtained a doctoral degree.
c. The position is really vacant.
d. His educational background corresponds to the position.
24. Miss Tala decided to quit teaching in favor of taking care of her sick mother. What should she
do?
a. She shall bring home all her data and her records on the students.
b. She should not share her data and files.
c. Organize for the incoming teacher such as records and other data as are necessary to carry
on the work.
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ED 102 - Teaching Profession

d. She shall turn over all her chalk, pens, and erasers to the principal.
25. In order to influence Miss Tala spend more time in teaching her son Richie how to read, Mrs.
Adina Imot baked a chocolate cake. When Richie brought the cake to Miss Tala, what should
the latter do?
a. Accept the cake, after all she did not ask for it.
b. Accept the cake because it is free
c. Not accept the cake
d. Ask Rich Imot to bring the cake to the principal’s office.
26. What should Miss Tala do with the complaints of Mrs. Kim Yaw on her teaching strategies?
a. Dismiss the complaints
b. Hear the complaints with sympathy and understanding.
c. Strike back Mrs. Kim Yaw saying her child is not really intelligent.
d. Bring the matter to the court.
27. A teacher shall place premium on _________ as the primary principle of personal behavior in
all relationships with others and in all situations.
a. Humility c. Professionalism
b.Self-discipline d. Faith in the Creator
28. Why should teachers vote in elections?
a. It is their constitutional right and responsibilities
b.Congressmen approve the budget of schools.
c. Their license as a professional teacher will be revoked if they will not vote.
d.Principals will see to it that teachers in their schools cast their ballots.
29. Based on the Code of Ethics for teachers, which of the following is considered unethical?
a. Giving due credit for the work of others.
b.Continuing professional education.
c. Soliciting from parents to improve the lighting and paraphernalia inside the classroom.
d.Supporting other teachers.
30. Which of the following is NOT a commendable act of a teacher?
a. Maintain a dignified personality at all times.
b.Recognition of God as Guide of his own destiny.
c. Submission to the press any justifiable criticism against another teacher.
d.Transacting all official business through channels.
31. Miss Tala was transferred to a school in the farthest barangay because the principal and the
district supervisor saw her as a threat to their positions. Since injustice has been done, she has
the right to ________.
a. Start a demonstration against the principal and the district supervisor.
b.Seek redress of grievance.
c. File a case at the Civil Service Commission
d.All of the above.
32. Miss Tala feels offended by her supervisor’s unfavorable comments after classroom
supervision. She concludes that her supervisor does not like her. What should she do?
a. Initiate a sit down strike.
b.Ask the help of the Parent-Teacher Association against the supervisor.
c. Ask the other to side with her and create havoc in the school.
d.Raise her grievances within acceptable democratic processes.
33. Which is NOT a commendable act of any school official?
a. Alcoholism
b.Discourage attendance to professional growth and encouraging the teachers to just stick to
teaching.
c. Recommend the dismissal of a teacher for any cause
d.All of the above
34. Which is unethical on the part of professional teacher?
a. She does not know the terms and conditions of her employment.
b.She avoids jeopardizing the interest and welfare of the learners.
c. She bases the evaluation of the learners’ work only in merit and quality of academic
performance.

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ED 102 - Teaching Profession

d.She establishes cordial relations with the community.

35. Which is not in the Code of Ethics for Professional Teachers?
a. A teacher is a facilitator of learning and of the development of the youth.
b.The Code covers all teachers, in all educational institutions from pre-school, primary,
elementary secondary and collegiate levels.
c. When the best interest of the learners, the school, or the profession is at stake in any
controversy, teachers shall support one another.
d.A teacher has the right to engage directly or indirectly in legitimate income generating
activities.
36. No matter the degree of offense the learner committed, the teacher shall _________________.
a. Not inform any problem to the parents of students.
b.Not inflict physical harm on the learner.
c. Not bring any student/learner to the principal’s office.
d.Not elevate any problem to higher authorities.
37. The teacher is a human being endowed with life for which it is the highest obligation to live
with __________ at all times whether in school, in the home, or elsewhere.
a. Thoughtfulness b. Dignity
b.Humility d. Pride
38. You just passed the Licensure Examination for Teachers. You applied for a teaching job in a
central school. The district supervisor promised you a position if you are willing to give a
month's salary in advance. How will you react to this situation?
a. Accept the offer because it is difficult to land a job nowadays.
b.Refuse to pay but apply for the position just the same.
c. Accept the offer and mark the money to be used as evidence.
d.Report the matter to the national dallies.
39. Whose interest is the teacher's first and foremost concern.
a. The Dep-Ed c. The Learner
b.The principal and the management staff d. His own interest
40. How will a teacher show a good reputation with respect to financial matters?
a. Sells shirts and bags to well-to-do parents during PTCA meetings.
b.Pays immediately the tuition fees she borrowed.
c. Pays for the meals and snacks of the other teachers.
d.Settles his debts and loans.
41. Miss Tala always fail to listen to what Isko Wila, a poor performing pupil says because of
teacher’s bias against the pupil. Which Filipino trait is illustrated in this case?
a. Extreme personalism c. Pakikisama
b.Lack of reflection d. Professionalism
42. Miss Tala is said to equate authority with power. What does she do?
a. Intimidates students c. Shames and retaliates against students.
b.Calls students names d. All of the above
43. A character of a teacher where he reached a level of development emotionally, socially,
mentally and spiritually appropriate to one’s developmental stage.
c. Fully human b. Loving a person c. Virtuous person d. Caring person
44. Individual beliefs, attitudes and activities freely chosen and incorporated into actual behavior.
a. Values b. Expertise c. Professionalism d. Morality
45. Create a group of acquaintances and associates and keeping it active through regular
communication for mutual benefits.
a. Linkages b. Networking c. Community Outreach d. PTCA

Test II. Answer the questions comprehensively. Each item is given five points.
1. In choosing a kind of educational philosophy to practice, what are the things to
consider in the implementation of your educational platform and why?
2. What is NCBTS and its importance in the practice of the teaching profession?
3. Based on Scheler’s Hierarchy of values, what is life well-lived?

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ED 102 - Teaching Profession

4. According to advocates of values clarification, how can you test if a value is really your
values?
5. Looking at the triumphs and failure of teacher’s today, do you think that teaching is
still the noblest profession? Explain your answer?
6. In what way does the school can networks with the community and other
organizations/institutions?
Test III. What philosophy does each theory of man belong?
_______________ 1. A person is a product of his environment.
_______________ 2. A person can define their own essence by exposing them to
various paths -education of the whole person.
_______________ 3. A person has rational and moral powers.
_______________4. A person has no choice; he is determined by his environment.
_______________ 5. A person can choose what he can become.
_______________ 6. A person is a complex combination of matter that responds to
physical stimuli.
_______________ 7. A person has no free will.
_______________ 8. A person has the same essential nature with others.
_______________ 9. A person is a rational animal.
_______________ 10. A learners should acquire basic knowledge, skills and values.
_______________ 11. A person is a social animal who learns well through an active
interplay with others.
_______________ 12. Develops the human rational and power.
_______________ 13. A person is a maker of meaning.
_______________ 14. A constructor of knowledge
_______________ 15. A person who arranges environmental conditions so that
students
can make responses to stimuli.
References:
Bilbao, P.P; Corpuz, B.B; Llagas, A.T; Salandanan G.G.(2012). The Teaching
profession. 2nd Ed. Metro, Manila, Philippines. LORIMAR publishing, Inc.

Brown, Ashley. 2020. Moral Principles and How They Impact Your Life. Special
Education.

Elmore, Holly. 2019. The Importance of Morality in Teaching.

https://www.slideshare.net/jawel02/the-foundational-principles-of..

(www.education.gov.gy › teachers )

www.slideshare.net/JoanAtienza/teachingprofession-values-formation-and-y

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ED 102 - Teaching Profession

MODULE 2.

The Teacher in the Classroom and Community

SUB-TOPICS
 The National Competency-Based Teacher Standards (NCBTS)
 The 21st Century Teacher
 School and community Relations
 Linkages and Networking with Organizations

OBJECTIVES
This chapter aims to:
 understand the different teaching competencies contained in the NCBTS;
 prepare the learners to embrace the values, practices and strategies in teaching the
21st learners;
 internalize the various roles of the teacher in the classroom and in the community;
and
 establish linkages for future supports and school involvement.

TIME FRAME
Week 6-8
__________________________________________________________________________
Discussion:
Lesson 1. The National Competency-Based Teacher Standards (NCBTS)

N.C.B.T.S. -National Competency-Based Teacher's Standard (2013) ... The

NCBTS is an integrated theoretical framework that defines the different dimensions of
effective teaching, where effective teaching means being able to help all types of students
learn the different learning goals in the curriculum. The NCBTS provides a single framework
that shall define teaching in all aspects of a teacher’s professional life and in all phases of
teacher development. The use of a single framework should minimize confusion about what
effective teaching is. The single framework should also provide a better guide for all teacher
development programs and projects from the school-level up to the national level.

The NCBTS framework is divided into seven (7) domains that represent the desired
features of the teaching and learning process. These domains incorporate a series of twenty-one
strands that specify the dimensions of positive teacher practices.

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ED 102 - Teaching Profession

Seven Domains

Domain 1: Social Regard for Learning

This domain tells us to be a good role model for learners. As teachers, we are
responsible for their actions that can be learned from school. Everything that they’d see to us
may be right for them. So as teachers, we act as good models and what we think is right.

Domain 2: The Learning Environment

Environment is a big factor in the education of every learner. We should be aware on

the environment that are conducive to learning. For me, as a future teacher, I can provide a
conducive environment by making it safe and creates an environment that promotes fairness. A
well balanced environment can help learners study hard and make them interesting in school.

Domain 3: Diversity of Learners

Diversity is very important in school. As future teacher, I will encourage learners to

share their personal history and experiences. I will also used varied instructional methods to
accommodate student diversity in learning styles and multiple intelligences. It is also important
to know their differences and also their abilities in order to give fair attention.
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ED 102 - Teaching Profession

Domain 4: Curriculum

The mastery of subject is still important to teach learners of different ages. When you
know it, there is no any problem when it comes to answering the questions of your students. It
is important to have self-confidence in answering those questions raised by the learners. As a
future teacher, I will choose right instructional materials related to the subject that are
appropriate with their age and of course to their ability.

Domain 5: Planning, Assessing, and Reporting

There is a need to monitor the progress of every child. It is important to report it to their
parents or guardians to give some appropriate actions on it. Communication can produce a
good relationship to the parents. As future teacher, I will implement some time on meeting
with the parents to discuss everything about my advisory class.

Domain 6: Community Linkages

A multicultural teacher can relate to other culture even she is new to it. As teachers, we
need to be involved in the community that we are based. We are not just to stay in the four
corners of the classroom but also we are needed outside the classroom which is the
community. The school and the teacher have a very crucial responsibility in bringing about
change and development in the community on one hand and the community provides a lot
learning opportunities on the other hand.

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ED 102 - Teaching Profession

Domain 7: Personal Growth and Professional Development

As future teacher, personal growth is needed to be an effective teacher, We say, we

learn from our experiences. So through this experiences, we grow better and learned
everything in life. I learned that teachers should act professional and have code of ethics to
follow. This can be our guide through our whole life in teaching.

Lesson 2. The 21st Century Teacher.

Teaching is a respectable profession the world over. The status of teachers has been
comparable in all parts of the globe. As a global teacher, I think we should think and act locally
and globally. We should also learn management skills and makes content relevant and updated.
Our learners knows many things nowadays, so we should cope with it and know everything
that they know. We should also practice our critical thinking and the most important of all, use
technology in education. Technology is now a big part of our life. Teaching with technology I
think can make our teaching more advanced and interesting. We should connect to our students
through technology. We can also bring the world into the classroom, school, and community.
And most important of all, we should continuously grow professionally.

A 21st century teacher is able to adapt to whatever comes their way. The 21st century
teacher is able to look at their practice and adapt based on the needs of their students. They
must be able to adapt their teaching style to include different modes of learning, adapt when a
lesson fails, and adapt to new technology.
What does it mean to be a 21st century teacher? The 21st century teacher looks forward
to the future. They are aware of the ever-changing trends in technology and are in tune of what
the future may bring to education. A good 21st century teacher is aware of the career
opportunities that will be in the coming years for their students, and are always advocating
towards forward thinking and planning to ensure all students will not be left behind.

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ED 102 - Teaching Profession

Characteristics of a 21st century teacher:

Effective Learning and

Communication Innovation Skills
Skills

Info, Media and Life and Career

Technology Skills Skills

Lesson 3: School and Community Relations

While the school is the official working place of a Teacher, the community is the wider
learning environment. We can teach outside of the four corners of the room. Outside world and
cooperating community activities can make learning more advanced and joyful. Schools are
often perceived to be the transformative agent of change, hence the teachers are agents of
change. The teachers’ role and functions do not stop within the four walls of the school, but
extend beyond the community. Community provides the authentic resource for teaching and
learning.

The Teachers, Parents and The Community

Parents
 the first teachers in the home.
 responsible for the development of values, attitudes and habits that will be needed
as their children associate with their classmates in school.

Teachers
 continue to enrich the students’ experiences at home, thus strengthening the
valuable, personal traits and characteristics initially developed.

The members of the community

 include the local government units (LGU), the non-government agenies, civic
organizations and all the residents.
 highly motivated to participate in the school activities and projects that will
likewise redound to the uplifting of the moral and quality of life in their own
locality.

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ED 102 - Teaching Profession

Exercises/Drill

Reflect on the following statements, then give your brief opinions.

1. Name some problems originating from the community that are experienced by teachers
in the school, regarding:
 Traffic and transportation
 Availability of water and lighting system
 Security measures for children.

In what way can the community help?

2. Describe how school and community officials work together in each of the following
events:
 Socio-cultural activities
 Peace and order situation
- In school \
- Outside the school
 Projects

3. What are some learning resources existing in the community that school children and
personnel can visit for mutual assistance and enjoyment.
Please check.
- parks _______________ - factories ______________________
- museums ____________ - industries _____________________
- library ______________ - shopping mall _________________
- concert halls _________ - conference mall ________________
- movie house _________ - sports and recreation hall _________
- art gallery ___________ - others, specify __________________

4. How is the community assisted by the school in return? Please check.

 As resources persons in town assemblies
 Participants in town celebrations
 Modeling desirable values
 Helping in community projects
Others, specify ____________
1. Choose the most desirable value that must be developed among our children in school and
at home.
2. How should well-behaved students be given due recognition?

Lesson 4: Linkages and Networking with Organizations

It is important to have linkages in education. It can help the teachers give better service to
students and to other education stakeholders in the community. They can help us motivate in
teaching and provide more information to share with our students. We can also learn more
when we cooperate to other organizations related to our field. We can share same experiences
and learn something from them. Linkages through local, national and international can help us
future teachers in molding our students to be better person in globally changing world. We also
needed this to compete to other countries when it comes to new information and can be a
globalized teacher as well.

“We cannot live for ourselves alone. Our lives are connected by a thousand invisible
threads, and along these sympathetic fibers, our actions run as causes to us as results.”

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ED 102 - Teaching Profession

The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create an impact on the lives of the students
and members of the community they are committed to serve.

The school can enjoy linkages and networking activities with international, national and
local organizations in the community for mutual benefits and assistance needed.

Linkage and networking are different in the degree of commitment by the partners. In
linkage, the relationship between partner organizations is quite loose, while in networking, it is
much stronger, usually because the groups and agencies have common objectives and
beneficiaries. Networking is basically extending the outreach of the resources in different ways
so as to increase the effectiveness of the program. Intends to serve members of both sides
according to their respective needs, interest, and objectives Create bonds together to solicit
support and assistance for purposeful activities

References :
Bilbao, P.P; Corpuz, B.B; Llagas, A.T; Salandanan G.G.(2012). The Teaching
profession. 2nd Ed. Metro, Manila, Philippines. Lorimar Publishing, Inc
Bunga, Karla Michaella. 2015. The teacher in the Classroom and Community.

NCBTS-National Competency-Based Teacher's Standard (2013)

(www.slideshare.net › mamalixuss › ncbtsnational-comp..).

www.slideshare.net › jubiithegreat › the-teaching-profe.

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ED 102 - Teaching Profession

MODULE 3

On Becoming a Global Teacher

SUB-TOPICS
 Global Education and the Global Teacher
 A Closer look at the Education System of Selected Countries of the World
 Multicultural Diversity: A Challenge to Global Teachers
 Broadening Teaching Perspectives: Teacher Exchange Programs
 Bringing the World Into the Classroom Through Educational Technology

OBJECTIVES
At the end of this chapter, students should have been able to:
 understand the context of a global teacher and global education;
 analyze and compare the education of the different countries of the world;
 describe the multicultural diversity of education and the role of the teacher in
addressing diversity of the learners;
 identify opportunities in the teacher exchange programs for the development of
world-class teachers;
 reflect on the qualities and responsibilities of a global teacher; and
 know the global application of technology in the classroom.

TIME FRAME
Week 9-12
_______________________________________________________________________

Discussion

Lesson 1. Global Education and the Global Teacher

“Benchmarking is learning the best from the best practices of the world’s best educational
systems.”

To compete globally would mean to prepare teachers who are capable of changing
lifelong educational needs. We need to address these:
 How do you prepare for these needs?
 What are the emerging technologies that will shape the future?
 How can we use our technologies for the best learning advantage?
 What will be the jobs of the future and how should curricula be shaped to prepare
students for their future?
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ED 102 - Teaching Profession

Global Education

UNESCO defines global education as a goal to become aware of educational conditions

and to educate all people to a certain world standards.
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.

James Becker (1982) defined global education as an effort to help individual learners to
see the world as a single and global system and to see themselves as a participant in that
system. It is a school curriculum that has a worldwide standard of teaching and learning. This
curriculum prepares learners in an international market place with a world view of
international understanding. In other words, Becker emphasized that global education
incorporates into the curriculum and education experiences of each student a knowledge and
empathy of cultures of the nation and the world.

The goals of the United Nations for entering into an agreement are:
1. Expand early childhood care education.
2. Provide free and compulsory primary education for all.
3. Promote learning and life skills for young and adult.
4. Increase adult literacy by 50%.
5. Achieve gender parity and gender equality by 2015.
6. Improve quality of education.

To meet the various global challenges of the future, the 21st Century Learning Goals
have been established as basis of various curricula worldwide. These learning goals include:
 21st century content: emerging content areas such as global awareness, financial,
economic, business, and entrepreneurial literacy; civic literacy; health and
awareness.
 Learning and thinking skills: critical thinking and problem solving skills,
communication, creativity and innovation, collaboration, contextual learning,
information and media literacy.
 ICT literacy: Using technology in the context of learning so students know how to
learn.
 Life Skills: Leadership, ethics, accountability, personal responsibility, self-
directions, other
 21st Century Assessment: Authentic assessment that measure the areas of learning.

Global education is all about diversity, understanding the differences and teaching the
different cultural group in order to achieve the goals of global education as presented by the
United Nations. It is educating all people in the world from the remote and rugged rural
villages in developing countries, to the slum areas of urbanized countries, to the highly
influential and economically stable societies of the world. Global education addresses the need
of the smallest schools, to the largest classrooms in the world. It responds to borderless
education that defies distance and geographical location.

Global Teacher

A GLOBAL TEACHER is a competent teacher who is armed with enough skills,

appropriate attitude and universal values to teach students with both time tested as well as

29
ED 102 - Teaching Profession

modern technologies in education in any place in the world. He or she is someone who thinks
and acts both locally and globally with worldwide perspectives, right in the communities
where he or she is situated.

The need for global teacher is on the rise in several countries worldwide. Even develop
countries are in dire need of competent teachers who will man the countries’ rural and urban
classrooms. This is true with our neighboring countries like Singapore, Cambodia and
Thailand.

More specifically a global Filipino teacher should have the following qualities and
characteristics in addition to knowledge, skills and values:
 Understands how this world is interconnected;
 Recognizes that the world has rich variety of ways if life;
 Has a vision of the future and sees what the future would be for himself/herself and
the students;
 Must be creative and innovative;
 Must understand, respect and be tolerant of the diversity of cultures;
 Must believe and take action for education that well sustain the future;
 Must be able to facilitate digitally-mediated learning;
 Must have depth knowledge;
 Must possess good communication skills (for Filipino teachers to be multilingual);
 Must possess the competencies of a professional teacher as embodies in the
National Competency-Based Standards for Teachers (NCBTS).

Evaluation:

Instruction: Answer by writing agree or disagree with the statements that follow.
_____ 1. A teacher has to earn a prestigious award to be labeled as a global teacher.
_____ 2. To become a global teacher, one should be fluent in English and in other languages.
_____ 3. A Filipino teacher cannot qualify to teach in other countries because of the
differences in curriculum.
_____ 4. To be globally competitive, teachers should develop competences in the use of
technology.
_____ 5. Global education provides the same standards for quality education worldwide.
_____ 6. Teachers who embrace global education, must have a good understanding of the
different cultures of the learners.
_____ 7. For Filipino teachers, the NCBTS is a national standard that meets global
competencies.
_____ 8. Teachers in far flung schools cannot be considered global teachers.
_____ 9. Your curriculum in teacher education prepares you to be global teachers.
_____ 10. A global teacher has wider view of what education is all about.

Reference

www.slideshare.net/.../global-education-and-the-global-teacher

____________________________________________________________________________

30
ED 102 - Teaching Profession

Lesson 2. A Closer Look At The Education Systems Of Selected Countries Of The World

“As a future teacher, one shall be guided by UNESCO's principle of Education;

 Learning to Know,
 Learning to Do,
 Learning to Be,
 Learning to Live together;
 Learning to transform.

Most of the countries right now are following the K to 12 curriculum. Most of the
countries have free basic education which is compulsory for all students. Like the Philippines,
before that they do not have the senior high school, but with the implementation of K to 12
curriculum they have it now.

The Implementation of k to 12 Curriculum in the different countries.

Name of the Level of Education Description Special feature
countries

USA  Pre-school  1-4 years old Free education in basic education

 Junior high school
 5-6 years old Spiral education
 Senior high  12-13 years  Government assistance
school old enrolling in senior high school in
 Graduate school  16-17 years private school
old
Australia  Primary school  6 years old  Free education in basic
 Junior high school
 12-15 years education
 Senior high old  Secondary certificate of
school  16-17 years education
 College old
China  Primary education
 6 years  Open door policy
 Junior middle
 3 years
school  3 years
 Senior middle
 6 years
school
 University
Japan  Elementary  6 years  Students perform far better on
school  3 years interactional examination than
 Lower secondary  3 years American do.
school  4 years  Lack of crime
 Upper secondary  Respectful
school
 University school
U.N  Foundation stage 3-5 years  Strong mandate

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ED 102 - Teaching Profession

 Key stage one  5-7 years  It mandates core subject,

 Key stage two  7-11 years English, Math and Science
 Key stage three  11-14 years  Mandates core subject, foreign
 Key stage four  Year group 7- language and
9 information/communication tech.
 Aged 14-16 emphasis on none difficult topics
and year group and the addition of sex-education
10-11 core curriculum courses that lead
to qualification in each of the five
subject areas which are Math,
Science, information and
communication Technology(ICT)
it is not mandatory in England.
New  Pre-school  Birth-5 years
 Early childhood
Zealand  Years 1-8 old  Primary school
 Years 7-8  5-13 years
 Intermediate school
 Years 7-13 old  Secondary school
 University or
 11-17 years  Tertiary
similar old
 11-17 years
 17 onward
Philippines Kindergarten  6 years  Free education
 Elementary  4 years  Spiral curriculum
 Junior high school
 2 years
 Senior high
 4 years
school
 College

Foundation Stage in the life of the learners included in the national curriculum covers
children aged 3-5 years, but does not have a strong mandate as to what needs to happen during
these years of schooling as it is not yet mandatory.

Stage One

 Includes children aged 5-7 years and year groups grades 1-2. It mandates core
subjects including English, Mathematics, and Science and non-core foundation
subjects as design/technology, history, art/design, music and physical education.
 Other statutory areas are religious education, the format of which is decided by
local education authorities (LEA’S) or by the faith in which the school was
founded.

Stage Two

 Includes children aged 7-11 and year groups 3-6.

 It mandates the same core and non-core foundation subjects, with more emphasis
on more difficult topics and the addition of sex education to additional statutory
areas which is left up to the policy of school governors (school board).

32
ED 102 - Teaching Profession

Stage Three

 Includes children aged 11-14 years and year groups 7-9. It mandates the same
basics in Key Stages One and Two, but adds Foreign Language, and Information/
Communication Technology are also included while adding appropriate difficulty
to the core subjects.

Stage Four

 Includes those aged 14-16 and year groups 10-11. It covers the statutory program
that must be taught to all students.
 Most schools include in their core curriculum courses that lead to qualifications in
each of the five subject areas which are English, Math, Science, Information and
Communication Technology (ICT), and Physical education.

Post 16 Education

 It is not mandatory to other countries like in England.

 Students can either continue education or enter working world.
 Some secondary schools go beyond the 11-16 mandates to 11-18 and the student
may stay there. If the high school does not offer these ‘Sixth Form’ extra years, the
student may go to a “Further Education in College” (FEC).

Education System in the Philippines

Basic Education in the Philippines (K-12)

The K-12 basic education in the Philippines consists of Kindergarten, 6 years of

Elementary, 4 years of Junior high school, and 2 years of Senior high school.

From Grade 1-10 is a core of academic subjects taught using the spiral progression
approach. The subjects from Grades 1-10 are the Languages (Mother Tongue, Filipino,
English), Math, Science, Social studies, TLE, MAPEH. Mother Tongue is used as the medium
of instruction from K-Grade 3 and is taught as a subject only in Grades 1, 2 and 3. Science as a
subject is taught only beginning Grade 3. TLE is taught starting Grade 4 until Grade 10. In
Grades 11-12, the subjects are Languages (Filipino and English), Math, Science, Social studies
combined with TLE-Career Pathways. The focus in Grade 11 and 12 is on the specialization
subjects that equip the learner for the career path of his/her choice. These career paths come in
3 tracks- academic, techvoc and sports and arts. Those college bound choose the academic
specialization. Those who wish to continue the TLE specialization they had in Grade 9 and
Grade 10, may choose the techvoc track. Another track can be sports and arts. Elementary
Education is concerned with the learners’ mastery of basic skills and competencies. Secondary
education is geared towards the consolidation of these knowledge and skills mastered at the
elementary level and is focused on equipping the learner with employable gainful skills or
preparing him/her for middle level skills development or higher education.

From the different educational systems presented, we can say that basic education is
compulsory in all countries. This is also true to the Philippines, this is a positive response to
global education as presented by the United Nations. The number of years in every level:
primary or secondary, for some countries varies. Kindergarten or pre-school, now made
compulsory by virtue of Republic Act 10157, institutionalizes universal kindergarten. For
33
ED 102 - Teaching Profession

every exit level (Grade 6, Grade 10, Grade12) in the educational structure in basic education, a
student is certified through a diploma or a certificate of completion.

The certificate or diploma is one of the requirements for entrance to higher or tertiary
education which is available in almost all countries. With the implementation of the K-12 in
the Philippines, the number of years in basic education is now equal to those of other countries
in the world.

For advanced higher education, master’s degrees and doctorate degrees are offered in many
colleges and universities of the countries. You can also get enrolled for your own graduate
degrees in these colleges and universities here or abroad.

Evaluation:

Choose the correct answer from the choices given.

1. For the majority of sample countries given in this lesson, at what level is free-
compulsory education provided?
a. Primary level
b. Primary up to certain level in secondary level.
c. Both primary and secondary levels.
d. Post secondary level only.
2. From what educational system does Australia pattern its own?
a. England
b. United State of America
c. Japan
d. United Nations
3. Based on the curriculum requirement provided by the selected countries, the language
which is seemingly universal is _______.
a. Spanish
b. English
c. Chinese
d. French
4. Higher education in all countries presented can be described as _______.
a. Selective and not compulsory
b. Compulsory but selective
c. Voluntary and very affordable
d. Accessible and democratic for all
5. All of the example countries have basic education for _____.
a. Six years
b. Ten years
c. Twelve years
d. Fourteen years
6. The unique feature of the current K to 12 is that the Filipino learner will become____.
a. Monolingual
b. Multilingual
c. English speaking only
d. Tagalong speaking only
7. The foundation stage of the learners
a. It is not mandatory to other countries like in England.
b. Most schools include in their core curriculum courses that lead to qualifications in
each of the five subject areas.
c. Includes other statutory areas are religious education.
34
ED 102 - Teaching Profession

d. The curriculum included in the national curriculum covers children aged 3-5 years
8. Philippine education now has become comparable to other countries, by
a. Using English as a medium of instruction
b. Adding two more years in basic education
c. Using a spiral curriculum
d. Mandated foreign languages in the curriculum
9. Post education is mandated to be implemented.
a. It is not mandatory to other countries like in England.
b. Most schools include in their core curriculum courses that lead to qualifications in
each of the five subject areas.
c. Includes other statutory areas are religious education.
d. The curriculum included in the national curriculum covers children aged 3-5 years
10. A future teacher must be guided by
a. Visiting International Faculty Program
b. Fulbright Teacher Exchange Program
c. UNESCO's principle of Education
d. Global Teacher Millennium AWARDS

References :

Bilbao, P.P; Corpuz, B.B; Llagas, A.T; Salandanan G.G.(2012). The Teaching profession. 2nd Ed.
Metro, Manila, Philippines. LORIMAR publishing, Inc.

alarconjoebert.blogspot.com/2016/09/chap-3-lesson-2-closer.
www.slideshare.net/ghostfreak09/a-closer-look-to-the...
www.slideshare.net/.../global-education-and-the-global-teacher

_________________________________________________________________________

Lesson 3. Multicultural Diversity: A Challenge To Global Teachers

“All men are pretty much alike. It is only by culture that they are set apart.” Confucius.

Culture is a set of values, traditions, social and worldview shared by a group of people
bound together by a combination of factors, ( Derman and Sparks). Culture is a way of
thinking behaviour or working exists in a place or organization(Merriam-Webster Dictionary).

Culture is the characteristics and knowledge of a particular group of people,

encompassing language, religion, cuisine, social habits music and arts.

Diversity is a condition of having or being composed of differing elements:

Variety is the inclusion of different types of people (such as people of different races or
cultures) in a group or organization (Merriam-Webster Dictionary).

Diversity of learners in Multicultural Classroom

 Race
 Ethnic group
 Religious group
 Languages
 Socio-economic backgrounds
35
ED 102 - Teaching Profession

Cultural Diversity

Cultural diversity is synonymous with multiculturalism. Multiculturalism is defined by

the Encyclopedia Britannica as, “the view that cultures, races, and ethnicities, particularly
those of minority groups, deserve special acknowledgment of their differences within a
dominant political culture.”

The importance of cultural diversity can be interpreted on the basis of these related actions:
 Recognizing that there is a large amount of cultures that exist
 Respecting each other’s differences
 Acknowledging that all cultural expressions are valid
 Valuing what cultures have to bring to the table
 Empowering diverse groups to contribute
 Celebrating differences, not just tolerating them

The Importance of Cultural Diversity in Education

Cultural diversity is important in every setting in life, but it can be even more pivotal
when it happens within education. Students around the world have the right to equal access of
quality education, and as such, there are many upsides that come along with it when
institutions believe in the power of diversity.

Cultural diversity in education helps to support:

1. Deep Learning

Learning happens within the curriculum and outside of it. With a diverse student
population, students have the privilege of gaining more understanding about people and
backgrounds from all over. This also contributes to diversity of thought and perspectives that
make learning more interesting and dynamic.

2. Confidence And Growth

When students participate with people from varied cultures, it provides them with more
confidence in dealing with things outside of their comfort zones. It can build strength of
character, pride, and confidence.

3. Preparation For The Future

If a workplace has done the necessary work, it’s bound to be culturally diverse.
Attending a culturally diverse institute of education will prepare students for their future in a
workplace.

4. More Empathy

Interacting with people who have diverse practices, beliefs, life experiences, and
culture promotes empathy. While you can never fully understand someone’s life without being
them, you can learn, listen, and understand.

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ED 102 - Teaching Profession

Benefits of Cultural Diversity

The world is naturally multicultural. Approaching cultural diversity with a mindset and
actions that embrace this fact leads to many benefits, like:

Compassion: Communication and understanding of differences leads to increased compassion

instead of judgment.
Innovation: Varied perspectives and lens of looking at the world lend to innovative thinking.
Productivity: People who come together and bring their own style of working together tend to
support a more productive team.
New Opportunities: The diversity opens the door to new opportunities and the blending of
ideas
which would otherwise have been homogeneous.
Problem-Solving: Challenges are layered, so having people with different backgrounds can
lead
to better problem-solving with richness of opinions.

How to Support Cultural Diversity

Individuals and institutions alike have the agency to support cultural diversity. If you’re
unsure how you can take action to do so, consider these ideas:

 Interact with people outside of your culture

 Be open-minded to listen and let go of judgment
 If you see anyone who is being culturally insensitive, speak out against it
 Accept that differences are beneficial and not harmful
 Don’t force your beliefs on people with opposing views
 Advocate to hire people or work with people who are not within your same culture
 Travel the world as much as you can to take part in cultures and understand them from
the source
 Read literature and learn from different cultures
 Absorb media and art from around the world
 Learn a new language and communicate in a friend’s native language rather than your
own.
Multicultural Education
Multicultural education refers to any form of education or teaching that incorporates
the histories, texts, values, beliefs, and perspectives of people from different cultural
backgrounds. At the classroom level, for example, teachers may modify or incorporate lessons
to reflect the cultural diversity of the students in a particular class. In many cases, “culture” is
defined in the broadest possible sense, encompassing race, ethnicity, nationality, language,
religion, class, gender, sexual orientation, and “exceptionality”—a term applied to students
with specialized needs or disabilities.
Despite these challenges, it is wonderful to have such diversity of culture within a class, as
this variety of experience and background creates tolerance and mutual respect within the
classroom that is transcribed into later life, and can even improve academic results. To fully
embrace multiculturalism, there needs to be school-wide effort and an implemented policy for
all classrooms to follow.
Seven Ways to Embrace Multiculturalism in the Classroom
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ED 102 - Teaching Profession

1. Celebrate different cultural festivals

An easy and enjoyable way to embrace different cultures, what we need is to
recognize significant festivals across the world are important for educating the class in
new cultures, as well as giving the opportunity for some creativity if you assign
activities relating to the festival. It will also help build an inclusive atmosphere, making
1st generation immigrants feel more comfortable.
2. Attempt to learn a bit more about the different backgrounds of pupils in your class.
This is particularly helpful for 1st generation immigrants. You can learn a little
background to their culture or even go as far as to learn a bit of their language to
demonstrate understanding. It may even be worth speaking to the parents of particular
children who are struggling to integrate a bit more to best understand how to help them.
3. Include a variety of books in your classroom book collection
Including a variety of books from different cultures and backgrounds is a great
way of introducing multiculturalism into the classroom. For children of different
cultures, it can provide a bit of familiarity, and it allows other pupils the choice to read
something different to what they would perhaps normally choose. It also indicates that
different texts have a place in western culture and education.
4. Hold a food fair to celebrate different dishes from around the world
This idea could be a full day event or an occasional monthly occurrence. Each
pupil could bring in a dish that is commonly eaten in their culture for others to try.
They could talk a bit about the history of the dish, or if it is made for a special event or
festival. This idea might be particularly good for a food technology class.
5. Set presentation projects for students on a culture or nation
For this, you could either get a pupil to write about their own culture and
present to the class or you could get pupils to look at a culture other than their own to
present on. It might be good to do this in pairs so they can be a bit more confident
presenting. This sort of project can add to your curriculum by tying in topics the pupils
are currently studying.
6. Host a culture day
This could be a day for pupils to share their cultural identities with others,
whilst also learning about other students. There could be a variety of things to include
in this day, maybe bring in certain foods, and make posters with visual information for
each pupil to talk about. Encourage pupils to ask questions and give each one a chance
to discuss their cultural heritage.
7. Hold events with guests and motivational speakers from different backgrounds

Enrichment:

Research on James Bank’s five dimension of multicultural education to be able to relate

on this diagram.

James Banks' five dimensions of multicultural education Banks' (2008)

38
ED 102 - Teaching Profession

Activities:

I. Make a Reflection

Situation 1:

Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo,
Sulu. The marriage necessitated her to transfer teaching in the place of her husband who is also
a teacher. Coming from a different family background in terms of religion, ethnic origin, and
social background, Mrs. Rose has to adjust to her present relocated residence. She was
accepted to teach in one of the elementary schools in the area where a mixture of different
ethnic groups are enrolled. Reflect on the situation given.

1. What teaching challenges will Mrs. Rose encounter with her diverse students?

2. How would she address these challenges as a multicultural teacher?

3. What personal dilemmas will she encounters? If you were in her place, what would you
do?

Situation 2:

You are to teach in an international school in Indonesia. You graduated from one of the
teacher education institutions in the Philippines. The school curriculum is American-based,
but your students come from different countries but majority are Indonesia nationals.

1. What challenges are seen in your classroom?

2. How would you prepare to meet there challenges?

II. Identify the following concepts that you have learned in this lesson.
1. Outputs of discoveries and inventions which are utilized to improve teaching and
learning such as computers and all its software are referred to as _____.
2. Simulations or exploratory environments which allow actions and investigations right
inside the classroom through computer software are called _____
3. The entire National Geographic is now kept in a database called _____.
4. A very popular hypertext system labeled as www is referred to as _____.
5. Which term is used when student participants are brought to a field trip without
physically bringing them to the site? ________

III. Read and make a decision based on your experiences and information. Write Agree or
Disagree before the number.
1. ______ The introduction of technology in the classroom leads to teaching innovations.
2. ______ It is imperative for a teacher to learn and use technology in teaching.
3. ______ Only those who have access to the internet can use technology.
4. ______ Even with use of technology, the diversity of learners should be considered.
5. ______ Technology in the classroom should support learning, rather than hinder it.

Reference

franciscoraiza.blogspot.com/2016/10/chap-3-lesson-3

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ED 102 - Teaching Profession

Lesson 4. Broadening Teaching Perspective:

To become a global teacher, you need to broaden your teaching perspective. ...
expanding your experiences beyond the confines of your classroom to the wider learning
environment of the world is one of the many avenues in order to achieve a level of global
competitiveness.

Teachers Perspective
a. Broaden – to make (something) wider or more general.
b. To become a global teacher, you need to broaden your teaching perspective.
Expanding your experiences beyond the confines of your classroom to the
wider learning environment of the world is one of the many avenues in
order to achieve a level of global competitiveness.
c. Teacher Exchange Programs
Visiting International Faculty Program (VIF) Fulbright Teacher Exchange Program,
Inter-African Teacher Exchanges, Canadian Educators Exchange and Global Teacher
Millennium Awards.
a. The Visiting International Faculty Program (VIF) is the United States largest
cultural exchange program for teachers and schools. It is dedicated to transforming
lives through international exchange of teachers and offers highly qualified
teachers from around the world serving as teachers and cultural ambassador in the
United States.
The purpose of VIF is to ensure that student, educators and communities
worldwide reap the benefits of international education . All school should have at
least one international exchange teacher. All students should be exposed to a variety
of exchange teachers during their academic careers. All communities should have
an equal opportunity to develop globally literate citizens to help build a foundation
for success in the global market place
The VIF was founded in 1987 and began accepting teachers from other
countries of the world to teach kindergarten up to grade 12 in 1989. This project is
in cooperation with the North Carolina Department of Public Instruction. The first
group of 12 international teachers worked on in 10 North Carolina countries as
foreign language teachers. The international teachers are coming from more than 50
countries of the world such as Australia, Canada, Chile, New Zealand, Ecuador,
Mexico, Spain including the Philippines.
b. Fulbright Teacher Exchange Program
Since 1946, the Fulbright Teacher Exchange Program has helped nearly
23,000 teachers and school administrators by promoting mutual understanding
between the United States and countries around the world. For the U. S teachers,
this opportunity involves a year or semester of direct exchange with a counterpart in
another country teaching the same subject at the same level.
c. Inter-African Teacher Exchanges.
The purpose of this program is to provide opportunity for African teachers
to learn from teaching environment in other African countries, and to extend
experiences and widen the horizon of African teachers by encouraging exchange
visits to countries outside Africa as well.

40
ED 102 - Teaching Profession

d. Canadian Educators Exchange

The Canadian Education Exchange Foundation is a non- profit foundation
which handles both student and educator exchanges to broaden their understanding
of one another’s cultures, customs and languages.
e. Global Teachers Millennium Awards
The program is limited only to participating countries that contributes to the
quality of teachers worldwide. The Global Teacher Exchange program commits to
improving the quality of education in South Africa, Ghana, Uganda and the UK • It
promotes partnership between the North and South African countries.
A Global Teacher in this program is described as someone who thinks and
act both locally and globally; embraces the world’s rich variety of ways of life’;
understand how world is interconnected; is committed to making the world a more
equitable place; believes in education for sustainable development; has
professional and personal skills to share and to learn; brings the world into their
classroom, school and community; encourages dialogue and partnership between
the North and the South; and can inspire others to act as Global teachers.:

References:
Bilbao, P.P; Corpuz, B.B; Llagas, A.T; Salandanan G.G.(2012). The Teaching
profession. 2nd Ed. Metro, Manila, Philippines. Lorimar Publishing, Inc

Cabibijan, J. and Aracelli Ranille. www.slideshare.net/alvincaibog/broadening-teaching--

perspective
http://pinoyteachersnetwork.blogspot.com/2008/02/filipino-teachers-on-exchange-
visitors.html https://www.vifprogram.com/cultural-exchange-experience/
https://www.globalteacherprize.org › nouvelles-et

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ED 102 - Teaching Profession

MODULE 4
Legal Foundations of Education

This module will help the students to understanding the basic laws on the
professionalization of teaching, the Code of Ethics for the Professional Teachers, the Major
Educational Laws and the Family Code of the Philippines and apply them in their future career
as teachers in order to become effective facilitators in transforming the minds and attitudes of
the pupils/students.

SUB-TOPICS
 Basic Laws on the Professionalization of Teaching
1.1. Presidential Decree No. 1006
1.2. Republic Act No. 7836
1.3. Republic Act No. 9293
 Code of Ethics for Professional Teachers
 Major Educational Laws
a. 1987 Constitution
b. RA 4670
c. RA 9155
d. RA 10157
e. RA 10533
f. RA 10931
 Family Code of the Philippines
1.1. RA 7670
1.2. RA 7877
1.3. RA 8980
1.4. UN Convention on the Human Rights of the Children

____________________________________________________________________

Discussion:

The Policy goals should be to ensure that all children have access to skilful teachers to
make the teaching profession more attractive to talented young adults, and to produce humane
intellectually lively learning communities for both students and teachers- Linda Darling-
Hammond

Lesson I. Basic Laws On The Professionalization Of Teaching

 Presidential Decree 1006
 Republic Act 7836
 Republic Act 9293

Presidential Decree 1006: Providing for the Professionalization of Teachers, regulating their
practice in the Philippines and for other purposes.

PD 1006 was premised on the following:

1. “Teachers whose direct and continuing interaction with the young people and the children
make them potent forces for the development of proper attitudes among the citizenry;
2. The tremendous growth of the teaching population
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3. To insure that in the immediacy and urgency of the teacher recruitments are not overlooked,
4. Teachers requires a number of years of collegiate study,
5. In recognition of the vital role of the teachers in nation – building and as an incentive to
raise the morale of teachers, it is imperative that they be considered as professionals and
teaching be recognized as a profession” (PD 1006)

PD 1006
 Declared a policy that teacher education be of the highest quality and strongly oriented
to Philippine conditions and to the needs and aspirations of the Filipino people.
 The Civil Service Commission and the Department of Education and Culture jointly
gave examination for teachers.
 Passers who were qualified were given Professional Teacher Certificate.
 It made teacher’s license a requirement for teaching.
 “Three years after the effectivity of this Decree, no person shall engage in teaching
and/or act as a teacher as Defined in this Decree, whether in public or private
elementary or secondary school, unless he is holder of Professional Teacher Certificate
or considered as Professional Teacher under this Decree”
 Congressional Commission affirmed the continuously deteriorating quality of
education in our country.
 The Congressional Commission to Review and Assess Philippine Education (EDCOM)
came out with the finding that the “quality of Philippine Education is declining” and
the teachers are “at the heart of the problem”
The EDCOM found:
 Teachers are poorly trained;
 There is low quality of students enrolled in teacher training; and
 Teaching is perceived as a poorly esteemed profession.

Presidential decree No.1006

Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall
be given primary concern and attention by the government and shall be of the highest quality,
and strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino
people even as it seeks enrichment from adoptable ideas and practices of other people.
NOW THEREFORE, I, FERDINAND E. MARCOS, president of the Philippines, by virtue
of powers vested in me by constitution, do hereby decree and order;
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:
(a) Teaching refers to the profession primarily concerned with the classroom
instruction, at the elementary and secondary levels, in accordance with the curriculum
prescribed by National Board of Education, whether on part-time or full-time basis in
the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary
levels, whether on a full-time or part-time basis, including guidance counselors, school
librarians, industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels and
legally qualified to practice teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.

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Section 4. Creation of the National Board for Teachers. There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:

Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare
the contents of the Board examination for teachers, hereinafter referred to as
examination, in the elementary and secondary levels of instruction, to be held at least
once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and
room examiners from among the employees of the Government who shall be entitled to
a daily allowance to be fixed by the Board for every examination day actually attended,
use the buildings and facilities of public and private schools for examination purposes,
approve applications to take examination, and approve the release of examination
results;
(c) Look from time to time into the conditions affecting the practice of the teaching
profession, adopt such measures as may be deemed proper for the enhancement of said
profession, and/or maintenance of the professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and
administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as
are necessary in the effective performance of its functions and responsibilities,
prescribe their duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and
duties as may be necessary to carry into effect the purposes of this Decree.

Section 6. Qualification requirements for examination applicants. No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five
years in schools in the Philippines not organized exclusively for nationals of a foreign
country at the time of the effectivity of this Decree, the applicant must be a citizen of
the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him
to render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in
Elementary Education (B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its
equivalent with a major and minor, or a Bachelor’s degree in Arts or Sciences with at
least eighteen units in professional education; and
3) For teachers of secondary vocational and two-year technical courses, Bachelor’s
degree in the field of specialization with at least eighteen units in professional
education.
All applications shall be filed with an office or offices designated by the Board,
preferably the offices of the Civil Service Commission and the Department of
Education and Culture.
These offices shall screen and approve such applications and issue the corresponding
permits to take the examination to qualify applicants.

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Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not be
disclosed until after the release of the results of the examination. They shall each receive as
compensation the sum of not less than P5.00 for each examinee as may be determined by the
Board but in no case shall each examiner receive more than P18,000 per examination. Any
examiner who is in the service of the Government shall receive the compensation herein
provided in addition to his salary.

Section 8. Scope of the examination. The examination shall consist of written tests, the
scope of which shall be determined by the Board, taking into consideration the teaching plan of
the schools legally constituted in the Philippines.

Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least 70
per cent in all subjects, with no rating below 50 per cent in any subject.

Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the examination,
unless extended by the latter.

Section 11. Issuance of Certificates. Teachers who have passed examinations given by the
Civil Service Commission or jointly by the Civil Service Commission and the Department of
Education and Culture shall be considered as having passed the board examinations for
teachers. The Board may consider their certificates of rating as certificates of eligibility or
issue an entirely new certificate upon registration of the teacher and payment of the
corresponding fees.

Section 12. Registration. The Civil Service Commission shall, as an arm of the Board,
register holders of Professional Teacher Certificate which registration shall evidence that the
registrant is entitled to all the rights and privileges of a Professional Teacher until and unless
the certificate is suspended or cancelled by the Board for just cause.

Section 13. Reissuance of revoked certificates and replacement of lost certificates. The
Board may, for reason of equity and justice, and upon proper application therefor, issue
another copy, original or duplicate, upon payment of the required fee, of a certificate which has
been revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be
issued subject to the rules of the Board.

Section 14. Registration by reciprocity. The Civil Service Commission shall, upon
approval of the Board, effect the registration, without examination, of a teacher validly
registered under the laws of any foreign state or country; Provided, That the requirements for
registration in said foreign state or country are substantially the same as those required and
contemplated by this Decree, and the laws of such foreign state or country allow citizens of the
Philippines to practice the profession on the same basis and grant the same privileges as the
citizens or subjects of such foreign state or country; Provided finally, That the applicant shall
submit competent and conclusive documentary evidence, confirmed by the Department of
Foreign Affairs, showing that his country’s existing laws permit citizens of the Philippines to
practice teaching profession under the rules and regulations governing citizens thereof.

Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the public or

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private elementary or secondary school, unless he is holder of a Professional Teacher

Certificate or is considered a Professional Teacher under this Decree.

Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate of
another, or any person giving any false or forged evidence in order to obtain a Professional
Teacher Certificate or admission to an examination, or any person assuming himself as a
registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos
with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor
more than two years, or both such fine and imprisonment at the discretion of the Court.

Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative
Orders, rules and regulations or parts thereof inconsistent with the provisions of this Decree are
hereby repealed or modified accordingly.

Section 18. Separability Clause. In case any provision of this Decree or any portion thereof
is declared unconstitutional by a competent court, other provisions shall not be affected
thereby.

Section 19. Effectivity. This Decree shall take effect January 1, 1977.
DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen
hundred and seventy-six
Ferdinand E. Marcos
President

REPUBLIC ACT No. 7836

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION
OFTHE PRACTICE OF TEACHING IN THE PHILIPPINES AND
PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND
FOR OTHER PURPOSES.

Section 1. Short Title —This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994. “

Sec 2. Statement of Policy —The State recognizes the vital role of teachers in nation-
building and development through a responsible and literate citizenry.

Sec 3. Objectives. —This Act has the herein objectives:

a)The promotion, development and professionalization of teachers and the teaching profession;
and
(b)The supervision and regularization of the licensure examination.

Sec. 4. Definition of Terms — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction,
at the elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, Culture and Sports, whether on part-time or full-time basis in the
private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and
secondary levels, whether on full-time or part-time basis, including industrial arts or vocational

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teachers and all other persons performing supervisory and/or administrative functions in all
schools in the aforesaid levels and qualified to practice teaching under this Act.
(c)) "Board" — refers to the Board for Professional Teachers duly established and constituted
under this Act. (d) "Commission" — refers to the Professional Regulation Commission.

ARTICLE II. BOARD FOR PROFESSIONALTEACHERS

Sec. 5 Creation and Composition of the Board
The Board is composed of five (5) members including the Chairman and the Vice-
Chairman appointed by the President of the Philippines from among the recommenders chosen
by the Commission.

Sec. 6. Duties and Function of the Board the two most important duties of the Board:

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three
(3) years from the date they assume office. No person who has served for two (2) consecutive
terms shall be eligible for reappointment. The chairman or any member shall take his oath of
office prior to the performance of his duties.
(a) Be a citizen and resident of the Philippines;
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high
moral values;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education
and preferably a holder of a master's or doctorate degree in education, or their
equivalents;
(d) Be a professional teacher with a valid certificate of registration and valid
professional license;
(f) Not an official or member of faculty of any university for at least 3 years prior to his
appointment nor connected with a review center.
e)Has been a professional teacher in the active practice of the teaching profession for at
least ten (10) years in the elementary and secondary level;

Section 8. Qualification of Board Members — Each Board member must at the time of
his appointment:

Sec. 9. Compensation of the board

The chairman, vice chairman and members of the board shall receive compensation
comparable to the compensation received by existing regulatory boards under the
professionalization system.

Sec.10. supervision of the board and custodian of its record

Shall be under the supervision and control of the commission.

Sec.11. Secretariat and support services

The profession regulation commission, through its chairman, shall provide the
secretariat and other support services to implemented effectively the provision of this act.

Sec.12. Removal of a board member

• The chairman or any member of the board maybe removed by the president of the
Philippines upon recommendation upon recommendation of the commission for neglect
of duty, incompetence, unethical, immoral or dishonour conduct, commission or

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tolerance of irregularities in the examination after having been given the opportunity to
defend himself in proper administrative investigation.
• In good health and of good reputation with high moral values.
• Has not been convicted by final judgement by a court for an offense involving moral
turpitude.
• A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows,
1. For teachers in pre-school, bachelor’s degree in elementary education (BECED) or
its equivalent.
2. For teachers in the elementary grades, a bachelor’s degree in elementary education
(BSEED) or its equivalent.
3. For teachers in the secondary grades, a bachelors degree in education or its
equivalent with a major or minor or bachelors degree in arts and science with at least
ten (10) units in professional education.
4.For teachers of vocational and two-year technical courses, a bachelors degree in the
field of specialization or its equivalent with at least (18) units in professional education.

Section 16. Report of the Result of the Examination – the board shall, within one
hundred twenty (120) days after the examination, report the ratings obtained by its candidate to
the Professional Regulation Commission for approval and appropriate action.
Section 17. Issuance of Certificate and Professional License – the registration of a
professional teacher commences from the date his name is enrolled in a roaster of professional
teachers.

Section 18. Oath Before Practice – every registrant shall be required to take his
professional oath before practicing as a professional teacher.

Section. 19. periodic Merit Examination of teachers.-to encourage continuing

professional growth and development and to provide additional basis for merit promotion in
addition to their performance rating, teachers may take an oral and written examination at least
once in five years as basis for merit promotion.

Section 20. Failure to pass the merit examination

If a teacher fails to pass the merit examination he or shall be allowed to take
examination for a second time. should he or she fail to pass the second time, then he or she
required to take a DECS accredited refresher courses or program before being allowed to
retake the examination.

Section 21. teachers who pass the merit examination shall:

a) Be awarded a diploma of merit by the board;
b) Earn merit points for purposes of promotion in salary or to a higher position of grade level;
c) Be placed in the priority list for government scholarship; and
d) Enjoy such other benefits as may be promulgated by the board.
• The board shall have the power, after due notice and hearing, to suspend or revoke the
certificate of registration of any registrant to reprimand or to cancel the temporary
special permit of the holding thereof who is exempt from registration, for any of the
fallowing causes;
a) Conviction fro any criminal offense by a court competent jurisdiction;
b) Immoral, unprofessional or dishonourable conduct;
c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of
the teaching profession;
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e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,

professional license of specially/temporary permit;
• Chronic enibriery or habital use of drugs;
• Violation of any of the provisions of this act, the rules and regulations and other
policies of the board and the commission, and the code of ethical and professional
standards for professional teachers; and
• Unjustified or wilful failure to attend seminars, workshops, conference and the like or
the continuing education program prescribed by the board and the commission.

Section 24. Registration by Reciprocity

No teacher of a foreign nationality shall be admitted to the examination, or be given a
certificate of registration or be entitled to any of the rights and privileges under this act, unless
the country or state of which he is subject permits Filipino professional teacher to practice
within its territorial limits on the same basis as subject or citizens of said country or state.

Section 25. Roaster of professional

The teacher containing the names and address of professional teacher, date of
registration or issuance of certificate and other data which in the opinion of the board mat
appear pertinent shall be maintained.

Section 26. Registration and exception

Two years after the affectivity of this act, no person whether in the preschool,
elementary, secondary level, unless he is a duly registered professional teacher and a holder of
a valid special/temporary permit.

Sec. 27. Inhibition Against the Practice of the Teaching Profession. Except as otherwise
allowed under this Act, no person shall practice or offer to practice the teaching profession in
the Philippines or be appointed as teacher to any position calling for a teaching position
without having previously obtained a valid certificate of registration and a valid professional
license from the Commission.

Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than
Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the
discretion of the court:
(a) Any person who practices the teaching profession in the Philippines without being
certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration
that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or
any member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises
any title or description tending to convey or conveys the impression that he is a teacher
without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this
Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also
apply to any school official who shall cause or be responsible for the commission of
any of the above-enumerated acts.

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Sec 29. Appropriations. — Such sums as may be necessary to carry out the provisions of
this Act shall be included in the 1996 General Appropriations Act and thereafter.

Sec 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60) days
of its approval.
• The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30)
days after its promulgation.
• Any violation of this section shall render the official/s concerned liable under Republic
Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for
Public Officials and Employees" and other pertinent administrative and/or penal laws.
• Any violation of this section shall render the official/s concerned liable under Republic
Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for
Public Officials and Employees" and other pertinent administrative and/or penal laws.
•
Sec 31. Transitory Provision. — All incumbent teachers in both the public and private
sector not otherwise certified as professional teachers by virtue of this Act, shall be given
(5) years temporary certificates from the time the Board for Professional Teachers is
organized within which to qualify as required by this Act and be included in the roster of
professionals.

Sec 32. Separability Clause. — If, for any reason, any section or provision of this Act or
the application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.

Sec 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
Sec 34. Affectivity Clause. — This Act shall take effect after fifteen (15) days following
its complete publication in the Official Gazette or in two (2) newspapers of general circulation.

Approved: December 16, 1994

Comprehension Check

Compare PD 1006 and RA 7836 along the following items then give your own
observations.
Item PD 1006 RA 7836 Observation
1. Definition of Teacher
2. Teachers’ Examination
2.1 Scope of Examination
2.2 Qualification Requirements
for Examinees
2.3 Rating
2.4 Report of results
3. National Board for Teachers
4. The Board for Professional
Teachers
5. Causes of revocation of
certificate/ license
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REPUBLIC ACT 9293

“An act amending certain sections of RA 7836 otherwise known as the “Philippine
Teachers Professionalization Act of1994”

Section 1. Section 15 of Republic Act No. 7836 is hereby amended as follows;

Section 15. Qualification Requirements of Applicants – No applicant shall be admitted

to take the examination unless, on the date of filing of the application, he shall have complied
with the following requirements:
(e) “A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications as follows:
1. For teachers in preschool, a bachelor’s degree in early childhood education
(BECED) or its equivalent;
2. For teachers in the elementary grades, a bachelor’s degree in elementary education
(BECED) or its equivalent;
3. For teachers in the secondary grades, bachelor’s degree in education or its equivalent
with a major or minor, or a bachelor’s degree in arts and sciences with at least 18 units
in professional education; and
4. For teachers of vocational and 2-year technical courses a bachelor’ degree in the
field of specialization or its equivalent, with at least 18 units in professional education.

Section 2. Section 26 of the same act is hereby recommended to read as follows:

Section 26. Registration and Exception– No person shall engage in teaching and or act as
a professional teacher as defined in this Act, whether in the preschool, elementary or secondary
level, unless a person is duly registered professional teacher, and a holder of valid special or
temporary permit.
• Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant who is: (a) A holder of a
certificate of eligibility as a teacher issued by the Civil Service Commission and the
DECS; or (b) A registered professional teacher with the National Board for Teachers
under the DECS pursuant to P.D. No. 0016.
• Professional teachers who have not practiced their profession for the past 5 years shall
take at least units of pedagogy and 6 units of content courses or the equivalent training
and number of hours; to be chosen from a list of courses to be provided by the Board
and the Department of Education, before they can be allowed to practice their
profession in the country.
• Those who have failed the licensure examination for the professional teachers, with a
rating of not lower than five percentage points from the passing general average rating
shall be eligible as Para-teachers upon issuance by the Board of a two-year special
permit, renewable for a non-extendible period of 2 years.
• The Para-teachers shall be assigned to areas where there is a shortage or absence of a
professional teacher, as identified or provided by the Department of Education and the
ARMM EDUCATION DEPARTMENT to the Board for Professional Teachers and to
the Commission. The special permit shall indicate the area of assignment of the Para-
teacher.
• . A special permit may also be issued by the Board to a person who has excelled and
gained international recognition and is a widely acknowledged expert in his or her
respective field of specialization.

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Section 31 of the same Act is hereby amended to read as follows: Section

31. Transitory Provision- Special Permits, with a validity of 3 and 5 years, issued to
Para-teachers by the Board for P. A special permit may also be issued by the Board to a
person who has excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of specialization.
professional Teachers before the affectivity of this Act shall be allowed to expire based
on the period granted therein: Provided, That only special permit with a validity of 3
years may be renewed upon expiration for a non-extendible period of 2 years.

Section 4. References to the Term.— “Department of Education, Culture and Sports”, in

Section 4 (a) and Section 25, and the term “DECS” IN Section 20, of the same Act, are hereby
amended to read as “Department of Education” and “DepEd”, respectively.

Section 5. Separability Clause.—If for any reason, any section or provision of this Act or
the application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.

Section 6. Repealing Clause.—all laws, decrees, circulars, administrative orders, rules and
regulations and other issuances which are inconsistent with the provision of this Act are hereby
repealed or modified accordingly.

Section 7. Affectivity- This Act shall take effect upon approval.

Approved,
(Sgd.) JOSE DE VENECIA, JR.
Speaker of the House of Representative
(Sgd.)FRANKLIN M. DRILON
President of the Senate

This Act which is a consolidation of the Senate Bill No. 2698 and House Bill No. 5411
was finally passed by the Senate and the House of Representative on February 6, 2004 and
February 7, 2004, respectively.
(Sgd.)ROBERTO P. NAZARENO
Secretary General House of Representatives
(Sgd.) OSCAR G YABES
Secretary of the Senate
Approved:
(Sgd.) GLORIA MACAPAGAL-ARROYO
President of the Philippines

Activity. Answer the following items in an essay form.

1. What amendments to RA 7836 were made by RA 9293 on the following:

- Number of units in professional education required of non-education graduates
- Registration of those engaged in teaching without examination
- Required rating for para-teachers
2. Other than para-teachers who else are entitled to a special permit?
3. What is required of teachers covered by Sec. 26 RA 9293 who have not practiced their
profession for the past five years?
4. Who can be issued a license without examination?

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Journal Entry
Do PD 1006, RA 7836 and RA 9293 help you to become a professional teacher? Write
your reflections here.

Reference:

Bilbao, P.P; Corpuz, B.B; Llagas, A.T; Salandanan G.G.(2012). The Teaching profession. 2nd
Ed. Metro, Manila, Philippines. LORIMAR publishing, Inc.

Lesson II. Code of Ethics for Professional Teachers

Code of Ethics for Professional Teachers

Pursuant to the provisions of paragraph (e), Article 11, of R. A. No. 7836, Otherwise
known as the Philippines 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, they strictly adhere to, observe, and practice this set of ethical And moral
principles, standards, and values.

Article I. Scope and Limitations

Section1. The Philippine Constitution provides that all educational institution Shall
offer quality education for all competent teachers committed of its full realization The
provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.
Section2. 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 school at the aforesaid levels, whether on full time or part-time basis.

Article II. The Teacher and the State

Section1. 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, cultivate love of country, instil allegiance to the constitution And for all duly constituted
authorities, and promote obedience to the laws of the state.

Section2. Every teacher or school official shall actively help carry out the Declared
policies of the state, and shall take an oath to this effect.

Section3. 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.

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Section4. 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
responsibility.

Section 7. A teacher shall not use his position or facial 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 privilege of
expounding the product of his researches and investigations; provided that, if the Results are
inimical to the declared policies of the State, they shall be brought to the proper authorities for
appropriate remedial action.

Article III. The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he

shall, therefore, render the best 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 for such activities as gambling,
smoking, drunkenness, and other excesses, much less illicit relations.

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

Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people, individually
or collectively.

Section 8. A teacher posse’s freedom to attend church and worships as appropriate, but
shall not use his positions and influence to proselyte others.

Article IV.A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession,
and shall manifest genuine enthusiasm and pride in teaching as a noble calling.
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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. Every teacher shall participate in the Continuing Professional Education

(CPE) program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and strengthen
his competence, virtues, and productivity in order to be nationally and internationally
competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school,
but shall not make improper misrepresentations through personal advertisements and other
questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it
dignified means for earning a descent living.

Article V. The Teachers and the Profession

Section 1. Teacher 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, teacher shall support one another.

Section 2. A teacher is not entitled to claim credit or 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 on 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 the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what he
may appear to be an unprofessional and unethical conduct of any associates. However, 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.

Article VI. The Teacher and Higher Authorities in the Professions

Section 1. Every teacher shall make it his duties 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.

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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 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. School Officials Teachers and Other Personnel

Section 1. All 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 enlighten directions.

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.

Article VIII. The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, 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, of serving due
process.

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Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concerns, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated

against by the 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 learner’s 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 learner’s problems and difficulties.

Article IX. The Teachers and Parents

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

Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost cando and tact in pointing
out learners deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of the learners.

Section 3. A teacher shall hear parent’s 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
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accordance with the existing regulations; provided, further, that members of duly recognized
teachers cooperatives may participate in the distribution and sale of such commodities.

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 principles
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 Actions

Section 1. Any violation of any provisions 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 Professional Teacher, suspension from the
practice of teaching profession, 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 it’s publication in the official Gazette or any
newspaper of general circulation, whichever is earlier.

Reference:

Bilbao, P.P; Corpuz, B.B; Llagas, A.T; Salandanan G.G.(2012). The Teaching profession. 2nd
Ed. Metro, Manila, Philippines. LORIMAR publishing, Inc.

Lesson III. Major Educational Laws

 The 1987 Constitution
 Republic Act No. 4670
The Magna Carta for Public School Teachers
 Batas Pambansa Blg. 323: An Act Providing for the Establishment and Maintenance Of
an Integrated System of Education
 Republic Act No. 9155
An Act Instituting Framework of Governance for Basic Education, Establishing
Authority and Accountability, Remaining the Department of Education, Culture and
Sports As the Department of Education and for Other Purposes.
 Organizational Structure of the Department of Education Field Offices
 Excerpts from the Family Code of the Philippines
 Excerpts from Republic Act No. 7610 Special Protection of Child Against
Child Abuse, Exploitation and Discrimination Act
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 Excerpts from Republic Act No. 7877 An Act Declaring Sexual

Harassment Unlawful in the Employment Purposes
 Excerpts from R.A. 8980
 Republic Act No. 10157 An Act Institutionalizing the Kindergarten Education into the
Basic Education System and Appropriating Funds Therefor

 UNESCO
 First Call for Children

Republic Act No. 4670

The Magna Carta for Public School Teacher

This act is very important to the teachers in the public schools. It protects the rights of
the teachers, like tenure of office, academic freedom, and other benefits for their well-being.
There is a section in this act that mandates the head of office to inform the teachers of this
code.

This policy aims to protect and improve the socio-economic condition of public school
teachers and the state recognized the essential contribution of teachers in nation building so
this act serve as controlling agent in maintaining the proper qualification for the professions.

The Term “Teachers” is clearly stated by this provision as profession not merely
handling students but person in authority receiving high regards from the community. It is a
good thing that teachers is protected by Magna carta for Teacher because it ensure that the
National Government is oblige to make efforts to promote the living condition of public school
teachers.

Magna Carta for public school teachers serves as the guide to “utter” protection and
freedom, away from threats and terminations from the concerned authorities. If you not aware
of this law, you are always threatened by the administrators or any person in authority to
terminate you from work once you violated the law. For the information of everybody, the
Magna Carta has significantly defined along with its history in the English realms, it is also
known as Magna Carta Libertatum, an English 1215 charter which limited the power of
English Monarchs, specifically King John, from absolute rule.

Activity: Discuss the following statements briefly.

1. Who are referred to as “teacher” in R.A. 4670? Who are not included although they are
school personnel/employees.
2. Disciplinary procedures in resolving cases of teachers.
3. Explain the meaning of “exigencies of the service” referred to in Section 6 of the
Magna Carta as regards transfer of a teacher from one station to another.
4. Are the provisions in Sections 22 and 23 teachers’ rights or privileges? Brainstorm with
your group.
5. What can be some reasons behind Section 11 of RA 4670?
6. Actual classroom teaching a day should not exceed six hours. What can be some
reasons behind this limit on teaching hours?

Research on:

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1. The latest DepEd policy on the recruitment and Development of public school teachers.
What provisions in the Magna Carta are bases of the DepEd policy?
2. The policy/ provisions for the recruitment and deployment of provide school teachers?
3. The meaning of academic freedom cited in Sect. 12 of the Magna Carta.
4. The present salaries of teachers paid by the city/ municipal/ provincial government to
determine if they are in accordance with Sec. 17 of the Magna Carta.

Excerpts from the Family Code of the Philippines

The family, being the foundation of the nation, is a basic social institution which public
policy cherishes and protects. Consequently, family relations are governed by law and no
custom, practice or agreement destructive of the family shall be recognized or given effect.

Activity. Answer the following statements correctly.

1. Explain the meaning of “special parental authority and responsibility” over the minor
child in Article 218.
2. Cite violations of Article 233.
3. Is there any provision that strikes you? Is yes, explain why?
4. Research on decided cases of teachers violating the provision on “special parental
authority”. Share your findings with the class.

Excerpt From Republic Act No. 7610

Special Protection of Children against Child Abuse, Exploitation and
Discrimination Act

RA 7610 allows children to enjoy their rights protected from any abuse or prejudice
which may threaten their development. Based on the RA 7610 Implementing Rules and
Regulations (IRR), “Child abuse” refers to the infliction of physical or psychological injury,
cruelty to, or neglect, sexual abuse or exploitation of a child.

“Cruelty” refers to any act by word or deed which debases, degrades or demeans the
intrinsic worth and dignity of a child as a human being. Discipline administered by a parent or
legal guardian to a child does not constitute cruelty PROVIDED (emphasis ours) it is
reasonable in manner and moderate in degree and does not constitute physical or psychological
injury as defined herein.

“Physical injury” means harm to a child’s psychological or intellectual functioning

which may be exhibited by severe anxiety, depression, withdrawal or outward aggressive
behavior, or a combination of said behaviors, which may be demonstrated by a change in
behavior, emotional response or cognition.

Republic Act .No. 7877

An Act Declaring Sexual Harassment Unlawful in the Employment,
Education or Training Environment, and for Other Purposes.

The state values the dignity of every individual. Sexual harassment can be visual, in
verbal, physical and gesture. Any person who directs or induces another to commit any act of

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sexual harassment as herein defined, or who cooperates in the commission thereof by another
without which it would not have been committed, shall also be held liable under this act,

Activity: Answer the following statements correctly.

1. You have read many cases of sexual harassment field against teachers and other
employees. explain the provision that sexual harassment is committed when the act is
“against one who is under the care, custody or supervision of the offender.”
2. Cite other circumstances of sexual harassment in the education and training
environment.
3. When is sexual harassment committed in a work-related environment?
4. Research on two decided cases of sexual harassment against teachers and one case
committed by teachers. Who is the disciplining authority if he/ she is a public school
teachers? A private school teacher?

Excerpts from Republic Act No. 8980

An Act promulgating a Comprehensive Policy and a National System for
Early Childhood Care and Development (ECCD), Providing Funds
therefor and for Other Purposes

It is hereby declared the policy of the State to promote the rights of children to survival,
development and special protection with full recognition of the nature of childhood and its
special needs; and to support parents in their roles as primary caregivers and as their children’s
first teachers.

What is the Early Childhood Care and Development (ECCD)

RA 8980 defines it as full range of health, nutrition, early education and social services
programs that provide for the holistic needs of children 0-6 years old
It is full range of services:
– To support the rights of children which are indivisible: survival (name and identity),
development, (cognitive and emotional), protection and participation (respect for their views).
– Nutrition interventions at 0-6 years old significantly improve psychosocial
development and physical growth
– Combined interventions to improve both physical and psychological development
have greater impact than either or alone
* It requires the consolidated efforts from different sectors:
– Health, nutrition, early education, Child protection, local governance,
Communication, etc.

Activity:

1. Which to you is the most important objective of the ECCD Act?

2. Visit a day care center and pre-school class for three days. Write a journal of your day
to day observation on the social and physical interaction and participation of the
children in the activities. Comment on the learning environment and the instructional
materials used.
3. What further education and training do you need to become a pre-school teacher?

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UNESCO

The objection of UNESCO is to contribute to peace and security in the world by

promoting collaboration among nation through education, science, culture and communication
in order to further universal respect for justice.

The learning process should be based on four pillars of education

 Learning to know
 Learning to do
 Learning to live together
 Learning to b

Convention on the Right of the Child

Adopted by the General Assembly of the United Nation on 20 November 1989

The children’s rights is require a special protection and call for continuous
improvement of the situation of children all over the world, as well as for their development
and education in conditions of peace and security,

Profoundly concerned that the situation of children in many parts of the world remains
critical as a result of inadequate social conditions, natural disasters, armed conflicts,
exploitation, illiteracy, hunger and disability, and convinced that urgent and effective national
and international action is called for,

Mindful of the important role of the United Nations Children’s Fund and of that of the
United Nations in promoting the well-being of children and their development,

Convinced that an international convention on the rights of the child, as a standard-

setting accomplishment of the United Nations in the field of human rights, would make a
positive contribution to protecting children’s rights and ensuring their well-being.

Reference:
OTHER EDUCATION AND TEACHER-RELATED LAWS
Posted on October 5, 2015 by ronnarivera314

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