The document outlines the desired competencies and outcomes of a teacher education program. It lists 11 competencies that future teachers should demonstrate, such as having a deep understanding of teaching and learning processes, mastering subject content and pedagogical principles, applying a wide range of teaching skills, and pursuing continuous lifelong learning. It also discusses how these competencies align with the domains addressed in the National Competency-Based Teacher Standards, such as diversity of learners, planning and assessment, and personal/professional development. An example teacher education curriculum is provided that demonstrates how students can meet each of the 11 outlined competencies.

1. Lesson 2
Apple Jane Salutan

2. 1. Desired outcomes of the Teacher
Education Program
 It is necessary that the desired competencies and outcomes of the
teacher education curriculum be clearly stated.
 Recognizing the demand of K to 12, the framework of the NCBTS and
global requirements of ASEAN 2015, a need to harmonize the teacher
competencies is very critical.
 With the current imperatives of the 21st century, teacher education
curriculum must emphasize teacher’s values, skills and knowledge that
are fundamental to good teaching.

3. Competencies for all future
teachers in the teacher
education curriculum
Demonstrate basic and
higher levels of literacy for
teaching and learning.
Demonstrate deep and
principled understanding of
the teaching and learning
process.
Master and apply subject
matter content and
pedagogical principles
appropriate for teaching and
learning
Apply a wide range of teaching
related skills in curriculum
development, instructional
material production, learning
assessment and teaching
delivery.
Articulate and apply clear
understanding of how
educational process relate to
political, historical, social and
cultural context
Facilitate learning in various
classroom setting diverse
learners coming from
different cultural
backgrounds
Experience direct field and
clinical activities in the
teaching milieu as an
observer, teaching
assistant or practice
teacher.
Create and innovate
alternative teaching
approaches to improve
student learning
Practise professional and
ethical standards for
teachers anchored for both
local and global
perspectives.
Pursue continuously lifelong
learning for personal and
professional growth as
teachers.

4. Teacher Standard Outcomes Domain Addressed in NCBTS
 Uses specialized knowledge and skill in a variety
of school context and in diverse students
background.
 Diversity of Learners
 Learning Environment
 Curriculum
 Applies inquiry with the use of research
approaches and utilize evidence-based knowledge
to improve teaching.
 Diversity of Learners
 Planning, Assessing and Reporting
 Personal Growth and Professional Development
 Social Regard for Learning
 Self-directs continuous learning related to own
expertise for enhancement of students outcomes
and strengthening of professional identity.
 Personal Growth and Professional Development
 Social Regard for Learning
 Maximize the involvement of education
stakeholder and non-education communities to
work in collaboration for relevant educational
reforms.
 Community Linkages

5.  Multiliterate
 Reflective
 Master subject content
 Highly skilled
 Sensitive to issue
 Multicultural
 Innovative
 Highly professional
 Lifelong learner

7. Teacher education curriculum:
An Example
Demonstrated basic and
higher levels of literacy for
teaching and learning.
Demonstrated deep and
principled understanding of
the teaching and learning
process.
Mastered and applied subject
matter content and
pedagogical principles
appropriate for teaching and
learning.
Applied a wide range of
teaching related skills in
curriculum development,
instructional material
production, learning
assessment and teaching
delivery.
Articulated and applied clear
understanding of how
educational process relate to
political, historical, social and
cultural context.
Facilitated learning in
various classroom setting
diverse learners coming
from different cultural
backgrounds.
Experienced direct field
and clinical activities in the
teaching milieu as an
observer, teaching
assistant or practice
teacher.
Created and innovated
alternative teaching
approaches to improve
student learning
Practised professional and
ethical standards for
teachers anchored for both
local and global
perspectives.
Pursued continuously
lifelong learning for personal
and professional growth as
teachers.

8. Fin