1. The Teaching
Profession
If you consider teaching as a
profession then: You must be
willing to go through a long period
of preparation. You must be willing
to go through continuing
education. (continuous
development of potentials). You
have to strive for excellence. You
commit yourself to moral, ethical,
and religious values and dedicate
yourself to service.
2. HISTORICAL DEVELOPMENT OF TEACHING AS A
PROFESSION
The first legal document that
professionalized teaching was
Presidential Decree 1006 issued by
then President Ferdinand E.
Marcos.
1006
It was only in 1976 with PD 1006
known as the Decree
Professionalizing Teaching that
teachers in the Philippines
became professionalized.
1976
3. Historical
Development…….
In 1994, R.A. 7836, otherwise
known as the Philippine
Teachers Professionalization Act
of 1994, was passed to
….”promote quality education by
proper supervision and
regulation of the licensure
examination and
professionalization of the
practice of the teaching
profession.”
4. During the pre-Hispanic
period, there was no
established formal
schooling in the country. So
there was no formal
preparation for teachers.
During the Spanish period
and by virtue of Educational
Decree of 1863 free public
school system was
established.
5. During the American regime,
American soldiers served as the
first teachers. In 1901, the
Philippine Commission enacted
into law Act 74 which created
the Department of Public
Instruction.
This laid the foundations of the
public school system and
offered free primary education
for Filipinos.
6. 1901
Act 74 of 1901 provided for
the establishment of Philippine
Normal School (PNS) in
Manila. The Philippine Normal
School formally opened in
September 1901.
1949
In 1949, the Philippine Normal
School, renamed Philippine
Normal College, offered the
four – year Bachelor of Science
in Elementary Education.
7. • Teaching as a vocation
• Teaching as a mission
• Demands from a teacher
as a person
• Demands from a teacher
as a professional
8. Teacher as a Professional
DOMAIN 1: PLANNING AND PREPARATION
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Setting instructional outcomes
Demonstrating knowledge of resources
Designing coherent instruction
Designing student assessments
9. DOMAIN 2: CLASSROOM ENVIRONMENT
Creating an environment of respect and rapport
Establishing a culture for learning
Managing classroom procedures
Managing student behavior
Organizing physical space
10. DOMAIN 3: INSTRUCTION
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
11. DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in the professional community
Growing and developing professionally
Demonstrating professionalism
12. Code of
Ethics for
Professional
Teachers
The Code of Ethics for
Professional Teachers
serves as guide for
teachers specifically to
new teachers for them to
exhibit proper behavior to
the learning community at
all times. It is imperative
that you observe and
practice this set of ethical
and moral principles,
standards, and values.
13. 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.
14. This Code covers all public and
private school teachers in all
educational institutions at the
preschool, primary, elementary.
and secondary levels whether
academic, vocational, special,
technical, or non-formal. The
term “teacher” shall include
industrial arts or vocational
teachers and all other persons
performing supervisory and /or
administrative functions in all
schools at the aforesaid levels,
whether on full time or part-time
basis.
15. Every teacher shall help
the school keep the
people in the community,
and shall, therefore,
study and understand
local customs and
traditions in order to
have a sympathetic
attitude, therefore, refrain
from disparaging the
community.
16. THE
MAGNA
CARTA
FOR
PUBLIC
SCHOOL
TEACHERS
• RA 4670, otherwise
known as The Magna
Carta for Public School
Teachers, details the
rights, privileges and
benefits of teachers.
• This Act shall be known as
the "Magna Carta for
Public School Teachers"
and shall apply to all
public school teachers
except those in the
professorial staff of state
colleges and universities.
17. • Study Leave. In addition to the leave
privileges now enjoyed by teachers in
the public schools, they shall be
entitled to study leave not exceeding
one school year after seven years of
service.
• During the period of such leave, the
teachers shall be entitled to at least
sixty per cent of their monthly salary.
18. • Any teacher engaged in
actual classroom
instruction shall not be
required to render more
than six hours of actual
classroom teaching a
day.
• Where the exigencies of
the service so require,
any teacher may be
required to render more
than six hours but not
exceeding eight hours of
actual classroom
teaching.
19. ON BECOMING A
GLOCAL TEACHER
• Our world has been called a
“global village”.
• Global education paves the way
for borderless education.
• But why a shift in the use of
GLOBAL to GLOCAL?
• Glocalization means it is local
culture which assigns meaning
to global influences, and that the
two are interdependent and
enable each other.
20. • “Think globally but act
locally” or “think local but
act global”. You can be a
global teacher and at the
same time a glocal teacher,
if the local perspectives
based on the culture,
traditions and contexts are
considered.
• Global Teacher Education
*educating all people in
accordance with world
standards
* curriculum that is
international in scope
21. Four
Pillars of
Learning
• Education for All goals set
in 2000 - One of the most
important outcomes of this
meeting was the notion
of lifelong learning, to be
supported by four pillars of
knowledge
• Learning to know - broad
general knowledge
This also means learning to
learn. It aims to provide
individuals with the cognitive
tools required to better
comprehend the world and its
complexities.
22. Glocal Education
Glocal education
is about diversity,
understanding
the differences
and teaching the
different cultural
groups in their
own context to
achieve the goals
of global
education as
presented by the
United Nations.
Glocal education
provides equal
opportunity and
access to
knowledge and
learning tools
which are the
basic rights of
every child in
every community,
locality within the
global
community.
23. THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY
The Levels of Schooling
The Teacher
Professionals Across the
ASEAN
The Teaching Profession
Practices in the ASEAN
The Teacher and the
Teaching Profession
Beyond the ASEAN
(benchmarking)
24. Learning to be - to develop
one’s personality. The aim is
to provide individuals with
the self analytical and social
skills to develop to their
fullest potential. Education
must not disregard any
aspect of a person’s
potential, including memory,
reasoning, aesthetic sense,
physical capacities and
communication skills.
25. Learning to do - to acquire
not only occupational
skills but alsothe
competence to deal with
many situations and work
in teams. This pillar aims
to provide individuals with
the skills to effectively
participate in the global
economy and society.
26. Learning to live together - developing an
understanding of other people and an
appreciation of interdependence – carrying
out joint projects and learning to manage
conflicts – with respect for the values of
pluralism, mutual understanding and peace.
It enables individuals and societies to live
harmoniously.
27. • Lifelong learning is central
to these four pillars of
knowledge; they cannot be
anchored solely in one
phase in a person’s life or
in a single place.
• As promoted by UNESCO
and many others, a more
holistic approach to
education is needed to
enable each and every
person to become a
lifelong learner.
28. THE COMPETENCY FRAMEWORK FOR
TEACHERS IN SOUTHEAST ASIA (CFT
SEA)
• https://www.seameo-innotech.org/wp-
content/uploads/2019/04/SEA-
TCF_Nov2017.pdf
• THE PHILIPPINE QUALIFICATIONS
FRAMEWORK - describes the
levels of educational qualifications
and sets the standards for
qualification outcomes.
29. CONTINUING PROFESSIONAL
DEVELOPMENT
• PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (PPST)
• DepEd Order No. 42, S. 2017 stipulates the
national adoption and implementation of
the Philippine Professional Standards for
Teachers . The Order was signed on August 11,
2017 by DepEd Secretary Leonor Magtolis-
Briones.
30. The changes brought
about by various
national and global
frameworks such as the
K to 12 Reform, ASEAN
Integration,
globalization, and the
changing character of
the 21st century learners
necessitate the
improvements and call
for the rethinking of the
National Competency-
Based Teacher
Standards (NCBTS);
hence, the development
of the PPST.
31. The Philippine Professional Standards for Teachers
includes personal growth and professional
development as the seventh domain. With the
enactment of RA 10912, the CPD Law of 2016, CPD for
all the professions regulated by PRC is now
mandatory.
32. • RA 7836 – The
Teachers’
Professionalization Act,
also provided for
mandatory Continuing
Professional Education
(CPE), now referred to
as Continuing
Professional
Development (CPD),
• The Board for
Professional Teachers
(BPT) also passed
Resolution No. 435, s.
177 to adopt the Code
of Ethics for
Professional Teachers
pursuant to the
provisions of
paragraph 9e0 Article
11 of RA 7836,
33. Executive Order # 266,
Institutionalization of the
Continuing Professional Education
(CPE) Programs of the Various
Professional Regulatory Boards
(PRBs).
RA 10912, Continuing Professional
Development Act of 2016. With
the enactment of this law, CPD for
all the 43 professions regulated by
PRC including the teaching
profession has become
mandatory.
34. The Historical
and legal Bases
of Continuing
Professional
Development
Batas Pambansa 232, the Education
Act of 1982, states as one of the
teacher’s obligations to assume the
responsibility to maintain and sustain
his professional growth and
advancement…”
RA 9155 – The Secretary of Education
shall have authority, accountability and
responsibility among other things
for…”Enhancing the employment
status, professional competence,
welfare and working conditions of all
personnel of the Department….
35. PHILOSOPHIES
1. Constructivism
Constructivism is
‘an approach to
learning that holds
that people
actively construct
or make their own
knowledge and
that reality is
determined by the
experiences of the
learner. (Elliott, et
al., 2000).
36. Philosophies (Cont.)
2. Essentialism - teachers teach
to acquire basic knowledge,
skills and values. Emphasis is on
academic content or mastery of
subject matter. There is a heavy
stress on memorization and
discipline.
37. Philosophies (Cont.)
3. Progressivism - develop learners
into becoming enlightened and
intelligent citizens of a democratic
society that they may live life fully
now NOT to prepare them for adult
life. Everything else changes so
learners should be taught how to
cope with change. One learns by
doing (experiential).
38. Philosophies
(Cont.)
4. Perennialism - develop
students’ rational and moral
powers. Curriculum is heavy on
general education. Teachers teach
from what is lifted from the Great
Books. It is teacher-centered.
Scratic method is used.
39. Philosophies
(Cont.)
5. Existentialism -
help students
understand and
appreciate
themselves as
unique individuals
and define their
own essence. It
demands education
of the whole
person. Learning is
self-directed and
self-paced.
41. Philosophies (Cont.)
7. Linguistic Philosophy -
develop the
communication skills of
the learner, how to send
clear and concise
messages and how to
understand messages
that are sent.
