Teaching Profession
Teaching Profession
Teaching Profession
TEACHING PROFESSION
Teaching as a Profession
TEACHING – refers to the profession concerned primarily with classroom instruction at the elementary
and secondary levels in accordance with the curriculum prescribed by the Department of Education,
Culture and Sports, whether on part-time or full-time basis in the private or public schools (R.A. 7836, Sec.
4, Paragraph a.)
TEACHERS – refers to all persons engaged in teaching at the elementary and secondary levels, whether
on full-time or part-time basis, including industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools in the aforesaid levels and qualified
to practice teaching under this Act (R.A. 7836, Sec. 4, Paragraph b.)
R.A. 7836 – otherwise known as Philippine Teachers Professionalization Act of 1994. This is an act to
strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a
licensure examination for teachers and for other purposes.
• The State shall ensure and promote quality education by proper supervision.
• Regulation of the licensure examination.
1987 PHIL.CONSTITUTION.
- Section 17. The State shall give priority to education, science and technology, arts, culture, and sports
to foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.
ARTICLE IV , Section 1. The State shall protect and promote the right of all citizens to quality education at
all levels, and shall take appropriate steps to make such education accessible to all.
Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated
system of education relevant to the needs of the people and society;
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PROFESSIONAL EDUCATION Teaching Profession
a true humanist
4. Professional Dimension
a member of the profession
one who acts within the bounds of the Code of Ethics and the canon of the teaching
profession
Elements Inherent in the Teaching Profession
1. Accountability
Graduate of school/college/university recognized by the government and possesses the
minimum educational requirements
Passed the Licensure Examination for Teachers and possesses Certificate of Registration
from PRC.
2. Authority
Attractive/Referent–(emotional bank)When the teacher relies on personality,
relationship building, or the fact that they share common interests with students.
Attractive authority can be developed through: getting to know and emotionally
investing in students.
Expert – (intellectual capital) When the teacher is perceived as being knowledgeable in
the subject, well prepared, or intelligent. It is driven by the students’ desire to know. Some
of this power comes from a natural human deference for those who are perceived as
wise.
Reward– These include grades, recognition, prizes, praise, privileges and anything else
that students might desire, given to them (externally) by their teacher. The notion of
rewarding student behavior can be potentially effective, but effects differ vastly from
different kinds of rewards.
Coercive – the right to use disincentives, to say “no”, withhold privileges, and give
consequences or punishments to students. It implies that if a line is crossed something
will happen that will be less than desirable for the student.
Position/ Legitimate – there is no other person in the classroom who can fulfill the duties
of the teacher. We could use the term “in loco parentis” (in the role of parental authority)
to describe this type of power. The teacher is the sanctioned authority in the room as well
as the educator.
3. Ethics
Subscription to the norms of the Professional teacher’s Code of Ethics.
Cultivation of mutual respect and absolute tolerance among students.
Serve for students not only as examples of high education but of decent behavior as well.
4. Loyalty
Teachers shall at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full
cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another (Sec.1, Art.
V of Code of Ethics)
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PROFESSIONAL EDUCATION Teaching Profession
5. Learning
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning
Teachers think systematically about their practice and learn from their experience.
Teachers are members of learning community.
Professionalism
Keeps in mind the rules and regulations of the Code of Ethics and the institution he/she is
in to.
Participates in the Continuing Education Program for teachers.
Bounded by social contract in which the public gives the profession independence and
responsibility for the conduct of its affairs in return for the profession’s commitment.
Roles of Teachers
1. As a Director of Learning
Plans and organizes learning activities
Leads pupils/ students through the learning episodes Controls the whole learning
situations
Appraises the effectiveness of the learning situations
2. As an Information Processor
Analyzes information and events
Makes information and events
Makes information readily learnable
Facilitates the comprehension of information and events
Interprets information to learners
Communicates information in a manner that pupils/students comprehend
3. As a Knower
Knows much about the general fields of knowledge
Masters thoroughly the subject matter of his/her field of specialization
Brings learners to the world of ideas
Provides accurate information to students/pupils
Answers readily pupils/ students’ questions
4. As a Pioneer in the World of Ideas
Carries students to new insights and knowledge
Leads children to wide ranging and unlimited inquiry
Develops new ideas and practices to meet the needs and demands of the time
5. As a Decision-Maker
Decides on what objectives should be established.
Decides on the type of instructional program that could best achieve the objectives
Decides on what body of information should be conveyed
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PROFESSIONAL EDUCATION Teaching Profession
Decides on the most effective methods, techniques, approaches and materials that will
facilitate the attainment of the objectives.
Decides on the most appropriate grouping that would best benefit the learner
6. As a Judge of Achievement
Defines what is worth achieving
Defines ability level of pupils/students Evaluates pupils/students’ level of achievement
Determines who will be promoted or retained.
7. As a Counselor
Establishes effective relationship with the individual pupil/ student
Collects pertinent information about each pupil/student
Receives confidences
Guides pupil/student in understanding himself
Gives advices
Assists pupils/students to find solutions to his/her problems.
8. As a Moralist
Develops a functional moral and ethical code
Creates acceptable moral atmosphere
Establishes norms for behavior within and outside the classroom
9. As a Model for the Youth
Exemplifies the scholarship and ideals valued by society.
Demonstrates acceptable
10. As a Person of Culture
Possesses a broad general cultural education
Is well-informed of current developments in various fields of science
Appreciates arts and literature
Demonstrates adequate skills in the use of language
11. As a Community Link
Participates actively in the life of the community
Interprets the school program to the public
Brings parents to participate in school activities
Utilizes the resources of the community to develop significant application of subject
matter.
Pre-Spanish
Education was informal, unstructured and devoid of methods.
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PROFESSIONAL EDUCATION Teaching Profession
Children were provided more vocational training and less in academics (3Rs) by their
parents and in the houses of tribal tutors.
Act No. 74
A highly centralized public school system was installed in 1901. The Philippine Commission
authorized the Secretary of Public Instruction to bring the Philippines 600 teachers from the USA
– the Thomasites
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PROFESSIONAL EDUCATION Teaching Profession
E.O. No. 94
The Department of Instruction was changed to Department of Education.
The regulation and supervision of public and private schools belonged to the Bureau of Public
and Private Schools.
FOURTH REPUBLIC
Proclamation 1081
The Department of Education became the Department of Education and Culture.
P.D. No. 1397
change of name to Ministry of Education and Culture where 13 regional offices were created
and major organizational changes were implemented in the educational system.
Education Act of 1982
Created the Ministry of Education, Culture and Sports.
An act that provides the establishment and maintenance of an integrated system of education
FIFTH REPUBLIC
E. O. No. 117
Department of Education, Culture and Sports.
The structure of DECS has practically remained unchanged until 1994 when CHED and TESDA
were established to supervise tertiary degree programs and non-degree technical-vocational
programs, respectively.
R. A. No. 7722
Created the Commission on Higher Education (CHED)
R.A. No. 7796
Created the Technical Educational and Skills Development Authority (TESDA)
R. A. No. 9155
Government of Basic Education Act paving its way to change DECS into DepEd.
R.A. 7722
The Commission on Higher Education (CHED) was established- May 18, 1994
LEGAL FOUNDATIONS
Art. XIV, 1987 Phil. Constitution
1. Protection and promotion of the State to the rights of all citizens to quality education at all levels
and make such education accessible to all.
2. Provision for complete, adequate and integrated system of education relevant to the needs of
the society.
3. System of free public education in the elementary (compulsory) and secondary levels.
4. System of scholarship grants, student loan programs, subsidies and other incentives which shall
be available to deserving students in both public and private schools especially to the
underprivileged.
5. Encourage non-formal, informal and indigenous learning systems, as well as self-learning,
independent and out-of-school youth with training in civics, vocational efficiency and other skills.
6. All educational institutions shall include the study of Constitution as part of the curricula.
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PROFESSIONAL EDUCATION Teaching Profession
7. Religion (optional) shall be allowed to be taught in public schools within the regular class hours
by instructors designed and approved by religious authorities without additional cost to the
government.
8. The State shall exercise reasonable supervision and regulation of all educational institutions.
9. Education to put emphasis on the inculcation of patriotism and nationalism as well as other values
deemed important in developing person and responsible citizen.
10. Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen.
11. Tax exemptions for non-stock and non-profit educational institutions.
12. Enjoyment of academic freedom (teacher, students, institutions) in all institutions of higher
learning.
13. The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of State.
14. Highest budgetary priority to education and ensure that teaching will attract and retain its rightful
share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment.
15. Filipino as the national language; Filipino and English as official languages for use in
communication and instruction
16. Creation of national language commission.
17. Promotion of science and technology.
18. Preservation and enrichment of Filipino culture.
19. Promotion of physical education and other related programs.
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PROFESSIONAL EDUCATION Teaching Profession
4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.
R. A. 7836 – An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the
Philippines and Prescribing LET and for other Purposes
Known as the Philippine Teachers Professionalization Act of 1994.
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PROFESSIONAL EDUCATION Teaching Profession
R. A. 9293 – An Act Amending Certain Sections of RA 7836 otherwise known as the “Philippine
Professionalization Act of 1994”
Declaration of Policy
a. The State shall protect and promote the right of all citizens to quality basic education and
to make such education accessible to all by providing a free and compulsory education in
elementary level and free education in the high school level.
b. Such education shall include alternative learning systems for basic education to provide
them with the skills, knowledge and values they need to become caring, self-reliant,
productive and patriotic citizens.
c. The school shall be the heart of formal education system.
d. Governance of basic education shall begin at the national level. It is at the regions,
divisions, schools and learning centers herein referred to as the field offices – where the
policy and principle for the governance of basic education shall be translated into
programs, projects and services developed, adapted and offered to fit local needs.
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Teachers - are duly licensed professionals who possesses dignity and reputation with high moral
values as well as technical and professional competence in the practice of their noble profession, they
strictly adhere to, observe, and practice this set of ethical and moral principles, standards and values.
It shall include industrial arts or vocational teachers and all other persons performing supervisory, and/or
administrative functions in all school at aforesaid level, whether in full-time or parttime basis.
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PROFESSIONAL EDUCATION Teaching Profession
Refrain from engaging in the promotion of any political, religious or other partisan
interest.
Exercise his right to suffrage band all other constitutional rights.
Refrain from using his position or official authority to influence or coerce the political
actions or behaviors of other persons.
Enjoy academic freedom and be responsible in taking the privilege of expounding the
product of his researches in the interest of the nation.
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Apply for a vacant position for which he is qualified; provided he respects the system of
selection on the basis of merit & competence.
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PROFESSIONAL EDUCATION Teaching Profession
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Mother Tongue – Based Multilingual Education, herein referred to as MLE, is the effective use of more
than two languages for literacy and instruction.
Brigada Eskwela
The National Schools Maintenance Week and is observed every May of each year since 2003. Capitalizing
on the spirit of bayanihan among Filipinos. It encourages parents, barangay residents, local businessman,
youth and the community to volunteer resources (financial, material, labor) and work collectively for the
maintenance and minor repair of schools during the month of May to prepare the schools for the opening
of classes in June.
BrigadaEskwela PLUS
This shall be implemented in three phases that will focus on contributing to the:
a. Increase in participation rate;
b. Decrease in dropout rate; and
c. Improvement of academic performance of public school children.
Adopt-A-School Program
Formalized by R. A. 8525, this program is DepEd’s vehicle to mobilize support from the private and non-
government sectors. Based on a menu of assistance packages developed by DepEd, interested companies
can sponsor certain school programs/projects. Donor assistance came in the form of classroom
construction, teaching skills development, provision of computer and science laboratory equipment/
apparatuses; and school programs for the children.
School-Based Management
It is defined as “decentralization of decision-making authority from central, regional and division levels to
individual schools, uniting school heads, teachers, students as well as parents, the local government units
and the community in promoting effective schools.
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The main goal of SBM is to improve school performance and student achievement. Its objectives are:
Empower the school head to provide leadership; and
Mobilize the community as well as the local government units to invest time,
money and effort in making the school a better place to learn in.
PHILOSOPHIES
Naturalism
Naturalism is the philosophical view that all objects and events are capable of being accounted for by
scientific explanations, usually allied with the ontological claim that there is no non-natural objects,
processes and causes. Naturalism is considered the oldest philosophy in the western world. Some of the
ancient naturalists are Thales, Democritus, Epicurus and Lucritus.
Thomas Hobbes
-The native condition of man is a “war of everyone against everyone”. Individual man is continually in
competition with others, grasping for honor and dignity. His chief joy is in comparing himself with other
men; and therefore, Hobbes relishes ”nothing but what is eminent,” Hobbes believes it is best for man to
be kept busy or in an inferior position from which he will struggle for something better, because he is
most troublesome when he is not at ease. His hunger for power is such a restless unquenchable desire
that it only ceases at death.
Herbert Spencer
-Herbert Spencer believed that there is some kind of an Absolute Being, the foundation of all phenomena
we observe; but he held that the human mind cannot have a concept of this Absolute Being. It is
conceivable and unknowable.
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Naturalism maintains that nature is the only idea worthy of the serious consideration of man, and
that man himself is the apex of this reality. Naturalism believes that reality and nature are identical ant
that, beyond nature, there is no reality. Naturalism denies reason as a source of knowledge and claims
that the only valid source of knowledge is what is derived from experience.
Realism
Realism is a philosophical doctrine that universals have a real objective existence; that the objects of
sense perception have an existence independent of the act of perception. Realism is based on what is real
as they are; something that exists independently of all other things and from which all other things are
derived. This something can be ascertained through man’s intellect and sense perception.
Plato
-Plato defined reality as the pure ideas of the mind. He believed that ideas and concepts are innate or
inherited in a form. Aristotle, Plato’s pupil, defined reality as the relationship found in nature and the
physical environment. The source of knowledge is the physical environment; and learning occurs through
contact with the environment
John Amos Comenius
-The mind of man is like a spherical mirror suspended in a room which reflects images of all things that
are around it. The room is the external world while the mirror is the mind of man. Everything is that world
reflects its image upon man’s mind. Mind here is conceived as passive since it is the world which projects
its image upon man’s mind. The mind does not reach out and embrace the world, nor does it giving
meaning to the world.
Rene Descartes
-Descartes believed that the physical world is real and his senses are not deceived. He believed in God as
Perfect Being, and hence, perfectly good. God would not stoop to deception.
John Locke
-John Locke believed that there are no innate ideas in the mind. At birth, the mind is just like a blank sheet
of paper upon which the world writes its impressions. Experience is the source of all knowledge.
Immanuel Kant
-Immanuel Kant asserts that our sensory experience and perceptives are representations of the external
world and not direct representations of it. Our experience of the world is private. It is different from the
world out there. Our minds do not affect the objects we experience; neither do those objects depend
upon us for existence.
Idealism
Idealism is a philosophical theory that maintains that the real is of the nature of thought or that the object
of external perceptions consists of ideas. Idealism asserts that reality is composed of thought related to
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mind and idea, and that matter is a mere by-product of its workings. For the idealist, mind is real and
matter is just an appearance. The universe can be understood by examining the laws of the thought and
consciousness.
George Berkeley
-Idealism holds that the fundamental element of the world is not matter but spirit or mind. He asserts
that what really appears to be a physical or material world is, in reality, merely collection of ideas. For
Berkeley, the mind is active and is an agent of ideas which are passive effects of mental activity.
Pragmatism
Pragmatism is a philosophical movement or system having various forms; but generally, stressing
practical consequences as constituting the essential criterion in determining meaning, truth or values.
Advocates of Existentialism: Soren Kierkegaard (Danish religious thinker); Friedrich Nietzshe (German
philosopher); Jean Paul Sarte; Karl Jaspers; Gabriel Marcel; Martin Heideggar
For Kierkegard, man is a subjective thinker and comprehends himself as an abstraction but as an ethically
engaged existing subject. Existence is in character, and since man himself alone can comprehend the
meaning of existence, this in effect, brings to the fore man’s mode of becoming which is choice.
Friedrich Nietzshe sees in man the nature of his character which seems vulnerable to deficiencies which
have to be corrected to produce a superior race. He claimed that nature is beyond good and evil, all men
are unequal; that morality is an invention of the weak to limit and deter the strong; that power is the
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supreme virtue, and the supreme desire of man; and that of all forms of government, the wisest and most
natural is aristocracy.
For Jean Paul Sarte, man becomes aware of his freedom, knows himself and is responsible for his own
actions and commitment. Man is encompassed by his existence. He cannot escape his fate because his
fate is his own making. He believes that man determines his essence. Man first, then he defines himself.
For Karl Jaspers, existence is always in a situation. It is man’s reactions to inescapable situations (death.
Suffering, struggles and guilt) that our potential existence becomes actual.
For Martin Heidegger, man is a being-in-a-world by participation and involvement; the world becomes
constitutive of man’s being. Man’s world is a world which he shares with others. Human existence itself
is essentially togetherness.
Hedonism
Hedonism is a philosophy which holds that the supreme end of man consists in the acquisition of pleasure,
and that actions are good or bad according to whether they give or do not give worldly pleasure.
Utilitarianism
Utilitarianism is a theory very much akin to hedonism. It makes utility the norm of morality. The goodness
or badness of actions depends on the effects or consequences of the action- an act is good if and if it gives
good results, if it works, if it makes you successful, if it makes you attain your purpose; bad if it does not.
Moral Evolutionism
It holds that morality is never fixed or absolute, but is continually changing and evolving gradually into a
perfect morality.it is the application of biological evolution to morals.
Moral Positivism
This holds that the basis or source of all moral laws is the laws of the State. The greatest exponent of
this theory is Hobbes, an English philosopher.
1. Plato
a.) Every individual should devote his life to what is best fitted for him to do.
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b.) The important function of education is to determine what every individual is by nature capable
and fitted of doing things.
c.) Poor leadership will lead to wrong decision.
d.) Social justice is giving of what is due to whom it is due.
e.) The physical objects are not permanent representations of unchanging ideas, and that the ideas
alone give true knowledge as they are known by the mind.
f.) An individual who should lead society should be endowed with superior intelligence and
possessed impeccable integrity.
2. Aristotle
a.) The end of education is not knowledge alone. It is the union of the innate intellect of the individual
and his will. It is knowledge expressed in action.
b.) Virtue which is moral excellence goodness and righteousness is not possession of knowledge. It is
the state of the will.
c.) The process of correct thinking can be reduced to rules like physics and geometry, and taught to
any normal mind.
d.) Advocates the practice of moderation.
e.) Vices are irrational habits or practices because they often stem from passion which often goes
beyond reason.
f.) Advocates scientific approaches to education.
3. Socrates
a.) Knowledge is wisdom which, in effect, means virtue.
b.) The problem of evil is the result of ignorance.
c.) Knowledge is virtue and ignorance is vice.
d.) Knowledge is the basis of all right actions including the art of living.
4. Confucius
a.) Development of moral and ethical principle to promote peace and order and to preserve human
dignity.
b.) The family should serve as model for correct relations among them.
c.) Postulated the golden rule for all men to follow: “treat others as you wish them to treat you.”
d.) Reason and natural law constantly enjoin man to live righteously to offend no one and to give one
his due.
e.) Order and harmony should begin in the inner nature of man.
f.) Man can enjoy inner peace and harmony and happiness by observing God’s law which enshrined
in every individual conscience.
g.) Emphasized the importance of self-control. “He who conquers others are strong; he who conquers
himself is the greatest victor”.
h.) Reason is supposed to rule and regulate the lower craving of man such as appetite and passions.
i.) Justice and love always go together.
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j.) The coming into being of the perfect man is a perfect social order. It is simply the full development
of the human personality through the realization of man’s powers and natural endowments- his
physical, intellectual, emotional, political and economic aspirations.
5. Lao-Tze
a.) He emphasized the virtue of passivity, humility and frugality.
b.) To achieve happiness, men should bring themselves into harmony with the TAO which he was not
a god but the supreme and governing principle of the universe.
c.) To achieve happiness is: “be yourself, be natural; live in accordance with your true, good and best
nature.
7. John Locke
a.) Tabula rasa theory- a child is born with a blank mind.
b.) Education can help shape the pupil according to the predisposition of the teacher.
c.) Emphasized formal discipline of moral and physical education.
d.) Methods of instruction should consider habit formation through drill and exercises, memorization
and reasoning.
9. Pestalozzi
a.) Education is a social process of organized growth and development.
b.) Lessons were to be learned thru direct experiences with the objects and places through
observation, inquiry and reasoning.
c.) Knowing consists of sensation and abstraction.
d.) Values are absolute and eternal based on nature’s law.
e.) Subject matter curriculum should be humanistic.
10. Froebel
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11. Herbart
a.) Learning should lead to character formation.
b.) The aim of education should be ethical and moral.
c.) The learner gets meaning from previous experiences to which it is related.
d.) The curriculum should include a wide range of subjects.
12. Spencer
a.) Emphasized physical activity.
b.) Science oriented curriculum.
c.) Societies are bound to change.
d.) He opposed to free public education; those who really want education should work hard to
acquire the means to attain it.
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Philosophies of Education
Philosophy Metaphysics Epistemology Axiology Educational Proponents
Implications
Idealism Reality is Knowing is the Values are A subject Berkeley; Butler;
spiritual or thinking of absolute and matter Froebel; Hegel;
mental and latent ideas eternal curriculum Plato
unchanging emphasizing
the great and
enduring ideas
of culture
Realism Reality is Knowing Values are A subject Aquinas; Aristotle;
objective and is consists of absolute and matter Broudy; Martin;
composed of sensation and eternal, curriculum Pestalozzi
matter and abstraction based on stressing
form; it is fixed, nature’s law humanistic and
based on
scientific
natural law
disciplines
Pragmatism Reality is the Knowing results Values are Instruction Childs; John Dewey;
interaction of from situational or organized James; Peirce
an individual experiencing relative around
with use of problem solving
environment or scientific according to
experience: It is method the scientific
always method
changing
Existentialism Reality is Knowing Values Classroom Sarte; Marcel;
subjective, with to should be dialogues Morris; Soderquist
existence make personal freely chosen designed to
preceding choices stimulate an
essence awareness that
each person
creates a
selfconcept
through
significant
choices
Philosophical Analysis Reality is Knowing Values are Instruction Soltis; Russell;
verifiable involves regarded as that uses Moore
empirical emotional language
verification or preferences analysis to
logical analysis clarify
of language information
and to
establish
meaning
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Nature Subjectmatter Subject-matter Individual and Child and Child, Child and Child and
o centered centered societycentered processcentered subject and subject societycentered
f human mattercentered
Curriculum reaction
centered
Role/chara Dispenser of Initiator and Dispenser Facilitator/dyn Aware of Facilitator, Facilitator ,
cter of knowledge/ac facilitator/prac of amic good dominant moderator liber
Teacher tive; tical, knowledge, classroom social , al,
imposing; organizer, facilitator/tradi manager, values, consultant openminded,
serious; strict authoritarian tional when result and issues , adviser provides for
emphasizing processoriented an individual
values d difference
problems, s
goal and
future
oriented
Role/chara Receives Discoverer Discoverer of Problem- Organizers, Curious, Freeseekers of
cter of knowledge, of knowledge solvers, leads, assertive, knowledg
learners passive, knowledge thru the arts observe the fu inquisitive e,
dependent thru and scientific ture , inquisitive
sensations and literature method, and goal- expressive ,
abstraction, oriented, , adventuro
curious, critical
good at socially articulate,
result and us, indecent
classifying and aware and personalit
processoriented
sorting objects responsible y and
based on their socially aware
characteristics
Method of Lecture, Grouping or Traditional, Scientific Group Group Group
Teaching deductive classifying lecture methods and/or activities dynamics dynamics
objects method, thru and
appreciation of experiment dynamics
the arts
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Nature Traditional, Traditional but Artistic with Flexible, rich in Modern Democrat
o rigid, with little plenty of opportunities needs- ic, liberal
f Classroom inflexible flexibility in reading for students to based
the materials experience
arrangement what they are
of seats learning
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Behaviorism Behaviorist schools are Behaviorist teachers teach Behaviorist teachers ought to arrange
concerned with the students to respond favorably environmental conditions so that
modification and shaping of to various stimuli in the students can make the responses to
students’ behavior by environment stimuli. Physical variable like light,
providing for a favorable temperature, arrangement of furniture,
environment, since they size and quantity of visual aids have to
believe that they are product be controlled to get the desired
of their environment. They are responses from the learners. Teachers
after students who exhibit ought to make the stimuli clear and
desirable behavior in society. interesting to capture and hold the
learners’ attention.
Linguistic To develop the Learners should be taught to The most effective way to teach
Philosophy communication skills of the communicate clearly- how to language and communication is the
learner because the ability to send clear, concise messages experiential way. Make them
articulate, voice out the and how to receive and experience sending and receiving
meaning and values of things correctly understand messages through verbal, non-verbal
that one obtains from his/her messages sent. and para-verbal manner. Teachers
experience of life and the should make the classroom a place for
world is the very essence of interplay of minds and hearts. The
man. Teachers teach to teachers facilitate dialogue among
develop in the learner the skill learners and between him/her and
to send message clearly and his/her students because in the
receive messages correctly. exchange of words there is also an
exchange of ideas.
constructivism To develop intrinsically The learners are taught how In the constructivist classroom, the
motivated and independent to learn. They are taught teacher provides students with data or
learners adequately equipped learning process and skills experiences that allow them to
with learning skills for them to such as searching, critiquing hypothesize, predict, manipulate
be able to construct and evaluating information, objects, pose questions, research,
knowledge and make meaning reflecting on the same, investigate, imagine, and invent. The
for them making meaning out of them constructivist classroom is interactive.
, drawing insights, posing It promotes dialogical exchange of ideas
questions, researching and among learners and between teachers
constructing new knowledge and learners.
out of these bits of
information.
No part of this material may be reproduced in any form. This is for the EDUCATIONAL PURPOSE ONLY.
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PROFESSIONAL EDUCATION Teaching Profession
ESSENTIALISM This philosophy contends that Essentialist programs are Essentialist teachers emphasize
teachers teach for learners to academically rigorous. The mastery of subject matter. They are
acquire basic knowledge, skills emphasis is on academic expected to be intellectual and moral
and values. Teachers teach not content for students to learn models of their students. They are seen
to radically reshape society but the basic skills or the as “fountain” of information and as
rather to transmit the fundamental r’s- reading, “paragon of virtue”. If ever there is such
traditional moral values and ‘riting, ‘rithmetic, right a person. To gain mastery of basic skills,
intellectual knowledge that conduct- as these are teachers have to observe “core
students need to become essential to the acquisition of requirements, longer school day, a
model citizens. higher or more complex skills longer academic year”. With mastery of
needed in preparation for academic content as primary focus,
adult life. The essentialist teachers rely heavily on the use of
curriculum includes the prescribed textbooks, the drill method
traditional disciplines such as and other methods that will enable
math, natural sciences, them to cover as much academic
history, foreign language, content as possible like the lecture
and literature. The teachers method. There is a heavy stress on
and administrators decide memorization and discipline.
what is most important for
the students to learn and
place little emphasis on
students interests,
particularly when they divert
time and attention from
academic curriculum.
PROGRESSIVISM Progressivist teachers teach to The progressivists are Progressivist teachers employ
develop learners into identified with need0-based experiential methods. They believe that
becoming enlightened and and relevant curriculum. This one learns by doing. For John Dewey
intelligent citizens of a is a curriculum that (most popular advocate of learning by
democratic society. This group “responds to students’ needs doing or progressivism), book learning
of teachers teaches learners so and that relates to students’ is no substitute for actual experiences.
they may live life fully NOW personal lives and One experiential teaching method that
not to prepare them for adult experiences”. Progressivists progressivist teachers heavily rely on is
life. accept the impermanence of the problem-solving method. This
life and the inevitability of problem-solving method makes use of
change. Progressivist scientific method. Other methodology
teachers are more concerned used by progressivist teachers includes
with teaching the learners the field trips during which students
skills to cope with change. interact with nature and society.
Students are taught how to Teachers also stimulate students
evaluate information and through thought-provoking games and
solve problems. Natural and puzzles.
social sciences are given
emphasis. Teachers expose
students to many new
scientific, technological, and
social developments,
reflecting the progressivist
notion that progress and
change are fundamental.
No part of this material may be reproduced in any form. This is for the EDUCATIONAL PURPOSE ONLY.
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