Educ 109 SIM 1-3

UNIVERSITY OF MINDANAO
College of Teachers Education

All Programs
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: EDUC 109 (TEACHING PROFESSION)
Name of Teacher: Chrestine B. Torrejos
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
Table of Contents
Course Outline i
Week 1-5
ULOa. Explain the different philosophies of education 5
ULOb. Examine the present teacher education

curriculum in relation to the National
Competency-Based Teacher Standards 21
ULOc. Extrapolate the characteristics of a global

teacher 37
Week 6-7
ULOa. Compare and contrast the laws that lead to the
Professionalization of teaching 44
ULOb. Describe how the professional teacher conducts

himself/herself in the practice of the profession 65
Week 8-9
ULOa. Internalized your rights, duties, and obligations
relevant to the laws that govern education 22
ULOb. Explore the history of the development of
education in the Philippines 132
2
University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
Course Outline: EDUC 109 – The Teaching Profession
Course Coordinator: CHRESTINE B. TORREJOS

Email: [email protected]
Student Consultation: thru email: [email protected]
Mobile: 0927-2700687
Phone: 082-3050647 local 102
Effectivity Date: May, 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details
Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54 including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
since this course is crucial in the licensure examination
for teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
3
Since this course is included in the licensure

examination for teachers, you will be required to take
the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator. This is non-negotiable for all
licensure-based programs.
Turnitin Submission To ensure honesty and authenticity, all assessment

tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assessment tasks will be returned to you two (2) weeks

Assignments/Assessments after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course

coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
4
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints.
Re-marking of Assessment You should request in writing addressed to the program

Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System Course exercises – 30% (including BlackBoard forum)

1st exam – 10%
2nd exam – 10%
3rd exam – 10%
Final exam – 40%
Preferred Referencing APA 6th Edition

Style (IF THE TASK
REQUIRES)
Student Communication You are required to create a umindanao email account

which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources
of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dr. Jocelyn Bacasmot

Dean Email: [email protected]
Phone: 082-3050647 local 102
Contact Details of the Maribel Abalos

Program Head Email: [email protected]
Phone: 082-3050647 local 102
5
Students with a Special Students with special needs shall communicate with the
Needs course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the
course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Online Tutorial You are required to enroll in a specific tutorial time for
Registration this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Help Desk Contact 0923-602-8780

email: [email protected]
Library Contact Brigida E. Bacani

Head-LIC
[email protected]
09513766681
GSTC CTE Facilitator Ronadora E. Deala

Contact GSTC Head
[email protected]
09212122846
Ivy Jane Regidor

GSTC Facilitator
[email protected]
09105681081
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello prospective teacher! Welcome to this course EDUC 109: The
Teaching Profession. By now, I am confident that you really wanted to
become a teacher and that you have visualized yourself already being in
front of the classroom teaching.
CO Before the actual teaching performance, you have to be equipped with

knowledge and deep understanding of your role as a professional within the
context of national and global teacher’s standards and educational
philosophies. In order to realize this, you are expected to be able to explain
the different educational philosophies, principles, and programs
influencing the teacher education, discuss educational laws and
6
professional responsibilities, and examine education and teacher-
related laws which are the intended outcomes of this course.
Let us begin!
Big Picture A
Week 1-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:
a. Explain the different philosophies of education;

b. Examine the present teacher education curriculum in relation to the National
Competency-Based Teacher Standards; and
c. Extrapolate the characteristics of a global teacher.
Big Picture in Focus: ULOa. Explain the different philosophies of
education
Metalanguage
In this section, the most essential terms relevant to the study of teaching
profession and to demonstrate ULOa will be operationally defined to establish a
common frame of refence as to how the texts work in your chosen field or career. You
will encounter these terms as we go through the study of the Teaching Profession.
Please refer to these definitions in case you will encounter difficulty in the in
understanding educational concepts.
1. Philosophy – it refers to one’s beliefs about why, what, and how one teaches, whom
one teaches, and about the nature of learning. It is a set of principles that guides
professional action through the events and issues faced in the teaching environment. (
2. Principle – a rule for guiding the ship education so that it will reach the port
designated by the philosophy of education; a guiding norm by which a process is carried
on.
3. Morality – a particular system of values and principles of conduct, especially one

held by a specified person or society.
4. Value – an abstract, desirable end state that people strive for or aim to uphold, such
as freedom, loyalty, or tradition.
5.Transcendent – goes beyond normal limits and boundaries because it is more

significant than them.
Essential Knowledge
7
To perform the aforesaid big picture (unit learning outcomes) for the first five (5)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
Philosophy of education
Having and owning an educational philosophy plays an essential role in the teacher’s
execution of their instructional practices. It is a strong belief that is translated in action that will
guide teachers what to teach, how to teach, and why to teach.
Philosophy Why teach? What to How to

teach? teach?
Essentialism This The Essentialist
philosophy emphasis is teachers
contends on academic emphasize
that teachers content for mastery of
teach for student to subject
learners to learn the matter. They
acquire basic basic skills or are expected
knowledge, the to be
skills, and fundamental intellectual
values. r’s – reading, and moral
Teachers ‘riting, models. They
teach “to ‘rithmetic, ‘rite are seen as
transmit the conduct. The “fountain” of
traditional essentialist information
moral values curriculum and as a
and includes “paragon of
intellectual traditional virtue”. Core
knowledge disciplines requirements,
that students such as longer school
need to math, natural day, and
become science, longer
model history, academic
citizens.” foreign year have to
language, be observed.
and literature.
Progressivism Progressivist Progressivist Experiential
teachers are identified methods are
teach to with need- employed.
“develop based and Learners
learners into relevant learn by
becoming curriculum. It doing.
enlightened responds to Problem
and students solving
intelligent needs and method is
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citizens of a relates to heavily relied
democratic students’ upon.
society”. personal life “Hands-on-
Teachers and minds-on-
teach experience. hearts-on”
learners to The subjects methods like
so they may that are field trips,
live life fully emphasized thought-
NOW not to are natural provoking
prepare them and social games, and
for adult life. sciences. puzzles are
also utilized.
Perennialism Perennialists It is heavy on The
teach to humanities, perennialist
develop on general classroom
students’ education. are “centered
rational and There is less around
moral emphasis on teachers”.
powers. vocational The teachers
Views all and technical do not allow
human education. the students’
beings to What the interests or
possess the perennialist experiences
same teacher teach to
essential are lifted from substantially
nature. the Great dictate what
Books. they teach.
Students
engage in
Socratic
dialogues or
mutual inquiry
sessions.
Existentialism The main The Learning is
concern is humanities self-paced,
“to help are given self-directed.
students tremendous Teachers
understand emphasis to employ
and help students values
appreciate unleash clarification
themselves creativity and strategy while
as unique self- remaining
individuals expression. non-
who accept Actions of judgmental
complete historical and keeping
responsibility individuals themselves
for their are given from
thoughts, emphasis to imposing their
feelings, and provide values on
action”. students their students
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“Existence possible since values
precedes models for are personal.
essence”. their own
behavior.
Vocational
education is
also regarded
to teach
students
about
themselves.
Behaviorism Concerned Behaviorist Teachers
with teach “ought to
modification students to arrange
and shaping respond environmenta
students’ favorably to l conditions
behavior by various so that
providing for stimuli in the students can
a favorable environment make
environment, since responses to
since they behaviorists stimuli.
believe that look at Physical
they are a people and variables like
product of other animals light,
their as complex temperature,
environment. combinations arrangement
of matter that of furniture,
act only in size and
response to quantity of
internally or visual aids
externally have to be
generated controlled to
physical get the
stimuli. desired
responses of
learners.
Linguistic Teachers Learners are Experiential
Philosophy teach to taught to method is the
develop the communicate most effective
communicati clearly – how way to teach
on skills of to send clear, language and
the learner concise communicatio
because the messages n. The
ability to and how to teacher
articulate, to receive and facilitates
voice out the correctly dialogue
meaning and understand among
values of messages learners and
things that sent. between
one obtains Communicati him/her and
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from his/her on takes his/her
experience place in 3 students
of life and ways – because in
the world is verbal, non- the exchange
the very verbal, para- of words,
essence of verbal. there is also
man. exchange of
ideas.
Constructivism Constructivis Learners are The teacher
ts teach to taught how to provides
develop learn. They students with
intrinsically are taught data or
motivated learning experiences
and processes that allow
independent and skills them to
learners who such as hypothesize,
are able to searching, predict,
construct critiquing, manipulate
knowledge evaluating objects, pose
and make information, questions,
meaning of relating these research,
them. pieces of investigate,
information, imagine, and
reflecting the invent.
same ,
making
meaning out
of them,
drawing
insights,
posing
questions,
researching,
and
constructing
new
knowledge,
Social Aims to bring The primary Methods of
Reconstructioni out the emphasis is teaching may
sm consciousne on social include
ss of an justice problem
individual issues. The oriented type,
about social central community-
events, question was based
concerns, what is the learning, and
and aim of group
problems teacher discussions.
being education. It Teachers
confronted. gives should foster
Provides importance to cooperation,
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vision of the the broad not
better world purpose of competition,
by looking education . by developing
solutions and critical
addressing thinking and
social becoming
concerns transformativ
and issues. e
Teachers intellectuals.
should be an
instrument to
encourage
and lead
students for
social
reforms.
(Bilbao et.al, 2012; Mayne, 2014)
Writing your Teaching Philosophy

Teaching philosophies express your values and beliefs about teaching. They are
personal
statements that introduce you as a teacher. In developing your teaching philosophy, you should
discuss how your values and beliefs about teaching fit into the context of your discipline.
 Your concept of learning. What do you mean by learning? What happens in a

successful learning situation? Note what constitutes “learning” or “mastery” in your
discipline.
 Your concept of teaching. What are your values, beliefs, aspirations as a teacher? Do
you wish to encourage mastery, competency, transformational learning, lifelong learning,
general transference of skills, critical thinking? What does a perfect teaching situation
look like to you and why?
 Your goals for students. What skills should students obtain as a result of your
teaching? Think about your ideal student and what the outcomes of your teaching would
be in terms of this student’s knowledge or behavior.
 Your teaching methods. What methods will you consider to teach these goals and
objectives? What are your beliefs regarding learning theory and specific strategies you
would use? What new ideas or strategies would you want to try?
 Your interaction with students. What are your attitudes towards advising and
mentoring students? How would an observer see you interact with students? Why do
you want to work with students?
 Assessing learning. How will you assess student growth and learning? What are your
beliefs about grading? Do you grade students on a percentage scale or on a curve?
What assessment will you use?
 Professional Growth. How will you continue growing as a teacher? What goals do you
have for yourself and how will you reach them? How do you know when you’ve taught
effectively?
(University of Minnesota, 2020)
The Foundational Principles of Morality and You

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Morality is defined as “the quality of human acts by which we call them right or wrong,
good or evil” (Panizo, 1964). However, the definition of morality seemed to be used in two broad
senses: a descriptive and normative sense.
 Descriptive: “morality” refers to the most important code of conduct out forward
and accepted by any group, or even by an individual.
 Normative: “morality” is (or would be) the code that meets the following
condition: all rational persons, under certain specified conditions, would endorse
it.
(Gert, 2016)
Foundational moral principle comes from the Latin word “princeps” which means
beginning, a source. A principle is that on which something is based, founded, originated,
initiated. Thus, it is a universal norm upon which all other principles on the rightness or
wrongness of an action are based. It is the source of morality that is contained in the “natural
law”. The natural law is the law “written in the hearts of men”. (Romans 2:15) for theists, it is
“man’s share in the Eternal Law of God…” (Panizo, 1964). St. Thomas defines it as “the light of
natural reason whereby we discern what is good and what is evil... an imprint on us of the divine
light…” (Panizo, 1964). It is the law that says: “Do good and avoid evil.” THIS IS THE
FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.
As laid down in the preamble of the Code of Ethics for Professional Teachers, “teachers
are duly licensed professionals who possess the 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.
When can we say that a person is of good moral character?

You are a person of good moral character when you are…
1. being fully human

2. being a loving person
3. being a virtuous person
4. being a morally mature person
(Bilbao et.al, 2012)
Values Formation and You

“To be moral is to be human.”
Is there such things as a right, unchanging, and universal value? Are values dependent on time,
place, and culture?
Transcendent values - these are values that remain unchanged over time.
- values that remain to be a value even if no one values them.
- accepted as value everywhere.
- love, care, and concern for fellowmen are values for all people
regardless of time and space
- unchanging and universal values as held by idealists.
On the contrary, relativists believe that:

1. there are “no universal and unchanging values”
2. values are dependent on time and place
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example: the values held by older people, may not be significant in the present; the values held
by people coming from a different country with a different culture may not be considered as
valuable by other people somewhere else.
Are values Taught or Caught?
Values are believed to be both taught and caught. Values are taught which is the essence of
discussing value formation in the process of teaching learning. Values are caught since not all
values developed by an individual human being are imposed on them, rather it is a result of
observation and reflection.
Values include: human dignity, respect, equality, justice, responsibility, global mindedness,
cultural diversity, freedom, tolerance, and democracy.
The Cognitive, Affective, and Behavioral Dimensions of Values

a. Cognitive: We must understand the value that we want to acquire. We need to know
why we have to value such.
b. Affective: “It is not enough to know what honesty is or why one should be honest.
One has to feel something towards honesty.”
c. Behavioral: Living by the value is the true acid test if we really value a value like
honesty.
Value formation is a training of the intellect and will. One’s intellect discerns a value and
presents it to the will as a right or wrong value. The will acts on the right value and wills to avoid
wrong value presented by your intellect. According to St. Thomas Aquinas “The intellect
proposes, the will disposes.”
Virtuous life – strengthens you to live by the right values and live a life of abundance
and joy.
Vicious life – leads you to perdition and misery. Thus, it is a must to never give a way to
a vice.
Max Scheler’s Hierarchy of Values:
 Pleasure Values
- the pleasant against the unpleasant
- the agreeable against the disagreeable
- sensual feelings, experiences of pleasure or pain
 Vital Values
- values pertaining to the well-being either of the individual or the
community
- health, vitality
- values of vital feeling
- capability, excellence
 Spiritual Values
- Values independent of the whole sphere of the body and of the
environment
- Grasps in spiritual acts of preferring, loving, and hating
- Aesthetic values: beauty against ugliness, values of right and wrong,
values of pure knowledge
 Values of the Holy
- Appear only in regard to objects internationally given as “absolute
objects”
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- Belief, adoration, bliss
Based on Scheler’s hierarchy of values, the highest values are those that directly pertain
to the supreme being while the lowest values are those that pertain to sensual pleasures.
(Bilbao et.al, 2012; Sutrop, 2015; Magulod, 2017)
Values Clarification. Values Clarification is an approach that helps clients clarify their goals,
priorities and values, make decisions, and implement changes in their lives. It is not an
approach to mental health counseling by itself, but it can be integrated into many mental health
counseling approaches. It can be used in a wide variety of counseling settings and by a wide
range of helping professionals, including counselors, psychologists, psychotherapists, social
workers, marriage and family therapists, career counselors, pastoral counselors and many
others. The history and development of the approach is outlined. The term value is reserved for
those “individual beliefs, attitudes, and activities that satisfy the following criteria:
1. freely chosen
2. chosen among alternatives
3. chosen after due reflection
4. prized and cherished
5. publicly affirmed
6. incorporated into actual behavior
7. acted upon repeatedly in one’s life
(Adopted from Kirschenbaum, 2013)
Teaching as Your Vocation, Mission, and Profession

Teaching as Vocation. The word vocation comes from the Latin term “vocare” which
means to call. The act of teaching—of creating opportunities and conditions which allow
students’ learning and growth to take place—is not just a career choice, but is part of their
vocation, their calling from God. How does anyone know that teaching is part of their Christian
vocation and not just a passing interest or one career option out of many? Determining the
contours of our vocation may not be an easy process, but Frederick Buechner suggests a
helpful starting point when he writes, “the place God calls you to is the place where your deep
gladness and the world’s deep hunger meet.”1 Deep self-knowledge and a sense of where we
personally see the world’s needs point us toward where God wants us to meet those needs and,
by doing so, participate in his work here on earth.
Teaching as Mission. The word mission comes from the Latin word “misio” which
means to send. Mission orientation acknowledges how faculty members serve, impact, and
influence the lives of others. It begs to question: How do faculty members, energize, reignite,
and in some instances, recapture that which motivates our work with students? What
contributions are we making to the lives of the students we teach? Have we become derailed
from the mission to contribute to others in a profound and significant way? And, if so, how do we
get back on track?
Teaching as Profession. Teaching like engineering, nursing, accounting, and the like is
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 public interest, and commitment to moral ethical values.”
(Bilbao et.al, 2012; Faculty Focus, 2020)
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
15
Heilbronn, R., Foremann-Peck,L. (2015). Philosophical Perspectives on Teacher Education.
John Wiley & Sons, Incorporated ISBN 9781118977668
*Magulod, G.C. (2017). Educational Philosophies Adhered by Filipino Pre-Service Teachers:

Basis for Proposing Initiatives for 21 st Century Teacher Education Preparation Program.
Asia Pacific Journal of Multidisciplinary Research, Vol. 5 No.1, 185-192 E-ISSN 2350-
8442
*OECD (2019). OECD Future of Education and Skills 2030 Conceptual Framework, Attitudes
and Values for 2030. Retrieved from http://www.oecd.org/education/2030-
project/teaching-
andlearning/learning/attitudesandvalues/Attitudes_and_Values_for_2030_concept_note.p
df on May 1, 2020
Let’s Check
Activity 1. Now that you have an understanding of the different educational philosophies,
answer each with a YES or NO. If your answer is NO, explain you answer in one (1) sentence.
(Adopted from Bilbao et.al, 2012)
__________1. Do essentialist teachers give up teaching the basics of the students are not
interested?
______________________________________________________________________
__________2. Do perennialist teachers see the wisdom of the ancient, medieval, and modern
times?
______________________________________________________________________
__________3. Is the course of study imposed on students in the existentialist classroom?
______________________________________________________________________
__________4. Is the communication that linguistic philosophers encourage limited to verbal

language only?
______________________________________________________________________
__________5. Do constructivists believe that language can be imposed?
______________________________________________________________________
__________6. Do behaviorist teachers spend their time teaching their students on how to
respond favorably to various environmental stimuli?
______________________________________________________________________
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__________7. Do existentialist teachers aim students to become specialist in order to contribute
to society?
______________________________________________________________________
__________8. Do constructivists agree to a teaching methodology of “telling”?
______________________________________________________________________
__________9. Do the perennialist teachers sacrifice subject matter for the sake of student’s
interests?
______________________________________________________________________
__________10. Do progressivists teachers look at education as a preparation for adult life?
______________________________________________________________________
Let’s Analyze
Activity 1. We are interested in what is true. Our teaching methodologies are based on our
quest for truth. Likewise, our teaching-learning goals are based on what we value or what we
cherish as good. Identify what each philosophy considers as good and valuable and true.
Complete the table given below. The first one is done for you. (Adopted from Bilbao et.al, 2012)
Goal of
Methodol Theory of
Theor teachi
Philosoph ogy to What is
y of ng-
y Arrive at Valuable/G
Truth learnin
the Truth ood
g
Progressivi The We must Values differ To help

sm univer relate to from place develo
se is the to place, p
real universe from time to student
and is and time, from s who
in interact person to can
const with others person; adjust
ant intelligently what is to a
chang , considered changi
e scientificall good for one ng
y, and may not be world
experientia good for and live
lly. The another with
curriculum others
stresses in
on science harmon
17
and y.
experientia
l learning
such as
“hands-on-
minds-on-
hearts-on”
learning.
Linguistic
Philosophy
Constructivi
sm
Philosophy
18
Essentialis
m
Existentiali
sm
Perennialis
m
Behavioris
m
19
Activity 2. Answer the following questions in 2-3 sentences. (Adapted from Bilbao et.al, 2012)
1, What do we mean when we say transcendent values are independent of time, space, and people?
____________________________________________________________________________
2. According to the advocates of value clarification, how can you test if a value is really your value?
____________________________________________________________________________
Activity 3. Journal Entry. Conrado de Quiros of the Philippine Daily Inquirer once wrote: “Being a
world-class does not mean going internationally and showing your best out there. Being world class is
passion and commitment to our profession; being world class is giving our best to teaching. Being world
class starts right inside the classroom.” Write what you resolve to START doing and STOP doing NOW
as you embrace teaching as your vocation, mission, and profession.
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START DOING
____________________________________________________________________________
____________________________________________________________________________
STOP DOING
____________________________________________________________________________
____________________________________________________________________________
In a Nutshell
Activity 1. Having understood the importance of developing one’s own philosophy to guide your
teaching-learning process. The following activity shall guide you to identifying to which
philosophy you resonate with. Provide answers to the following blanks. Refer to “Writing your
Teaching Philosophy” found in the “essential knowledge” part for guide questions.
YOUR CONCEPT OF LEARNING
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
21
YOUR GOALS FOR STUDENTS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
YOUR TEACHING METHODS
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________
YOUR INTERACTION WITH STUDENTS
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________
ASSESSING LEARNING
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________
PROFESSIONAL GROWTH
22
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________
Q & A LIST
Now that you have gone through the lessons, you may list down your concerns and send it
directly via email following the format below.
email address: [email protected]
Do you have any question or clarification?
Questions/Issues Answers
1.
2.
3.
4.
5.
23
Big Picture in Focus: ULOb. Examine the present teacher education

curriculum in relation to the National Competency-Based Teacher
Standards
Metalanguage
For you to demonstrate ULOb, you will need to have an operational understanding of the
following terms below.
1. Social Regard – focuses on the ideal that teachers serve as positive and powerful role models of the
values of the pursuit of learning and of the effort to learn, and that the teachers’ actions, statements, and
different types of social interactions with students
2. Framework – a basic conceptuall structure (as of ideas); a skeletal, openwork, or structural frame
3. Standards – a level of quality or attainment; an idea or thing used as a measure, norm, or model in
comparative evaluations.
4. Competency – A general statement that describes the desired knowledge, skills, and behaviors of a
student graduating from a program (or completing a course). Competencies commonly define the applied
skills and knowledge that enable people to successfully perform in professional, educational, and other
life contexts.
24
5. Diversity - the sum of the ways that people are both alike and different. The dimensions of diversity
include race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability,
class, and immigration status.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first five (5)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
In order to accomplish the stated Unit Learning Outcome, you need to be acquainted
with what are expected of you as a teacher in the classroom and the community as stated in the
NCBTS.
I. NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
A. The NCBTS is a set of competencies (behaviors, attitudes, and skills) that each teacher must
possess to function effectively and satisfactorily which is based on the core values of Filipino
teachers and on the principles of effective teaching and learning.
B. The NCBTS framework is composed of seven domains that represent the desired features
of effective teaching and learning. These domains incorporate twenty-one strands of desired
teaching performance statements which can be identified as eighty performance indicators.
1. Social Regard for Learning. This domain focuses on the ideal that teachers serve as
positive and powerful role models of the value in the pursuit of different efforts. The teacher’s
action, statements, and different types of social interactions with students exemplify this ideal.
1.1 Teachers actions demonstrate value for learning
1.1.1 Implements school policies and procedures
1.1.2 Demonstrates punctuality
1.1.3 Maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students
2. Learning Environment. This domain focuses on importance of providing a social,
psychological and physical environment within which all students, regardless of their individual
differences in learning, can engage in the different learning activities and work towards attaining
high standards of learning.
2.1 The teacher creates an environment that promotes fairness
2.1.1 Maintains a learning environment of courtesy and respect for different
learner’s abilities, culture, & gender
2.1.2 Provides gender-fair opportunities for learning
2.1.3 Recognizes that every learner has strengths
2.4.4 Communicates school’s policies
2.2 The teacher makes the classroom environment safe and conducive to learning
2.2.1 maintains a safe, clean, and orderly classroom free from distractions
2.2.2 arranges challenging activities given the physical environment
2.3 The teacher communicates higher learning expectations to each learner
25
2.3.1 Uses individual and cooperative learning activities
2.3.2 Encourages learners to ask questions
2.3.3 Provides learners with a variety of learning experiences
2.4. The teacher establishes and maintain consistent standards of learner’s behavior
2.4.1 Handles behavior problems quickly and with due respect to children’s
nights
2.4.2 Gives timely feedback to reinforce appropriate to learner’s behavior
2.4.3 Guides individual learner requiring development of appropriate social and
learning behavior
2.4.4 Communicates school’s policies and procedures for classroom behavior
and see to it that they are followed.
3. Diversity of Learners Domain. This emphasizes the ideal that teachers can facilitate the
learning process even with diverse learners, by recognizing and respecting individual
differences and by using knowledge about their differences to design diverse sets of learning
activities to ensure that all learners can attain the desired learning goals.
3.1 Is familiar with learners’ background knowledge and experiences
3.1.1 Obtains information on the learning styles, multiple intelligences and needs
of learners.
3.1.2 Designs or selects learning experiences suited to different kinds of
learners.
3.1.3 Establishes goals that define appropriate expectations for all learners
3.1.4 Paces lessons appropriate to needs and/or difficulties of learners
3.1.5 Initiates other learning approaches for learners whose needs have not been
met by usual approaches.
3.2 Demonstrate concern for holistic development of learners.
3.2.1 Recognizes multi-cultural background of learners when providing learning
opportunities
3.2.2 Adopts strategies to address needs of differently-abled students.
3.2.3 Makes appropriate adjustments for learners of different socio-economic
backgrounds.
4. Curriculum. This domain refers to all elements of the teaching-learning process that work in
convergence to help students understand the curricular goals and objectives, and to attain high
standards of learning defined in the curriculum. These elements include the teacher’s
knowledge of subject matter and the learning process, teaching-learning approaches and
activities, instructional materials and learning resources.
4.1 Demonstrate mastery of the subject.
4.1.1 Delivers accurate and updated content knowledge using appropriate
methodologies, approaches, strategies.
4.1.2 Integrates language, literacy, and quantitative skill development and values
in his/her subject area.
4.1.3 Explains learning goals, instructional procedures and content clearly and
accurately to students.
4.1.4 Links the current content with past and future lessons.
4.1.5 Aligns with lesson objective the teaching methods, learning activities, and
instructional materials or resources appropriate to learners.
4.1.6 Creates situations that encourage learners to use high order thinking skills.
4.1.7 Engages and sustains the learners’ interest in the subject by making
content meaningful and relevant to them.
4.1.8 Integrates relevant scholarly works and ideas to enrich the lesson as
needed.
26
4.1.9 Integrate content of subject area with other disciplines.
4.2 Communicate clear learning goals for the lessons that are appropriate for learners.
4.2.1 Sets appropriate learning goals.
4.2.2. Understands the learning goals.
4.3 Makes good use of allotted instructional time
4.3.1 Establishes routines and procedures to maximize instructional time
4.3.2 Plans lessons to fit within available instructional time
4.4 Selects teaching methods, learning activities, and instructional materials or
resources appropriate to learners and aligned to the objectives of the lesson.
4.4.1 Translates learning competencies to instructional objectives
4.4.2 Selects, prepares and utilizes instructional materials appropriate to the
learners and to the learning objectives
4.4.3 Provides activities and uses materials which fit the learners’ learning styles,
goals, and culture
4.4.4 Uses a variety of teaching approaches and techniques appropriate to the
subject matter and the learners.
4.4.5 utilizes information derived from assessment to improve teaching and
learning
4.4.6 Provides activities and uses materials which involve students in meaningful
learning
4.5 Teacher recognizes general learning processes as well as unique processes of
individual learners.
4.5.1 Design and utilizes teaching methods that take into account the learning
process
4.6 Teacher promotes purposive study
4.6.1 Cultivates good study habits through appropriate activities and projects
4.7 Teacher demonstrates skills in the use of information and communication technology
in teaching and learning
4.7.1 Utilizes information and communication technology to enhance teaching
and learning
5. Planning, Assessing, Reporting. This refers to the assessment and planning activities. In
particular, the PAR focuses on the use of assessment data to plan and revise teaching-learning
plans, integration of assessment procedures in the plan and implementation of teaching-
learning activities, and reporting of the learners’ actual achievement and behavior.
5.1 Communicates promptly and clearly to learners, parents, and superiors about the
progress of learners
5.1.1 Shows proofs of instructional planning
5.1.2 Implements instruction as plan
5.1.3 Demonstrates ability to cope with varied teaching milieu
5.2 Develops and uses a variety of appropriate assessment strategies to monitor and
evaluate learning.
5.2.1 Prepares formative and summative tests in line with the curriculum
5.2.2 Employs non-traditional assessment techniques (like portfolio, journals,
rubrics, etc.)
5.2.3 Interprets and uses assessment results to improve teaching and learning
5.2.4 Identifies teaching-learning difficulties and possible causes and takes
appropriate actions to address them
5.2.5 Uses tools for assessing authentic learning
5.3 Monitors regularly and provides feedback on learners understanding of content
27
5.3.1 Provides timely and accurate feedback to learners to encourage them to
reflect on and monitor their own learning growth
5.3.2 Keeps accurate records of grades/performance levels of learners
5.3.3 Conducts regular meetings with learners and parents to report learners’
progress
5.3.4 Involves parents to participate in school activities that promote learning
6. Community Linkages. This refers to the ideal that classroom activities are meaningfully linked
to the experiences and aspirations of the learners in their homes and communities. Thus, this
domain focuses on teachers’ efforts directed at strengthening the links between schools and
communities to help in the attainment of the curricular goals.
6.1 Establishes learning environments that respond to the aspirations of the community
6.1.1 Involves community in sharing accountability for the learners’ achievement
6.1.2 Uses community resources (human, materials) for support learning
6.1.3 Uses the community as a laboratory for learning
6.1.4 Participates in community activities that promote learning
6.1.5 Uses community networks to publicize school events and achievement
6.1.6 Encourages students to apply classroom learning to the community
7. Personal Growth and Professional Development. This emphasizes the ideal that teachers
value having a high personal regard for the teaching profession, concern for professional
development, and continuous improvement as teachers.
7.1 Takes pride in the nobility of teaching as a profession
7.1.1 Maintains stature and behavior that upholds the dignity of teaching
7.1.2 Allocates time for personal and professional development through
participation in educational seminars and shops, reading educational
materials regularly, engaging in educational research
7.1.3 Manifests personal qualities such as enthusiasm, flexibility, and caring
7.1.4 Articulates and demonstrates one’s personal philosophy of teaching
7.2 Builds professional links with colleagues to enrich teaching practice
7.2.1 Keeps abreast with recent developments in education
7.2.2 Links with other institutions, organizations for sharing best practices
7.3 Reflects on the extent of the attainment of professional development goals
7.3.1 Reflects on the quality of his/her teaching
7.3.2 Improves teaching performance based on feedback from students, peers
and superiors and cooperating teachers
7.3.3 Accepts personal accountability to learners’ achievement and performance
7.3.4 Uses self-evaluation to recognize and enhance one’s strengths and correct
one’s weakness
Why Do We Need the NCBTS?
Filipino teachers often get mixed signals about what it means to be an effective teacher.
What may have been taught definitions of good teaching in their pre-service education seem to
be different from what their principals and supervisors expect them in their schools or teachers
are taught new teaching approaches that seem inconsistent with the Performance Appraisal
System. The NCBTS provides a single framework that shall define effective 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.
28
Who Should Use the NCBTS?
Anyone who is interested in improving teaching practices should refer to the NCBTS.
Thus, teacher education institutions shall use the NCBTS to design and implement effective
pre-service teacher education curricula. The PRC shall refer the NCBTS in designing the
Licensure Exam for Teachers. Organizations and agencies that implement in-service education
for teachers (INSET) shall refer tho the NCBTS in developing their interventions. Award-giving
bodies shall refer to the NCBTS in defining their criteria for outstanding teachers. The DepED
shall use this in formulating its hiring, promotion, supervision, and other policies related to the
teaching profession. It shall use the NCBTS to guide its INSET programs for teachers.
How Should Teachers Use the NCBTS?
Teachers can use the NCBTS in many ways:
• As a guide on their current teaching practices

• As a framework for creating new teaching practices
• As a guidepost for planning and professional development goals
• As a common language for discussing teaching practices with other teachers
The best way to begin using the NCBTS is to use the competency-based framework as
the guide for thinking critically about whether the teacher's current practices are helping
students attain learning goals in the
curriculum.
II. THE 21ST CENTURY TEACHER
Due to the rapid changes complex problems are faced by educationists, policy makers,
managers and teachers as well. Teachers of 21st century have to create students of 21st
century with soft skills. The 21st century teachers need teaching skills content mastery as well
as integrating teaching with technology.
To be a 21st century teacher means to possess the following 21st century skills:
1. Communication Skills. This refers to the skills

a. teaming: the activity of working together as a team
b. collaboration: the situation of two or more people working together to create or
achieve the same thing
c. interpersonal skills: are the skills we use every day when we communicate and
interact with other people, both individually and in groups.
d. local, national, global orientedness: It enables learners to relate local, national and
global events and concerns and builds patterns of interconnectedness
f. interactive communication: Type of communication in which the subjects of the
process of communication (senders and receivers) are interchangeable during the
communication process. It is generally assumed that interactivity occurs in interpersonal,
29
“face-to-face” communication, but it can also occur in mediated communication (for example,
by sending and receiving messages). Interactivity is stimulated by the use of new
technologies
2. Learning and Innovation Skills
a. creativity: the ability to produce or use original and unusual ideas
b. curiosity: an eager wish to know or learn about something
c. critical thinking and problem solving skills: Broadly applicable cognitive skills that
people use in constructing knowledge, identifying patterns, formulating arguments, and
solving problems.
d. risk taking: students to explore new ideas and innovative strategies
3.Life and Career Skills.
a. flexibility and adaptability: Adapt to varied roles, jobs responsibilities, schedules and
context, work effectively in a climate of ambiguity and changing priorities, incorporate
feedback effectively, deal positively with praise, setbacks and criticism, understand,
negotiate and balance diverse views and beliefs to reach workable solutions, particularly
in multi-cultural environments
b. leadership and responsibility: Use interpersonal and problem-solving skills to influence
and guide others toward a goal, leverage strengths of others to accomplish a common
goal, inspire others to reach their very best via example and selflessness, demonstrate
integrity and ethical behavior in using influence and power, act responsibly with the
interests of the larger community in mind
c. social and cross cultural skills: Know when it is appropriate to listen and when to
speak, conduct themselves in a respectable, professional manner, respect cultural differences
and work effectively with people from a range of social and cultural backgrounds,
respond open-mindedly to different ideas and values, leverage social and cultural
differences to create new ideas and increase both innovation and quality of work
d. initiative and self-direction: Set goals with tangible and intangible success criteria,
balance tactical (short-term) and strategic (long-term) goals, utilize time and manage
workload efficiently, monitor, define, prioritize and complete tasks without direct
oversight, go beyond basic mastery of skills and/or curriculum to explore and expand one’s
own learning and opportunities to gain expertise, demonstrate initiative to advance skill levels
towards a professional level, demonstrate commitment to learning as a lifelong process,
reflect critically on past experiences in order to inform future progress
f. productivity and accountability: Set and meet goals, even in the face of obstacles and
competing pressure, prioritize, plan and manage work to achieve the intended result,
work positively and ethically, manage time and projects effectively, multi-task, participate
actively, as well as be reliable and punctual, present oneself professionally and with
proper etiquette, collaborate and cooperate effectively with teams, respect and appreciate team
diversity, be accountable for results
g. ethical, moral, spiritual values: strongly attached to society, spirituality and culture.
4. Information Media and Technological Skills
a. visual literacy: It is the ability to interpret, make meaning from information presented in
the form of an image. It is also the ability to interpret to evaluate, apply, or create
conceptual visual representations
b. information literacy: It is the ability to identify what information is needed, identify the
best sources of information for a given need, locate those sources, evaluate the sources
critically, and share that information.
c. media literacy: It is the ability to critically analyze the messages that inform, entertain,
and sell to us every day. It’s the ability to bring critical thinking skills to bear on all forms
of media asking pertinent questions about what’s there and noticing what’s not there.
30
d. scientific literacy: It encompasses written, numerical, and digital literacy as they
pertain to understanding science, it’s methodology, observations, and theories.
e. economic literacy: it is the ability to apply basic economic concepts in situations
relevant to one’s life. It is about cultivating a working knowledge of the economic way of
thinking – understanding tradeoffs, recognizing the importance of incentives.
f. technological literacy: These are computer skills and the ability to use computers and
the other technology to improve learning, productivity, and performance. It also the
ability to responsibly use appropriate technology to communicate, solve problems, access,
manage, integrate, evaluate, design, and create information to improve learning in all
subject areas, and acquire lifelong knowledge and skills in the 21st century.
III. SCHOOL AND COMMUNITY RELATIONS
A. Parents. They are the first teachers at home. They are responsible for the development of
values, attitudes, and habits that will be needed as their children associate with classmates in
school.
B. Teachers. They are the ones that continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed.
C. Community. Local government units, the non-government agencies, civic organizations and
all the residents.
Difficulties that children experience: ability to accomplish assignments, irregular attendance,

study habits in school, negative attitudes, and problem with self-discipline.
Solutions: a calm and friendly face to face exchange of observations, kind heartedness and
patience through modelling, motivation and encouragement, letters and praises, interesting
lessons
Values developed: respect for elders and for the rights of others, cooperation, willingness to
share, deep sense of responsibilities, persistence
Whole Community Engagement Is Key
To lift up and raise our schools to a place that suits all 21st century learners, help needs
to come from many parts of the community. The leading roles should be alternated according to
the need and focus of the particular aspect of the transformation project.
If we respect each other and acknowledge our unique contribution, we can move forward
quickly in a positive environment where we can all be teachers and learners.
I'm approaching this post from an inclusive, design-focused view, and I put to your ideas
that target and engage the four main players I believe can make all the difference in
transforming our schools and curriculum today: students, parents, seniors/grandparents and
local businesses.
31
Step 1: Expand Your Vision of School to Include Community
Ryan Bretag writes, "Educators shouldn't be the only ones contributing. The community
should be creating questions, puzzles, quotes, mind benders, trivia, philosophical and ethical
challenges, thought provoking videos, "graffiti walls," brainstorming spaces, and play areas.
“There are so many opportunities for experiential learning to happen out in the community
surrounding the school. We just need to find ways to connect core curriculum beyond the
classroom by attracting the right people and asking the right questions.
Step 2: Reach Out to All Stakeholders
One of the best ways to connect and create an authentic bond is to go to the people who
matter most, and meet them on their own turf. A series of community walks are a great way to
start. Get your teachers, some local businesses on board and go and knock on people's doors,
visit local businesses and senior homes and talk with them. Try the same approach with groups
of students. This time let the students communicate what they hope and wish for their school
and encourage them to ask for mentoring and support. Share your dreams for enhanced
community-school partnerships, ask people what matters to them, ask them how they might
help, and show them your passion. Deliver them an open invitation to reconnect, collaborate
and share their experience, skills and time to make a difference.
Step 3: Create a Community Resource Map
A visual representation of your community and the various skills people have to offer is a
super way to understand what community resources are available. If you build one, also point
out the materials people can supply at cost or for free, the time they can invest in projects, and
how they can connect to curriculum, and classroom activities. Include the networks they can
utilize to raise awareness of the needs of local children and families, and always promote and
foster resource-sharing and collaboration. Use libraries to advocate for school-community
partnerships and student learning. Libraries are important hubs and can provide meaningful
connection points outside the school gates. A community resource map can come in the form of
a hand-drawn map (use a graphic facilitator), Google Map, Mind Map or even a spreadsheet
with some visual outputs.
Step 4: Connect with Curriculum
Much of what we learn as children and adults happens outside the classroom through
real world experiences and from our peers, mentors or on the job. How might we connect
today's core curriculum with the real world? That is an important question that is in urgent need
of answers. Kids today are asking far too often for relevance in what they are learning. "Why am
I learning this? I'll never use this!" is a response far too often heard from the mouths of young
people today. Let’s find ways to work with local businesses and subject matter experts to
connect core curriculum to the outside world and design engaging learning experiences in and
out of the classroom. Check out Chapter 4 "Asking the Experts" from Kathleen Cushman's
wonderful book Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery. Please
consider using project-based learning. Try using a matching technique to match students with
subject matter experts, businesses and community organizations. Here is a great book on the
subject by Suzie Boss. Reinventing Project-Based Learning: Your Field Guide to Real-World
Projects in the Digital Age. Let’s not forget the largely untapped wealth of experience and
32
knowledge that resides with retires, grandparents and millions of socially isolated senior citizens
in aged care facilities.
Step 5: A Design Challenge for the Community
Here is an example of a community challenge to reinvent the school experience. I

created the Reinventing School Challenge earlier this year to encourage discussion, empower
youth, teachers and communities to design and facilitate change locally. Reinventing school can
mean lots of things such as redesigning classrooms, creating a community garden, creating an
open and shared learning space, designing a course, changing the way students participate in
decision making, you name it!
(Adopted from O’Keefe, 2011)
IV. LINKAGES AND NETWORKING WITH ORGANIZATIONS
International Linkages
Pi Lamba Theta – its main office is from Michigan, where it is located from United
States of America. It has its own project ETP.; ETP stands for (Excellence in Teaching project);
this project was started in 1997. So it aims to honors the outstanding students until they
graduate in fact they support 15 third year college students until they graduate. Selected
members of this organization are engaged from the different convention events globally. Some
of their topics during the convention such as the current issues and trends in teacher education
as these selected members are also discussed to local members in return.
INNOTECH – it was established in January 1970. It’s headquarter is located in Thailand.

It aims to develop innovative and technology based solutions to address these problems. It
provides educational training especially in Southeast Asian countries to upgrade the
competencies of teachers. INNOTECH conducts 4 days (September 5-8, 2017) training to
selected CPU faculty and staff in Iloilo City where the selected participants are engage in LMS
or the Learning Management System first hand along with the discussion about the latest
technology trends and policies. So this LMS is a software application where the teacher delivers
his/her instructional materials to students in a convenient way. The LMS provides
documentation, reporting, and delivery of educational courses training program.
WWCCI – or the World Council for Curriculum and Instruction, this council holds
conferences in different countries which is participated by the members of the local chapter.
ASCD – or the Association for Supervision and Curriculum Development, this is a

nonprofit organization that provides trainings/seminars to the members with expert, best way of
solution regarding teaching, educational leadership that is very essential to the way educators
learn, teach and lead. In fact, it has 150,000 members from 145 countries who are professional
educators.
National and local linkages – Maybe due to lack of resources from a certain
universities then other universities may have fulfilled this to support according to respective
needs, interest and objectives. Yes, it is very important that there is a strong bond between
33
universities and colleges just what the example here where the student can do cross-enrolment
for some subjects in other universities that is needed for graduation.
Depending to expertise, the universities may collaborate each other or conduct joint
forces research for the betterment of results from the scientific study.
Networking
A network is a system which composed of different organization whether it is a public or

private. What matter most is these different type of organization brings us to the strength and
availability of services we need based on the field of expertise. The school could be benefit of it
because these different types of organization gives additional information and add knowledge
for the delivering quality educational services for the country’s youth.
Networking with professionals

Consortium among Universities and Colleges
Taft Consortium-
The Mendiola Consortium-
With Subject Specialists
BIOTA
MATHED
The Physics Teachers Association
The Chemistry Teachers Association
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
Darliing-Hammond, L., Campbell, C. (2017). Empowered Educators: How High-Performing
Systems Shape Teaching Quality Around the World. John & Wiley Sons Incorporated
ISBN 9781119369608
Jan, H. (2017). Teacher of 21st Century: Characteristics and Development. Research on

Humanities and Social Sciences, Vol.7, No.9,2017 ISSN (Online)2225-0484
Ambag, S.C. (2015). Assessment of Competency Level of Pre-Service Teachers Based on

National Competency-Based Teacher Standards (NCBTS) in Public School in the
National Capital Region (NCR). European Academic Research, Vol.II, Issue 11, ISSN
2286-4822
Let’s Check!
Activity 1. Now that we have studied the competencies expected of you as a teacher and
the qualities of a 21st century educator, answer the following questions that follow in the
space provided.
34
1. Based on the competencies laid down in the NCBTS, tell something about the teacher
in the classroom and the community by completing this acronym
T___________________________________________________________________________________
____________________________________________________________________E_______________
_____________________________________________________________________________________
___________________________________________________A________________________________
_____________________________________________________________________________________
__________________________________C_________________________________________________
_____________________________________________________________________________________
_________________H__________________________________________________________________
_____________________________________________________________________________________
E___________________________________________________________________________________
____________________________________________________________________R_______________
____________________________________________________________
2. The 4C’s of 21st century skills are listed below. Provide your own interpretation of each
based on your study about 21st century skills. (Adapted from Joynes et.al, 2019)
Communication
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
Collaboration
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
Critical-thinking
35
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________
Creativity
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________
Let’s Analyze
Activity 1. Your teacher education curriculum consists of three (3) parts, namely: General
Education, Professional Education, and Specialization. Examine if the teacher education
curriculum you are presently undergoing adequately prepares you for the competencies
contained in the NCBTS. To do this, fill in the table below. (Adopted from Bilbao et.al, 2012)
NCBTS Subjects in the Teacher Education Curriculum

Domain General Professional
#1/Strand Specialization
Education Education
1. Acts as a Teaching
positive model Profession
for students
2.
NCBTS
Domain
#2/Strand
36
NCBTS
Domain
#3/Strand
NCBTS
Domain
#4/Strand
37
NCBTS
Domain
#5/Strand
NCBTS
Domain
#6/Strand
38
NCBTS
Domain
#7/Strand
In a Nutshell
Activity 1. By means of a graphic organizer, describe the 21 st century teacher by

completely presenting the 21st century skills.

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UNIVERSITY OF MINDANAO

College of Teachers Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: EDUC 109 (TEACHING PROFESSION)

Name of Teacher: Chrestine B. Torrejos

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

ULOa. Explain the different philosophies of education 5

ULOb. Examine the present teacher education

ULOc. Extrapolate the characteristics of a global

ULOb. Describe how the professional teacher conducts

Course Outline: EDUC 109 – The Teaching Profession

Course Coordinator: CHRESTINE B. TORREJOS

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Since this course is included in the licensure

Turnitin Submission To ensure honesty and authenticity, all assessment

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

Return of Assessment tasks will be returned to you two (2) weeks

For group assessment tasks, the course coordinator will

Assignment Resubmission You should request in writing addressed to the course

Re-marking of Assessment You should request in writing addressed to the program

If disapproved by the course coordinator, you can

Grading System Course exercises – 30% (including BlackBoard forum)

Preferred Referencing APA 6th Edition

Student Communication You are required to create a umindanao email account

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Dr. Jocelyn Bacasmot

Contact Details of the Maribel Abalos

Help Desk Contact 0923-602-8780

Library Contact Brigida E. Bacani

GSTC CTE Facilitator Ronadora E. Deala

Ivy Jane Regidor

Course Information – see/download course syllabus in the Black Board LMS

CO Before the actual teaching performance, you have to be equipped with

a. Explain the different philosophies of education;

3. Morality – a particular system of values and principles of conduct, especially one

5.Transcendent – goes beyond normal limits and boundaries because it is more

Philosophy Why teach? What to How to

Writing your Teaching Philosophy

 Your concept of learning. What do you mean by learning? What happens in a

(University of Minnesota, 2020)

The Foundational Principles of Morality and You

When can we say that a person is of good moral character?

1. being fully human

(Bilbao et.al, 2012)

Values Formation and You

On the contrary, relativists believe that:

Are values Taught or Caught?

The Cognitive, Affective, and Behavioral Dimensions of Values

Teaching as Your Vocation, Mission, and Profession

*Magulod, G.C. (2017). Educational Philosophies Adhered by Filipino Pre-Service Teachers:

__________3. Is the course of study imposed on students in the existentialist classroom?

__________4. Is the communication that linguistic philosophers encourage limited to verbal

__________5. Do constructivists believe that language can be imposed?

__________8. Do constructivists agree to a teaching methodology of “telling”?