The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.

1. The New Teacher
Education Curriculum
for BEEd and BSEd
Prepared By: Sari, Rejie

2. Nature of Field of Study
The BEEd and BSEd degrees are teacher
education programs that prepare future
teachers in basic education at the
elementary and secondary levels.

3. There are two teacher education degrees which
are offered by Teacher Training Institutions.
Bachelor of Elementary
Education (BEEd) is structured
to met the needs of
professional teachers for
elementary schools and special
programs.
Bachelor of Secondary
Education (BSEd) is
structured to met the needs of
professional teachers in the
high schools in the Philippines.

4. Program Goals
Bachelor of Elementary
Education (BEEd) aims to
develop elementary teachers who
are either generalist who can
teach across the different areas in
grade school or who can teach
as a whole.
Bachelor of Secondary
Education (BSEd) aims to develop
high school teachers who can
teach in one of the different
learning areas like Mathematics,
Physical Science, Biological Science,
English, Filipino, Social
Sciences and among others.

5. Graduates of BEEd and BSEd
must:
Have the basic and higher level literacy.
Have a deep and principled understanding of the
learning processes and the role of the teacher.
Have a deep and principled understanding of how
educational processes relate to other processes.

6. Graduates of BEEd and BSEd
must:
Have a meaningful and comprehensive knowledge
of the subject-matter.
Apply a wide range of teaching process skills.
Have direct experience in the field/classroom.
Demonstrate and practice the professional and
ethical requirements.

7. Graduates of BEEd and BSEd
must:
Facilitate the learning of diverse types of learners, in
diverse types of learning environment.
Reflect on the relationships among the teaching
process skills and learning in the students.
Be creative and innovative in thinking of alternative
teaching approaches.

8. The curriculum of the BEEd
and the BSEd
• Features include various components that correspond to the
basic and specialized knowledge and skills.
• Recognizes the need to equip teachers with wide range of
theoretical and methodological skills.
• Is also designed so that the components are integrated. It
emphasizes the interweaving of foundational, theoretical,
methodological and experiential knowledge.

9. The curriculum of the BEEd
and the BSEd
• The new teacher education curriculum. For both BEEd and
BSEd, 63 unit for general education is required.
• Professional Education. Courses for BEEd is 54 units while
BSEd requires 51 units
• The specialization or content courses. It required for the
elementary teachers is 57 units and for high school teachers is 60
units.

10. Peculiar Features of the
Professional Education Courses
 All the subjects will be taught in an integrated manner.
 Discussion of theory and concepts should always be
linked to the development of methods and strategies and
to experiential learning during the field study.
 All courses should be taught using a wide range of
teaching-learning approaches and assessment procedure,
including the use of technology.

11. Peculiar Features of the
Professional Education Courses
 All courses must have a research requirement which may take a
term paper, case study action research or other forms of research.
 The theory and concept courses provide the broad framework
whith in which student can understand, rationalize and reflect on
the various methods and strategies related to teaching.
 The methods and strategy in the program aim to develop a wide a
range of skills to facilitate and evaluate learning in diverse types
of students in a variety of learning environments

12. Peculiar Features of the
Professional Education Courses
 The field study courses are intended to provide students with
practical learning experiences in which they can observe, verify,
reflect on, and actually experience different components of the
teaching-learning processes in actual school setting.
 There will be special topic courses in seminar form which will
be three one-unit courses. Special topics are based on the
perceive needs of the students and the expertise of the faculty

13. The Ladderized Curriculum
for Bachelor of Technical
Teacher Education
(BTTE)

14. What is Bachelor of Technical
Teacher Education?
is a four year ladderized degree program that provides
students with the knowledge and skills.
it prepares teachers in technical-vocational education
(TVET) and higher education institutions who are equipped
not only with strong theoretical understanding of teaching
and technology but also with exposure to industry.

15. Subjects and Curriculum
• General Education component is consistent of the
CHED Memorandum 59, composed of sixty (60) units
of courses in humanities, languages, natural and
behavioural sciences, computer proficiency, mathematics,
logic and ethics which are all aimed to make a person
broadly educated, creative, cultured, morally upright
and productive.

16. Subjects and Curriculum
• Professional Studies component includes
philosophy and aims of technology education,
curriculum development and teaching-learning
processes. It also includes clinical experiences in
teaching and the mastery of the Philippine
Trainers Qualification Framework (PTQF).

17. Subjects and Curriculum
• Specialization component that includes the in
depth knowledge of content and specified skills in
the major field including industry exposure.
• Instructional technology component that
includes competencies in the use of technology in
teaching and training.

18. Areas of Specialization
• Heating, Ventilating and Air-conditioning
Technology
• Mechanical Technology
• Civil Technology
• Welding and Fabrication Technology
• Garments, Fashion and Design

19. Areas of Specialization
• Automotive Technology
• Electronics Technology
• Electrical Technology
• Drafting Technology
• Food and Service Management

20. Two Models of the BTTE
Program
Model A
is offered for high school
graduates who could meet
the admission
requirements of the
College.
Model B
is offered to the graduates of
the Two-Year Trace
Technical Curriculum and
the Three year Diploma of
Technology Program in
different areas of
specialization.

21. Model A:
The program of study is based on CHED Memo 30, s,
2004.
The technology major subjects are based in the Training
Regulations of the (TESDA).
The interfacing of CHED and TESDA provides students
to exit after one, two or three years with specific job
opportunities.

22. Model A:
If the student prefers to work after one year of
study, he could exit the ladderized program with
certificate of achievement.
Students who opt to finish the four year BTTE
degree should meet the criteria for admission to the
degree.

23. Model B:
Students will have at least one year industry experience
aside the industry immersion or the on the job training
(OJT).
On the Job Training (OJT) or industry experience is a
requirement leading.
Students in this model intend to become prospective
teachers in their respective areas of specialization.

24. Instructional and
Curricular Excellence in
School Leadership and
Management-DepEd
eXCELS

25. • ICeXCELS (Instructional and Curricular Excellence
in School Leadership for South East Asia) is a short
course package of SEAMEO INNOTECH for
elementary and secondary school administrators on
developing instructional and development leadership. It
addresses the need to develop and strengthen the school
head’s role as an instructional leader in promoting or
improving the quality of teaching and learning in his/her
school.

26. Special Features of the
Innovation
• Delivery of Instruction- Teaching in the eXCELS is primarily
delivered through print self-instructional modules augmented by
the use of interactive tools such as chat, discussion forums and
email, among other learning support system.
• Learning Modality- After the students get their learning
package, they can immediately study at their own pace and time.
Learners should be able to manage their time such that they will
finish one module in two weeks and two modules in four weeks.

27. Special Features of the
Innovation
Evaluation System- Each learner will be given feedback in the
form of qualitative narratives by the tutors for their outputs. They
will also receive a rating for each major requirement and for their
participation in the discussion group.
Time Table- The duration of time expected of all learners to finish
the course is 50 hours which is equivalent to 3 unit course. The
time spent includes self-study of the module, participation in the
on-line discussion, preparation and submission of the module
activities which are the contents of the learning portfolio.

28. End…..
Questions?