MODULE

in

Professional Education 103

The Teaching Profession

ANNIE M. CALICDAN, Ed. D.

Associate Professor III
 COURSE SYLLABUS

Course Code: Prof Ed 103

Course Title: The Teaching Profession
Time Frame: 18 weeks (54 hours)
Credit: 3 units
Course Prerequisite: NONE

UNIVERSITY VISION
To become an ASEAN premier state university in 2020.

UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and
production commits to develop highly principled morally upright, innovative and globally
competent individuals capable of meeting the needs of industry, public service and civil
society.

INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Outcomes (PSU IO) are the qualities
that PSUnians must possess. These outcomes are anchored on the following core values:
Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and
Spirituality – (ACCESS). Anchored on these core values, the PSU graduates are able to:

1. demonstrate through institutional mechanisms, systems, policies, and processes which

are reflective of transparency, equity, participatory decision making, and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through
multiple perspectives in decisions and actions that build personal and professional
credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide
continuous improvement and producing quality outputs leading to inclusive growth;
4. exhibit life-long learning and global competency proficiency in communication skills,
inter/interpersonal skills, entrepreneurial skills, innovative mindset, research and
production initiatives and capability in meeting the industry requirements of local,
ASEAN and international human capital market through relevant and comprehensive
programs;
5. display, socially and environmentally responsive organizational culture, which ensures
higher productivity among the university constituents and elevate the welfare of the
multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire
greater harmony to project a credible public image.
PROGRAM OUTCOMES
Program Outcomes for Teacher Education Performance Indicators
Graduates of the BSEd / BEEd programs are
 Generate opportunities for reflection
teachers who:
on historical, social, cultural and
1. Articulate the relationship of education
political processes as they affect the
to larger historical, social, cultural and
day to day lives of the students
political processes.
 Actively engages students to sustain
2. Facilitate learning using a wide range of
interest in the subject matter.
teaching methodologies in various types
 Implements learner-friendly classroom
of environment.
management procedures and practices.
 Use varied teaching methodologies
3. Develop alternative teaching approaches appropriate for diverse learners.
for diverse learners.  Evaluate current teaching approaches
and innovate based on learners’ needs.
 Implement and evaluate the
curriculum.
4. Apply skills in curriculum development,  Effectively write and carry out the
lesson planning, materials development, lesson plan with mastery.
instructional delivery and educational  Deliver interesting lessons with
assessment. congruent objectives, subject matter,
teaching- learning activities, materials
and assessment procedures.
 Source and organize data and
information concerning teaching and
learning.
 Analyze and interpret data and
5. Demonstrate basic and higher levels of
information using appropriate tools and
thinking skills in planning, assessing and
procedures.
reporting.
 Compose and disseminate properly
well-written reports (progress reports,
assessment, and official
communications, among others).
 Behave in accordance to the Code of
6. Practice professional and ethical teaching
Ethics of Professional Teachers.
standards to respond to the demands of
 Use the community as a learning
the community.
resource
7. Pursue lifelong learning for personal and  Plans and carries out personal and
professional growth. professional advancement
Program Outcomes Specific for BSEd Performance Indicators
 Identify and design lessons according
to the stages of learners' growth and
1. Demonstrate in-depth understanding of development.
the development of adolescent learners.  Utilize the potentials and uniqueness
of individual learners in teaching.
 Discuss and share insights on the
subject area's learning goals,
2. Exhibit comprehensive knowledge of
instructional procedures and content
various learning areas in the secondary
in the secondary curriculum.
curriculum.
 Facilitate collaboration among
diverse learners.
 Use appropriate teaching-learning
strategies to sustain interest in
3. Create and utilize materials appropriate to learning.
the secondary level to enhance teaching  Select, develop or adapt updated
and learning. technology in support of instruction.
 Use improvised and indigenous
materials for meaningful learning.
 Balance the use of traditional and
non-traditional assessment
techniques.
4. Design and implement assessment tools  Interpret and use assessment data
and procedures to measure secondary and information to improve teaching
learning outcomes. and learning.
 Adjust assessment tools and
procedures to reflect school policies
and guidelines

Course Description
This course deals with the teacher as an individual, a classroom teacher, a
community teacher and a global teacher in a global village. This emphasizes
professionalization to cover the teacher’s status and levels of professional rewards and
professionalism to improve competencies.

Course Outcomes:
At the end of the course, the students must have:
1. Identified some philosophies that give a teacher bases in the performance of
his/her work
2. Defined the roles of a teacher as a person and as a classroom manager
3. Discussed the various aspects of teaching as a profession
 4. Internalized the values of a professional teacher
5. Reflected on one’s total involvement in the teaching profession
LEARNING PLAN
Teaching and
CO Desired Learning Course Content/ Textbooks/ Learning Assessment Resource Time
Code Outcomes (DLOs) Subject Matter References Activities Tasks (ATs) Material/s Table
(TLAs)
At the end of the Orientation Course Lecture/ Oral DLP 1 hour
meeting, the * VMGO Syllabus Discussion Recitation
students must * Course Description Laptop/
have… * Course Requirements Notebook
CO3 1. Familiarized * Class Policies
with the University Tablet
CO4 Mission, Vision,
Goals and
CO5 Objectives, Course
Description and
Course
Requirements
At the end of the Chapter I: Purita P. Brainstorming Oral Laptop 8
chapter, the You, the Teacher as a Bilbao, Ed. Recitation hours
students must Person in D, Brenda Small group DLP
have: Society B. Corpuz, discussion Written
Ph.D. Quizzes PowerPoint
CO1 1. summarized at A. Your Philosophical Gloria G. Video Presen-
least seven Heritage Salandanan presentations Essay tations
philosophies of , Ph.D. Evaluation
education B. Formulating Your 2012. The Writing Illustrations
Philosophy of Teaching Reflections Value/Attitu
CO1 2. drawn the Education Profession. de Inventory Hand-outs
implications of the Cubao, Movie
philosophies to C. The Foundational Quezon Analysis Scoring
teaching – learning Principles of City: rubrics
process Morality and You Lorimar Diads
Publishing Syllabi,
CO1 3. formulated their D. Values Formation Inc. Group
own philosophy in and You. pages 3 - Sharing Trustworthy
education 48 websites
E. Teaching as Your Panel
4. discussed and Vocation, Mission Interview
CO4 internalized the and Profession
foundational
principles of
morality

5. accepted
CO4 continuing values
formation as an
integral part of
their personal and
professional life.

6. clarified values
and attitudes if
CO4 they truly value
teaching.
7. explained
teaching as a
CO5 vocation, mission
and profession

8. embraced
teaching as a
CO5 vocation, mission
and profession.
At the end of the Chapter II: The Teacher in Purita P. Facilitation of Oral Laptop 8 hrs.
chapter, the the Classroom and Bilbao, Ed. assigned recitation
students must Community D, Brenda topics DLP
have: B. Corpuz, Written
A. The Philippine Ph.D. Collaborative quizzes Hand-outs
CO3 1. explained the Professional Gloria G. learning
competencies as Standards for Salandanan Scoring
contained in the Teachers , Ph.D. Home essay rubrics
PPST, that each 2012. The assignment
teacher must B. The 21st Century Teaching Syllabi,
possess in order to Teacher Profession. Cooperative
function Cubao, learning task Trustworthy
effectively in the C. School and Quezon websites
classroom and in Community City: Group reports
the community. Relations Lorimar
Publishing
CO3 2. related the PPST D. Linkages and Inc.
and the code of Networking with pages 63 –
ethics for other organizations 97
professional
teachers Experientia
l Learning
CO2 3. examined the Courses
responsiveness of Handbook
the present
teacher education
curriculum to the
needs of the
teacher as she/he
performs her/his
role in the
classroom and in
the community

4. deepened one’s
CO5 understanding of
the various roles
of the teacher in
the classroom and
in the community.

Teaching and
CO Desired Learning Course Content/ Textbooks/ Learning Assessment Resource Time
Code Outcomes (DLOs) Subject Matter References Activities Tasks (ATs) Material/s Table
(TLAs)
 At the end of the Chapter III: On Becoming a Purita P. Panel Written Laptop DLP 8 hrs.
chapter, the Global Bilbao, Ed. discussion quizzes
students must Teacher D, Brenda Illustrations
have: B. Corpuz, Presentation Written
A. Global Education Ph.D. of outputs group Hand-outs
CO3 1. gained a clear and the Global Gloria G. (Graphic exercises
understanding Teacher Salandanan organizers for Scoring
of what a , Ph.D. classification ) Socialized rubrics
global teacher B. A Closer look at the 2012. The recitation Syllabi,
is in the Educational Systems Teaching Group reports
context of of Selected Profession. Website / Trustworthy
global Countries of the Cubao, Small group Library websites
education World. Quezon discussion research
C. Multicultural City:
CO3 2. enriched their Diversity: A Lorimar Group Reaction
insights on Challenge to Global Publishing analysis on paper
global Teachers Inc. different
education thru pages 110 teaching
the analysis D. Broadening – 154 approaches
and Teacher’s and methods
comparison of Perspectives:
the education Teacher Exchange Comparative
system in Programs Analysis
selected
countries E. Bringing the World Facilitated
into the Classroom Discussion
CO3 3. described Through
multi-cultural Educational
diversity as an Technology
element of
global
education and
the role of the
teacher in
addressing
diversity
among
learners

CO4 4. identified
opportunities
in teacher
exchange
programs for
the
development
of world class
teachers

CO3 5. described
global
application of
technology in
the classroom
At the end of the Chapter IV: Purita P. Group work Checking of Laptop 8
chapter, the The Professionalization of Bilbao, Ed. worksheets hours
students must Teaching D, Brenda Case Analysis DLP
 have: B. Corpuz, Oral
Basic Laws on the Ph.D. Group reports recitation Illustrations
CO1 1. compared PD Professionalization of Gloria G.
1006 and RA Teaching Salandanan Written Hand-outs
7836 and other  Presidential Decree , Ph.D. quizzes
laws pertinent No. 1006 2012. The Scoring
to the  Republic Act 7836 Teaching rubrics
professionaliza  Republic Act 9293 Profession.
tion of Cubao,
teaching Quezon
City:
CO2 2. explained how Lorimar
the Publishing
amendments Inc.
in RA 9293 pages 110
support the – 154
teaching
profession

CO3 3. developed a
deeper
appreciation
for the
professionaliza
tion of
teaching and
for the
teaching
profession
itself.

CO4 4. felt the impact

of the
professionaliza
tion of
teaching on
your future life
as a full-
pledged
professional
teacher.
Teaching and
CO Desired Learning Course Content/ Textbooks/ Learning Assessment Resource Time
Code Outcomes (DLOs) Subject Matter References Activities Tasks (ATs) Material/s Table
(TLAs)
At the end of the Chapter V: Purita P. Video Written Laptop 6 hrs.
chapter, the Becoming a Professional Bilbao, Ed. presentation quizzes
students must Teacher D, Brenda DLP
have: B. Corpuz, Collaborative Checking of
Code of Ethics for Ph.D. learning worksheets Illustrations
CO1 1. explained the Professional Teachers Gloria G.
meaning of Salandanan Reflections Case study Hand-outs
profession and , Ph.D. (sharing of
professional 2012. The experiences Seatwork Scoring
Teaching /observations rubrics
CO4 2. described how Profession. ) Film analysis
 the Cubao, Syllabi,
professional Quezon Brainstorming Writing
teacher City: reflections Trustworthy
conducts Lorimar Group reports websites
himself/herself Publishing
in the practice Inc.
of his/her Page 185
profession.
Rustico T.
de Belen.
2011.
Education
Laws and
Jurisprude
nce. C and
E
Publishing
Inc. EDSA
South
Triangle,
Q.C.
Page 480
At the end of the Chapter VI: Other Purita P. Group work Checking of Laptop DLP 8
chapter, the Education Bilbao, Ed. worksheets hours
students must and D, Brenda Case Analysis Illustrations
have: Teacher- B. Corpuz, Oral
Related Ph.D. Group reports recitation Hand-outs
CO1 1. internalized Laws Gloria G.
the basic laws Salandanan Written Scoring
on education A. The 1987 , Ph.D. quizzes rubrics
and their Constitution 2012. The
implementatio Teaching
n B. Republic Act 4670 Profession.
Cubao,
CO2 2. been clarified C. Batas Pambansa 232 Quezon
on your rights, City:
duties and D. Republic Act 9155 Lorimar
obligations as a Publishing
professional E. Organizational Inc.
Structure of the Page 191 –
CO3 3. understood Department of 246
policies on Education Field
recruitment Offices Rustico T.
and de Belen
deployment F. Excerpts from the 2011.
Family Code of the Education
CO4 4. clarified Philippines Laws and
disciplinary Jurisprude
procedures G. Excerpts from nce. C and
applied to Republic Act 7610 E
teachers as Publishing
they exercise H. Excerpts from Inc. EDSA
the special Republic Act 7877 South
parental Triangle,
authority and I. Excerpts from Q.C.
responsibility Republic Act 8980
over the
 learners inside J. Excerpts from
and outside Republic Act 10157
the premises
of the school. K. UNESCO
CO5 5. internalized the
rights, duties L. First Call for
and obligations Children
of the academic
community
(learners,
teachers,
parents, non-
academic staff)

6. identified UN
CO6 programs and
projects
affecting
education and
see their
relevance to
the teaching
profession

Teaching and
CO Desired Learning Course Content/ Textbooks/ Learning Assessment Resource Time
Code Outcomes (DLOs) Subject Matter References Activities Tasks (ATs) Material/s Table
(TLAs)
At the end of the Chapter VII: Historical Purita P. Lecture Multiple 7
chapter, the Perspective Bilbao, Ed. Intelligence Laptop DLP hours
students must of the D, Brenda Video Test
have: Philippine B. Corpuz, presentation Illustrations
Educational Ph.D. (documentari Group
CO1 1. traced the System Gloria G. es) reports Hand-outs
development Salandanan
of the A. Historical , Ph.D. Oral Scoring
Philippine Development of the 2012. The recitation rubrics
Educational Philippine Teaching
System from Educational System Profession. Website Syllabi,
pre-Spanish Cubao, research
era to the B. Journey in Basic Quezon Trustworthy
present along Education City: Compilation websites
national Curricular Reforms: Lorimar of
development 1946 – Publishing Worksheets
goals and 2011 Inc.
objectives of Page 261 – Written
education. 265 quizzes

CO2 2. internalized
the basic
education
curricular
reforms from
1946 to the
present
CO3 3. underscore
 the teacher’s
role in the
national
program for
the expansion
to a 12-year
Basic
Education
Cycle.

Course Requirements:
 Pass Quizzes, Midterm and Final Exams
 Deliver Oral reports and submit projects: (e.g. term paper, portfolio, etc.)
 Perform Laboratory activities
 Participate actively in class discussions and other activities

Class Policies:
1. Regular attendance is a must.
2. Late submission of assignments shall be given a demerit.
3. Special examinations/quizzes shall only be given to students with valid reasons

4. Any form of cheating is strictly prohibited.

5. Dropping and changing of subjects must conform to university policies

Grading System:
Midterm & Final Exam 40%
Quizzes 30%
Studentship (Projects, Attendance, Character) 30%
Total 100

Prepared by:
RICHARD RAYMUND L. DOREZA
SHIRLEY L. MILANES, Ph. D.
PERLA G. DELOS SANTOS, M.A. Ed.
CECILIA G. JUNIO, Ed. D.
Instructors/Professors
Adapted by:
ANNIE M.CALICDAN, Ed. D.
Subject Professor
Noted:
ROSARIO DL. VALENCERINA, Ed. D
College Dean, College of Teacher Education and Technology
Approved:
PRISCILLA L. AGSALUD, Ed. D.
Campus Executive Director
 1
1

CHAPTER I

THE TEACHER AS A PERSON

Introduction

Someone once wrote about teachers that even on your worst day on the job, you
are still some children’s best hope. Society expects much from the teacher.

Henry Brooks Adams: “A teacher affects eternity; he can never tell where his
influence stops.”

We live in a society and we are part of a society. Our thoughts, values, and actions
are somehow shaped by events and by people with whom we come in contact with. In
turn, we help shape society – its events, its people, and its destiny.

Learning Outcomes:

At the end of the chapter, the students must have:

1. summarized at least seven philosophies of education;

2. drawn the implications of the philosophies to teaching – learning process;

3. formulated their own philosophy in education;

4. discussed and internalized the foundational principles of morality;

5. accepted continuing values formation as an integral part of their personal

and professional life;

6. clarified values and attitudes if they truly value teaching;

7. explained teaching as a vocation, mission and profession;

8. embraced teaching as a vocation, mission and profession.

Lesson 1
Your Philosophical Heritage

Philosophy came from the Greek words, philo and sophia, which means love and
wisdom/knowledge. It is a search for meaning; man searches for the meaning of himself
and his world. The famous philosopher Socrates, said that “The unexamined life is not
worth living”.

We are heirs to a rich philosophical heritage passed on to us by various thinkers who

lived before us. These thinkers and philosophers occupied themselves searching for
answers to questions about human existence. In other words, the existential questions.

Taking into school context: why do I teach, how and what should I teach, etc.

Seven Philosophies of Education

ESSENTIALISM

Why teach?
- Contends that teachers teach for learners to acquire basic knowledge, skills and
values. Teachers teach “not to radically reshape society” but rather “to transmit the
traditional moral values and intellectual knowledge that students need to become
model citizens.”

What to teach?
- Academically rigorous
- Emphasis is on academic content for students to learn the basic skills or the
fundamental r’s
- Curriculum includes the “traditional disciplines such as math, natural science,
history, foreign language and literature.
- Frown upon vocational courses….. or other course with “watered down” academic
content
- Teachers and administrators decide what is to learn and place little emphasis on
student interest, particularly when they divert time and attention from the academic
curriculum.

How to teach?
- Emphasize mastery of subject matter
- Teachers are expected to be intellectual and moral models
- Teachers are seen as fountain of information and as paragon of virtue.
- Teachers have to observe “core requirements, longer school day, longer academic
year….”
 - Teachers rely heavily on the use of prescribed textbooks, drill method ,
lecture method and others that will enable them to cover as much academic
content as possible
- Heavy stress on memorization and discipline

PROGRESSIVISM

Why teach?
- To develop learners into becoming enlightened and intelligent citizens of a
democratic society
- So that learners may live life fully now not to prepare them for adult life

What to teach?
- Need based and relevant curriculum, a curriculum that “responds to students’ needs and
that relates to students’ personal lives and experiences”
- Progressivists accept the impermanence of life and the inevitability of change, hence
teachers are more concerned with teaching learners the skills to cope with
change.
- Focus on teaching skills or processes in gathering and evaluating information and in
problem solving, than teaching facts or bits of information which may be obsolete
tomorrow.
- Natural and social sciences are given emphasis
- Progress and change are fundamental, thus teachers expose students to many new
scientific, technological and social developments
- Students are exposed to problems similar to what they will encounter outside
school.

How to teach
- Experiential methods; one learns by doing
- Book learning is no substitute for actual experience (Dewey)
- Problem solving
- Hands-on-minds-on-hearts-on methodologies like field trip, games, puzzles

PERENNIALISM
Why teach?
- To develop students’ rational and moral powers, because we are rational animals.
- If we neglect the students’ reasoning skills, we deprive them of the ability to use
their higher faculties to control their passions and appetites (Aristotle)

What to teach?
- Universal curriculum since all human beings possess the same essential nature
- Heavy on the humanities, on general education; not a specialist curriculum
- Less emphasis on vocational and technical education
 - What are taught are lifted from Great Books. “Great Books of ancient and medieval
as well as modern times are a repository of knowledge and wisdom, a tradition of
culture which must initiate each generation”, - Mortimer Adler, a philosopher

How to teach?
- Classrooms are “centered around teachers”
- Teachers do not allow students’ interest or experiences to substantially dictate what
they teach
- Apply creative techniques and other tried and true methods
- Socratic dialogue, or mutual inquiry sessions to develop an understanding of
history’s most timeless concepts”

EXISTENTIALISM

Why teach?
- Main concern is “to help students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts, feelings, and
actions
- “existence precedes essence”, hence teacher’s role is to help students define their
own essence by exposing them to various paths they take in life and by creating an
environment in which they freely choose their own preferred way.
- Education of the whole person, not just the mind

What to teach?
- Students are given a wide variety of options from which to choose
- Humanities are given tremendous emphasis to “provide students with vicarious
experiences that will help unleash their own creativity and self-expression. For e.g.
instead of emphasizing historical events, existentialists focus upon the actions of
historical individuals, each of whom provides possible models for the student’s own
behavior.

- Vocational education is regarded more as a means of teaching students about

themselves and their potential than of earning a livelihood.
- In teaching art, existentialism encourages individual creativity and imagination more
than copying and imitating established models.

How to teach?
- Methods focus on the individual; learning is self-paced, self-directed
Involves a great deal of individual contact with the teacher, who relates to each
student openly and honestly.

- Employs values clarification strategy to help students know themselves and their
place in society
 55

- Teachers are non-judgmental and take care not to impose their values on their
students since values are personal.

BEHAVIORISM

Why teach?
- Concerned with the modification and shaping of students’ behavior by providing for
a favorable environment, because they are the product of the environment
- Exhibit desirable behavior in society
What to teach?
- Teachers teach students to respond favorably to various stimuli in the environment
(“people and other animals… are complex combination of matter that act only in
response to internally or externally generated physical stimuli in the environment”

How to teach?
- “arrange environmental conditions so that students can make the responses to
stimuli; physical variables like light, temperature, arrangement of furniture, size and
quantity of visual aids have to be controlled to get the desired responses from the
learners.
- Make the stimuli clear and interesting to capture and hold the learners’ attention
- Provide appropriate incentives to reinforce positive responses and weaken or
eliminate negative ones”

LINGUISTIC PHILOSOPHY

Why teach?
- To develop the communication skills of learners because the ability to articulate, to
voice out the meaning and values of things that one obtains from his/her experience
of life and the world is the very essence of man.
- Teach to develop in the learner the skill to send messages clearly and receive
messages correctly.

What to teach?
- To communicate clearly – how to send clear, concise messages and how to receive
and correctly understand messages sent.
- Three ways communication takes place: verbal, non-verbal, paraverbal
Verbal – refers to the content of our message, choice and arrangement of our words; oral
or written
Nonverbal – refers to the message we send through our body language
Paraverbal – refers to how we say what we say – the tone, pacing and volume of our voices.
- Teach to use language correctly, precisely, coherently, etc.
- Expand their vocabularies
- Speak as many languages as possible
How to teach?
- Experiential way is the most effective
- Classrooms must be a place for interplay of minds and hearts; teachers facilitate
dialogue among learners and between him/her and students.

CONSTRUCTIVISM

Why teach?
- To develop intrinsically motivated and independent learners adequately equipped
with learning skills for them to be able to construct knowledge and make meaning
of them.

What to teach?
- Taught how to learn; learning processes and skills like searching, critiquing
and evaluating information, reflecting on the same, making meaning out of
them, drawing insights, posing questions, researching and constructing new
knowledge out of these bits of information learned.

How to teach?
- Teachers provide students with data or experiences that allow them to hypothesize,
predict, manipulate objects, pose questions, research, investigate, imagine and
invent
- Constructivist classroom is interactive
- Teacher’s role is to facilitate the process of dialogical exchange of ideas among
learners and between teacher and learners
- Knowledge is constructed by the learners through an active mental process of
development; they are builders and creators of meaning and knowledge
- Students’ minds are full of ideas waiting to be “midwifed” by the teacher with
his/her skillful facilitating skills.

Exercises
A. To which philosophy does each theory of man belong?
1. Is a product of his environment
2. Has rational and moral powers
3. Can choose what he can become
4. Is a complex combination of matter that responds to physical stimuli
5. Has no freewill
6. Has the same essential nature with others
7. First exists then defines him/herself
8. Is a social animal who learns well through an active interplay with others
 9. Is a communicating being
10. Is a maker of meaning

B. Upon which philosophy/ies is each program/practice anchored?

1. Back-to-basics movement
2. Conduct of NAT
3. Use of rewards and incentives
4. Learners learning at their own pace
5. Mastery of the 3rs
6. The traditional approach to education
7. Student-centered teaching
8. Authoritarian approach to teaching
9. Making meaning of what is taught
10. Asking learners to draw meaning from what they are taught

C. Complete the following table:

Philosophy What is truth Methodology of Implication to

Teaching Education
Essentialism
Progressivism
Perennialism
Existentialism
Behaviorism
Linguistic
philosophy
Constructivism

D. Look for the mission statement of the following agencies. Analyze and identify
what is the philosophy of education behind each mission. Defend you answer.

1. CHED
2. DepEd
3. TESDA
4. PSU
5. PAFTE
Lesson 2
Formulating Your Philosophy of Education

Introduction
In the previous chapter, you were acquainted with the various philosophies. To
what philosophy do you associate yourself? In this lesson, you are going to formulate
your own philosophy of education, depicting your beliefs and views on teaching.

Philosophy of Education
It is said that one’s philosophy is the “window” to the world and “compass” in life.
Do you agree with this? Why?

Likewise, your philosophy of education of education is reflected in how you deal

with students, colleagues, parents and the administration. It shows your attitude
towards problems and life as a whole.

Philosophy of Education contains the following

 The human person, the learner in particular and the educated person
 What is true and good and therefore must be taught
 How a learner must be taught in order to come close to the truth

Exercises

A. Answer the following:

1. Why is one’s philosophy of education said to be one’s “window to the world or
“compass” in life?
2. Do you think your philosophy will change as you grow in knowledge? Justify.

B. Formulate your own philosophy of education based from the philosophies

discussed. C. Research on the philosophy of education of well-known educators. Give

at least
five.
 9

Lesson 3
The Foundational Principles of Morality and
You

A teacher faces multifarious tasks and conflicting expectations. At times, he must

decide using his conscience, based on truth and objectivity, his feelings and desire, or some
other reasons.

To cope with these expectations, a teacher should be anchored on a bedrock

foundation of moral and ethical principles.

What is Morality ?
Morality refers to the quality of human acts by which we call them right or wrong, good or
evil (Panizo, 1964).

The human action is right when it conforms to the norm, rule, or law of morality.
Otherwise it is said to be wrong.

A man’s action, habit or character is good when it is not lacking of what is natural to man,
i.e. when it is in accordance with man’s nature. For instance, it is not natural for man to
behave like a beast because he is not an animal. He is a man and unlike the beast, he has
an intellect and free will. That intellect makes him capable of thinking, judging and
reasoning. His freewill gives him the ability to choose. He is not bound by instincts

Foundational Moral Principle

Principle – from Latin word princeps which means a beginning, a
source.

A principle is that on which something is based, founded, or originated. It is likened to the

foundation of a building upon which all other parts stand.

Thus, a foundational moral principle is the universal norm upon which all other principles
on the rightness or wrongness of an action are based. It is the source of morality.

The foundational moral principle is contained in the natural law. It 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….” It is the law
that says: “Do good and avoid evil.”

The natural law which says “Do good and avoid evil” comes in different
versions:

Philosophy/philosopher Belief/tenet
Kung-fu-tsu “Do not do to others what you do not like others to do to
 you”
Christians Golden Rule - Do to others what you like others to do to you.
Ten Commandments
Eight Beatitudes
“Love God with all your heart, with all your mind, with all your
strength” and “Love you neighbor as you love yourself”

Immanuel Kant “Act in such a way that your maxim can be the maxim for all”

Buddhists Eight-fold Path (For the Buddhists, they do good when

they)
1. strive to know the truth
2. resolve to resist evil
3. say nothing to hurt others
4. respect life, morality, and property
5. engage in a job that does not injure others
6. strive to free their mind of evil
7. control their feelings and thoughts, and
8. practice proper forms of concentration

“Hatred does not cease by hatred; hatred ceases only by

love”
Islamic Koran Forbids lying, stealing, adultery, and murder
Teaches “honor for parents, kindness to slaves, protection for
the orphaned and the widowed, and charity to the poor.
Teaches the virtues of faith in God, patience, kindness,
honesty, industry, honor, courage, and generosity Condemns
mistrust, impatience, and cruelty.
Five Pillars of Islam
1. Prayer
2. Self-purification by fasting
3. Fasting
4. Almsgiving
5. Pilgrimage to Mecca for those who can afford

Teacher as a person of good moral character

Based from the preamble of the Code of Ethics of Professional Teachers, “teachers are duly
licensed professionals who possess 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 this set of ethical and moral principles, standard
and
values”

Four ways of describing good moral character, according to one Christian

author
1. Being fully human – you have realized substantially your potential as a human
person
2. Being a loving person – you are caring in an unselfish and mature manner with
yourself, other people and God
3. Being a virtuous person – you have acquired good habits and attitudes and you
practice them consistently in your daily life
4. Being a morally mature person – you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your developmental age

In other words, you strive to develop your potential, you love and care for yourself and
make this love flow to others, you lead a virtuous life, and as you advance in age you also
advance in your emotional, social, intellectual, and spiritual life.

Our act is moral when it is in accordance with our human nature. Our act is immoral when
it is contrary to our human nature. Our intellect and free will make us different from and
above the beast.

As a teacher, you are expected to be a person of good moral character. You are a person of
good moral character when you are human, loving, virtuous, and mature.

Exercises
A. Answer the following with YES or NO. If your answer is NO, write the correct answer in
a complete sentence.

1. Is morality for persons and animals?

2. Is the natural law known only by the learned?
3. Is the Buddhists’ Eightfold Path in accordance with the Natural Law?
4. Is an animalistic act of man moral?
5. Is it right to judge a dog to be immoral if it defecates in front of your house?
6. Is the Natural Law literally engraved in every human heart?
7. Is the foundational moral principle sensed only by the believers?
8. Are the Five Pillars of Islam reflective of the Natural Law?
9. Is the foundational moral principle very specific?
10. Did the primitive people have a sense of the Natural Law?

B. Answer or do the following in an extensive and concise

manner:
1. What is meant by foundational moral principle? Explain.
2. To be moral is to be human. What does this mean?
3. The natural law that says “do good and avoid evil” comes in various versions.
Enumerate each one of these.
4. When is an act said to be moral?
5. By means of a song, a poem or an acrostic (on the word MORALITY), show
the importance of morality.
Lesson 4
Values Formation and You

We have noted in the previous lesson that to be moral is to be human. Living by the
right values humanizes.
But the question is, “Is there such a thing as right, unchanging and universal value?
Two groups have been asserting their views whether values are absolute or not.

Idealist Group Relativist Group

There are unchanging and universal values There are no universal and unchanging
e.g. love, care and concern for our fellowmen values.
are for all people regardless of time and
space.
Remain unchanged amidst changing times Values are dependent on time and space
Transcendent values Values that our forefathers believed in are
not necessarily the right values for the
present.

Our discussion on values formation is based on the premise that there are
transcendent values. Most are believers of a transcendental being called called Bathala,
Apo Dios, Kaburian, Allah, etc.

Values are caught and taught

O Values are both taught and caught.
O The living examples of good men and women at home, school and society have far
greater influence on our value formation that those well-prepared lectures on values
excellently delivered by experts.

Values have cognitive, affective and behavioral dimensions

1. Cognitive dimension – we must understand the value that we want to acquire. We
need to know why we value such. We need to know how to live by that value.
These are the concepts that ought to be taught.
2. Affective domain – e.g. It is not enough to know what honesty is or why one should
be honest. One has to feel something towards honesty, be moved towards honesty
as preferable to dishonesty.
3. Behavioural dimension – living by the value is the true acid test if we really value
a value like honesty.
O Value formation includes formation in the cognitive, affective and behavioral
aspects.
O Teachers have to grow in knowledge and in wisdom and in his “sensitivity and
openness to the variety of value experiences in life.”
- be open and attentive in your own value lessons
 - take active part in value sessions like fellowships, recollections organized by your
church group or associations
- help yourself by reading the biographies of heroes, great teachers and saints, etc.
- associate with model teachers
- take the sound advice from Desiderata
- join community immersions where you can be exposed to people from various
walks of life.

Value formation is training of the intellect and will

O In essence, this is a training of the will and intellect or cognitive and rational
appetitve powers. Your intellect discerns a value and presents it to the will as and
wills right or wrong value. Will wills to acts on the right value and wills to avoid the
wrong value presented by the intellect.
O St. Thomas Aquinas, “The intellect proposes and the will disposes”
O Nothing is willed unless it is first known. Thought must precede the deliberation of
the will.
O Hence, the formal and adequate object of the will is good as apprehended by the
intellect. This stresses the importance of training of the intellect. It is necessary that
you develop your intellect in its 3 functions:
1. Formation of ideas
2. Judgment
3. Reasoning
O It is also equally necessary that you develop your will so you will be strong enough
to act on the good and avoid the bad that your intellect presents.
O Training of the will must be essentially self-training. The habit of yielding to
impulse results in the enfeeblement of self-control……Habitually yielding to any vice,
while it does not lessen man’s responsibility, does diminish his ability to resist
temptation…..increases his self-control……………

Virtuous versus vicious life

O A virtuous life strengthens you to live by the right values and live a life of abundance
and joy while a vicious life leads to perdition and misery.
O A moral person is one who leads a virtuous life.
O Panizo claims, “ Virtue involves a habit, a constant effort to do things well in spite of
obstacles and difficulties.” A virtue is no other than a good habit.

Max Scheler’s Hierarchy of Values

O Scheler outlined a hierarchy of values; shown in our preferences and decisions.
O The highest values are those that directly pertain to the Supreme Being while the
lowest values are those that pertain to the sensual pleasures.
O We act and live well if we stick to Scheler’s hierarchy of values; we will be miserable
if we distort his hierarchy.
Pleasure values
- the pleasant against the unpleasant
- The agreeable against the disagreeable
- Sensual feelings
- Experiences of pleasure and pain

Vital values
- Values pertaining to well-being either of the individual or of the community
(health, vitality)
- Values of vital feeling
capability
excellence

Spiritual values
O Values independent of the whole sphere of the body and of the environment
O Grasped 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

O Appear only in regard to objects intentionally given as “absolute objects”
- Belief
- adoration
- bliss

But while we take care of our health, Christians will say, we do not “live by bread alone”
but also by “the word that comes from the mouth of God” (Luke 4:4).
….life is more than food and the body more than clothing (Luke 12:23). Our concern
must go beyond the caring of our bodily health.
Man is an embodied spirit and so we also need to be concerned with matters of the
spirit like appreciation of what is right and beautiful.

The saints have been raised to the pedestal and are worthy of the veneration of the
faithful because they gave up their life for their faith in the Holy One.

San Lorenzo Ruiz – “affirmed the absolute superiority of the Holy”

Albert Schweitzer – humanitarian assistance through his medical mission
 Mother Theresa of Calcutta, India – devote life bathing, consoling, and picking up
the dying outcasts in the streets of Calcutta

Mahatma Gandhi – fought discrimination using the principles of truth, non-violence

and courage

Helen Keller – travelled to developing and war-ravaged countries to improve

conditions of the blind for them to have meaningful life

Dr. Jose Rizal

Benigno Aquino Jr.

Values clarification
In a pluralistic society, we cannot help but face value confusion and value
contradictions of our times. We experience this when we do not know what we really value
or when we are not clear on what we really value. So we end up lukewarm or uncommitted
to a value.

We need to clarify what we really value. Recalling the definition of value, we

mean anything that we treasure and give importance to. It is not just limited to character
traits. The dilemma however is to identify what is valuable to a particular person.

The term value is reserved for those “individual beliefs, attitudes and
activities…..that satisfy the following criteria:
1. freely chosen
2. chosen from 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

Exercises
A. Answer the following. Support your answer with research.
1. Are values really unchanging despite these changing times? Defend your answer.
2. Should we teach values? How and why?
3. What is the effect of good habit (virtue) and bad habit (vice) on the will?
4. How can you test if a value is really your value?
5. Why are the pleasure values considered the lowest value in the hierarchy of
Scheler?
Do you agree with him?
B. Create a poem or a song pertaining to values development, values formation, or values
clarification.

C. Identifying our Conceived Values

Write down in each box the things you consider very valuable in your life. Arrange
them according to hierarchy – from most important to least important.

What is Important to Me?

Top priority

Second priority

Third priority

Last priority
Lesson 5
Teaching as Your Vocation, Mission and Profession

Vocation
The word vocation came from Latin word “vocare” which means to call. If there is a
call, there must be a caller and someone who is called. There must also be a response. For
the Christians, the caller is God and for the Muslims, it is Allah. Believers in this Supreme
Being will look at this voiceless call to have a vertical dimension. For non-believers, the call
is also experienced but this may be viewed solely along a horizontal dimension. It is like
man calling another man, never a Superior being calling man.

Teaching as your vocation

Did you dream of becoming a teacher? If not, but here you are now preparing to
become one, this must be your vocation!

For the believers, it was God who called you here for you to teach, just as God called
his disciples. Like you, they did not understand the events surrounding the call but in great
faith, they responded.

And now that you are in the College of Teacher Education and Technology (CTET), it
means that you accept the call. May this positive attitude continues and even more
persistent and strong as you pursue this endeavor.

Mission
The word mission comes from the Latin word “misio” which means “to send”. You
are called to be a teacher and you are sent into the word to accomplish a mission which is
to teach. Teaching is a mission; you have an assigned task to do or accomplish.

Teaching as your mission

What exactly is the mission to teach? Is it merely to teach the child the fundamental
skills or basic r’s of reading, ‘riting, ‘rithmetic and right conduct? Is it to help the child
master the basic skills so she/he can continue acquiring higher-level skills in order to
become a productive member of society? Is it to deposit facts and other informat ion
into the “empty minds” of students to be withdrawn during quizzes and tests? Or is
it to “midwife” the birth of ideas latent in the minds of students? Is it to facilitate the
maximum development of his/her potential not only for himself/herself but for others? In
the words of Alfred North Whitehead, is it to help the child become “the man of culture and
of expertise”? Or is it “to provide opportunities for the child’s growth and to remove
hampering influences” as Bertrand Russell put it?
 To teach is to do all of these and more! To teach is to influence every child
entrusted in your care to become better and happier because life becomes more
meaningful. To teach is to help the child become more human. To teach is to touch one’s
life!

As a teacher, you are expected to contribute to the betterment of this world in your
own unique way. Your unique and most significant contribution to the humanization of life
on earth is in the field where you are prepared for, and that is teaching.

There are teachers who regard teaching as just a job. Others see it as their
mission. How about you? Read and reflect on the following:

Teaching: Mission and/or Job?

If you are doing it only because you are paid for it, it’s a job;
If you are doing it not only for the pay but also for service, it’s a mission.

If you quit because your boss or colleague criticized you, it’s a

job; If you keep on teaching out of love, it’s a mission.

If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other
activities, it’s a mission.

If you quit because no one praises or thanks you for what you do, it’s a
job; If you remain teaching even though nobody recognizes your efforts,
it’s a mission.

It’s hard to get excited about a teaching job;

It’s almost impossible not to get excited about a mission.

If our concern is success, it’s a job;

If our concern is success plus faithfulness, it’s a mission.

An average school is filled by teachers doing their teaching job;

A great school is filled with teachers involved in a mission of teaching.
Adapted from Ministry or Job by Anne
Sandberg
Profession
A profession is a lifelong calling or pursuit that requires specialized training and
academic preparation. Teaching like engineering, nursing, accounting, and so many others
is a profession. A teacher like an engineer, nurse, and accountant is a professional.

According to the former Chairperson of PRC, Hon. Hermogenes P. Pobre, “The term
professional is one of the most exalted in the English language, denoting as it does, long
and arduous’ years of preparation, striving for excellence, a dedication to the public
interest, and commitment to moral and ethical values.”

Teaching as your profession

Why does a profession require “long and arduous years of preparation” and “a
striving for excellence”? Because the end goal of a profession is service and we must give
the best quality services for our clients, the students.

Our service to the public as a professional turns out to be dedicated and committed
only when our moral, ethical and religious values serve as our bedrock foundation. The
same moral, ethical and religious convictions inspire us to embrace continuing professional
education.

Hence, if you take teaching as your profession, you must be willing to go through a
long period of preparation and a continuing professional development. You must strive for
excellence, commit yourself to moral, ethical and religious values and dedicate yourself to
public service.

Teaching and a life of meaning

If you want to give your life a meaning and live a purpose-driven life, spend
life passionately in teaching.

Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in
Teaching Award in an international competition, said in a speech delivered before a
group of educators, to wit:

Teaching may not be a lucrative position. It cannot guarantee financial

security. It even means investing your personal time, energy and resources.
Sometimes it means disappointments, heartaches, and pains. But touching the
hearts of people and opening the minds of children can give you joy and
contentment which money could not buy. These are the moments I live for.
 21
21

Exercises
A. An Exercise on Metaphor/Simile

Compare teaching as a vocation/mission/profession to something by completing

this statement: TEACHING IS LIKE

B. Interview three teachers, one each in the three levels of education. Ask their
views on teaching as a vocation, mission and profession.

C. Research on ten quotations about teaching. Analyze each quote and identify the
views of the writer regarding teaching whether it is seen as a vocation, mission
or profession. Explain your answer.
 CHAPTER II
THE TEACHERS IN THE CLASSROOM AND COMMUNITY

The teacher is primarily meant for the classroom to teach. This is his/her first
community, a community of pupils/students. But he/she has other communities to relate
with – the teaching community and the community outside the school.

The teaching community – consists of fellow teachers, colleagues, superiors.

The community outside the school includes the parents, local officials, alumni/alumnae
and other members of the community in which the school is located.

To function well in the classroom and in the community, the teacher must be equipped
with competencies.

Competencies refer to knowledge, skills and attitudes that a teacher ought to possess
for him/her to perform his/her tasks satisfactorily. These are captured and presented in the
NCBTS framework.

Learning Objectives
At the end of the chapter, the students must have:

1. explained the competencies as contained in the PPST, that each teacher must possess in
order to function effectively in the classroom and in the community.

2. related the PPST and the code of ethics for professional teachers

3. examined the responsiveness of the present teacher education curriculum to the needs
of the teacher as she/he performs her/his role in the classroom and in the community

4. deepened one’s understanding of the various roles of the teacher in the classroom and
in the community.
Lesson 1
The Philippine Professional Standards for Teachers (PPST)

 The PPST was developed by the DepEd in relation to the Teacher Education and
Development Program that conceptualizes the teacher’s career path.
 The PPST is a set of competencies (behaviors, attitudes, and skills) that each teacher
must possess to function effectively and satisfactorily. These are based upon “the
core values of Filipino teachers and on the principles of effective teaching and
learning.
 The framework is divided into 7 domains that represent the desired features of the
teaching and learning process.
 These domains incorporate a series of twenty-one strands of desired teaching
performance statements which can be identified s 80 performance indicators that
are observable indicators of the quality of a teachers’ performance.
 Domain 1 Social Regard for Learning
 Domain 2 The Learning Environment
 Domain 3 Diversity of Learners
 Domain 4 Curriculum
 Domain 5 Planning, Assessing, and Reporting
 Domain 6 Community Linkages
 Domain 7 Personal Growth and Professional Development

Domain 1 Social Regard for Learning

Focuses on the ideal that the teachers serve as positive and powerful role models of
the values of the pursuit of learning of different kinds of the effort to learn. The teacher’s
actions, statements, and different types of social interactions with students exemplify this
ideal.

Domain 2 Learning Environment

Focuses on importance of providing for a social, psychological and physical
environmental within which all students, regardless of their individual differences in
learning, can engage the different learning activities and work towards attaining high
standards of learning.

Domain 3 Diversity of Learners

Emphasizes the idea that the teachers can facilitate the learning process in diverse
learners by first recognizing and respecting individual differences, then using knowledge
about students’ differences to design diverse sets of learning activities to ensure that all
students can attain desired learning goals.
Domain 4 Curriculum
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.

Domain 5 Planning, Assessing & Reporting

Refers to the alignment of assessment and planning activities. In particular, the

domain focuses on the (1) use of assessment data to plan and revise teaching-learning
plans, (2) the integration of assessment procedures in the plan and implementation of
teaching-learning activities, and (3) reporting on learner’s actual achievement and behavior.

Domain 6 Community Linkages

Focuses on the idea that classroom activities are meaningfully linked to the
experiences and aspirations of the students in their homes and communities. Thus the
domain focuses on teachers’ efforts directed at strengthening the links between schools
and communities, particularly as these links help in the attainment of the curricular goals.

Domain 7 Personal Growth and Professional Development

Emphasizes the idea that teachers value having a high personal regard for the
teaching profession, concern for professional development, and continuous improvement
as teachers.

The ideal teacher functions well in the classroom as well as in the community
 Serves as a positive and powerful model of learning and living;
 Provides a social, psychological, and physical environment that is conducive for
learning because students from varied backgrounds are treated with respect,
engaged in different learning activities and are motivated to work towards high
standards of learning;
 Facilitates the learning process by considering diversity of learners;
 Implements curriculum effectively by making students understand curriculum goals
and standards, by his/her mastery of subject matter and skillful use of teaching-
learning strategies and activities and learning resources;
 Aligns assessment to curricular goals, objectives and standards, uses assessment
results to improve teaching-learning, and report assessment results to those
concerned;
 Links with communities to help attain curricular goals;
 Demonstrates a high regard for the teaching profession and embarks in a continuing
professional development.
 25
25

Exercises
A. Relate the PPST with the Code of Ethics for Professional Teachers. Use the matrix
below.

PPST Domain Code of Ethics for Professional Teachers (Which Articles/sections in

the Code state basically the same thing as stated in the PPST?)

B. Are the domains responsive to global education? Why?

Lesson 2
The 21st Century Teacher

“If we teach today as we taught yesterday we rob our children of tomorrow”

- John Dewey

A teacher must be equipped with knowledge, skills, and right attitudes toward the
profession. This is necessary in the exercise of his duties and noble functions as molder of
behavior and as catalyst of change.
To remain relevant and interesting in this ever-changing world, the teacher must
possess the 21st century skills.

Category of the 21st Century skills

1. Communication skills
2. Learning and innovation skills
3. Information, media and technology skills
4. Life and career skills
Effective communication skills include:
1. Teaming
2. Collaboration
3. Interpersonal skills
4. Local, national, and global oriented-ness
5. Interactive communication
Learning and innovation skills:
1. Creativity
2. Curiousity
3. Critical thinking
4. Problem solving skills
5. Risk-taking
Life and career skills embrace:
1. Flexibility and adaptability
2. Leadership and responsibility
3. Social and cross-cultural skills
4. Initiative and self-direction
5. Productivity and accountability
6. Ethical, moral and spiritual values

Information, media and technology skills are:

1. Visual and information literacies
2. Media literacy
3. Basic, scientific, economic, and technological literacies
4. Multi-cultural literacy
The following are the types of information, media and technology skills:
Visual literacy
- It is the ability to interpret, make meaning from information presented in the form
of an image; the ability to evaluate, apply, or create conceptual visual
representation

Information literacy
- 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.
- Most essential in conduct of research

Media literacy
- The ability to critically analyze the messages that inform, entertain and sell to us
every day.
- The ability to bring critical thinking skills to bear on all forms of media asking
pertinent questions about what is there and noticing what is not there.
- The ability to question what lies behind media productions – the motives, the
money, the values and the ownership – and to be aware of how these factors
influence content of media productions.

Scientific Literacy
- Encompasses written, numerical, and digital literacy as they pertain to
understanding science, its methodology, observations and theories.
- The knowledge and understanding of scientific concepts and processes required for
personal decision making, participation in civic and cultural affairs, and economic
productivity.

Economic literacy
- The ability to apply basic economic concepts in situations relevant to one’s life.
- Cultivating a working knowledge of the economic way of thinking – understanding
tradeoffs, recognizing the importance of incentives.
- Encompasses a familiarity with fundamental economic concepts
- such as market forces or how the monetary system works.

Technological literacy
- Computer skills and the ability to use computers and other technology to improve
learning, productivity, and performance.
- The ability to responsibly use appropriate technology to
a. Communicate
b. solve problems
c. access, manage, integrate, evaluate, design and create information to improve
learning in all subject areas
d. acquire life-long knowledge and skills in the 21st century.
Another way of grouping the 21st century skills
Ways of thinking. Creativity, critical thinking, problem solving, decision-making
and learning.
Ways of working. Communication and collaboration
Tools for working. Information and communications technology (ICT) and
information literacy
Skills for living in the World. Citizenship, life and career, and personal and
social responsibility.

To sum it up:
* The 21st century teacher is one who is adequately equipped with
1. Communication skills
2. Learning and innovative skills
3. Information, media and technology skills, and
4. Life and career skills
• He collaborates and interrelates with others from all walks of life.
• He is innovative and embarks on lifelong learning.

* He uses technology to the maximum and to the optimum to improve his learning
and productivity.
• He critically analyzes and evaluates information derived from various sources and is
able to read message from media whether directly given or given in a subtle
manner.
• The 21st century teacher is highly collaborative a lifelong learner is accountable for
results and is information, media and technology literate.

Exercises
A. What 21st century skill is referred in the following?
1. Expressing feelings and ideas clearly
2. Respecting diversity of individuals
3. Creating lantern out of waste materials or used things
4. Creating conceptual visual representations
5. Use of power point presentation in teaching
6. Actively participating in civic and cultural affairs
7. Being able to use resources properly
8. Being flexible and adaptable
9. Working together to achieve a common end
10. Willingness to take risk

B. Prepare a 5-point rating scale to determine the 21st century skills of future teachers.
Lesson 3
School and Community Relations

School and community

• The mainsprings of effective and powerful forces that can create a wholesome
climate for mutual gains and betterment.
• They can forge a kind of partnership where both are willing to share information as
well as responsibilities to the best interest of the children while in school, likewise
when dealing with members of the community.
• Parents from the community are ready to offer much needed assistance in terms of
resources while teachers are equally committed to spend time, effort and expertise
in serving the school children.
• Ensuring strong alliance is guaranteed to foster sound academic practices in the
school, civic-mindedness and public accountability in the community.
• A positive affiliation is an overwhelming bond that all stakeholders are willing to be
part of.

A. The Teachers, Parents and the Community

PARENTS
- The first teachers in the home
- Are responsible for the development of values, attitudes and habits that will be
needed as the children associate with classmates. Such inculcations are likewise
beneficial when they work and play with neighbors and the community at large.

TEACHERS
- Continue to enrich the students’ experiences at home, thus strengthening the
valuable, personal traits and characteristics initially developed.
- In the end, the contrived attention and efforts of both “custodians” are accorded
acknowledgment and recognition by members of the community.
- The members of the community are the parents, local government units, the
non- government agencies, civic organizations and all the residents.
- They are highly motivated to participate in the school activities and projects that will
likewise redound to the uplifting of the moral and quality of life in their own locality.

Difficulties
Teachers are endowed with a caring and compassionate attitude that is expressed in their
love and unending sacrifice in guiding the young. Despite conscious effort, children
experience difficulties and problems regarding:

- Ability to accomplish assignments

- Irregular attendance
-
 - Study habits in school
- Negative attitudes
- Problem with self-discipline

Solutions

 The best way to thresh out causes and come up with solutions is to conduct a
dialogue wherein parents may be invited to drop by the school or the teacher may
pay a visit to their home.
 A calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both
quarters.
 Positive attitudes of kindheartedness and patience are developed through modeling.
 Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
 Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the good work.
 Interesting lessons never fail to motivate students to be present every day for an
enjoyable participation in them.
 Extremes of behavior need detailed consideration of past experiences in school and
at home.

Values developed
Values and strong inclinations are instilled starting from the home and are developed
further in the school. Some of the most desirable are:
• Respect for elders and fro the rights of others
• Cooperation
• Willingness to share
• Deep sense of responsibility
• Persistence
Students exhibiting exemplary traits must be given due recognition.

Interests
• Special interest and innate talents noticed at a young age, e.g. heightened
propensity for music and drama, athletics and the arts, must be attended to by
sensitive mentors and guardians.
• This is to provide them with continued opportunities to attain full realization of their
natural gifts.

B. School and Community

SCHOOL
- Usually located at the center of the towns or the city
- Is subjected to daily scrutiny by the members of the community
 - Everyone who passes by witnessing such would feel proud of their
school. The school and the community jointly must endeavor on the following:

1. Collaborative relationship
• The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
• The municipal/city officials are likewise ready to provide help in improving
the physical facilities of the school.
• During historic celebrations in both places, participation by each is easily
elicited with such positive and civic consciousness activities enjoyed by the school
and the community, and a strong feeling of togetherness becomes evident.

2. Organized Associations
• Schools have organized PTCA with the officers coming from both their members.
They undertake projects and activities aimed at promoting a harmonious and
enjoyable relationship among themselves. They conduct regular meetings, manifest
strong spirit of cooperation, sharing of expertise and material resources and also
serve as representations during forum or school affairs.

3. Public Safety, Beautification and Cleanliness

• Peace and order, safety in public conveyances and compliance with ordinances
afford ample protection and disciplinary measures observed by all.
• Beautification through tree planting.
• Cleanliness through proper waste disposal.
4. Values Exhibited
• Outstanding school personnel as well as barangay officials are honored. This serves
as a motivation for both parties and their followers to continue with their
commendable service.
• Nationalism and unity can be developed through examples demonstrated by school
and government officials.
• Respect for authority and self-discipline are modeled for the young to follow.

5. Instructional Centers and Materials

• Community can serve as rich sources of instructional materials. The clean rivers,
town library, factories and other industrial establishment could be learning
centers for field trips.
• Recreational areas and concert halls – enjoyable entertainment for all
• Parks and beaches – relaxation areas for school children, teachers and facilities
• Professionals and practitioners can be invited as resource speakers during
observance of significant school rites.
 32
32

Exercises

A. Describe how the school and the community work together in each of the
following events:
- Socio-cultural activities
- Peace and order situation inside and outside of the school
- Projects

B. In your own community, name some problems originating from within that are
experienced by teachers in the school? How can the community address these
problems?

Lesson 4
Linkages and Networking with
organizations

The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create an impact on the lives of the
students and members of the community they are committed to serve.

 The school can enjoy linkages and networking activities with international, national
and local organizations in the community for mutual benefits and assistance needed.
 A network system can be designed incorporating the strength and availability of
services and expertise from both or among the group.
 Linkages, also termed interconnections, with institutions functioning along the same
mission are intended to serve members of both sides according to their respective
needs, interests, and objectives. They create bonds together to solicit support and
assistance for purposeful activities the doublings which could be facilitated faster
and better considering the doubling of energy and resources

Linkages
International Linkages
a. Pi Lambda Theta is an international honor society and professional association of women
educators. Established in the country more than 3 decades ago, its main project is ETP
(excellence in Teaching Project) started in 1997 in coordination with Metrobank
Foundation.

b. INNOTECH is the center for training educational leaders from Southeast region under the
SEAMEO organization. It conducts training program to upgrade the competencies of
teachers from the region in all the competencies of teachers from the region in all
disciplines.

c. World Council for Curriculum and Instruction (WCCI) has a local chapter which recently
hosted a three-day international congress with the international President, officials and
members from the main office together with the members from different countries in
attendance.

d. Association for Supervision and curriculum Development (ASCD) is a membership

organization that develops programs, products, and services essential to the way educators
learn, teach and lead.

National and local linkages

Linkages could be established between universities and colleges offering identical
degrees. Cross-enrolment for subjects needed for graduation is allowed.
Joint researches could be conducted by two or three universities depending on their
respective expertise. The dissemination of findings to other universities in the area is a big
help.

Networking
A network is a grid/web whose members actively demonstrate how they can work together
to attain common objectives, undertake innovative practices and update members
regarding breakthrough in different disciplines. Such network composed of several
institutions are also termed consortium wherein several colleges of different universities
bind themselves for a common goal.

Networking can be
 With professional organizations
 With foundations
 With government offices
 With media

Networking with PO
a. Consortium among Colleges and Universities
1. Taft consortium
2. The mendiola consortium
b. With subject specialists
1. BIOTA
2. MATHED
3. Physics Teachers Association
4. Chemistry Teachers Association
c. Teacher Education Institutions
1. PAFTE
2. SUCTEA
d. National organization
1. FAAP
 34
34

Networking with Foundations

 Educational Research and Development Assistance (ERDA)
 Metrobank Foundation
 Network of Outstanding Teachers and Educators (NOTED)
 Ayala Foundation, Inc.
 GMA Foundation
 SM Foundation, Inc.
 Foundation for Upgrading Standards in education (FUSE)
 Philippine Foundation for Science and Technology (PFST)
 Books for the Barrio and Asia Foundation
 Bato Balani Foundation
 Philippine Business for Education (PBED)

Networking with Government Offices

 Literacy Coordinating Council (LCC)
 DOST
 CHED
 TEC
Networking with Media
 Broadcasts ABS-CBN and GMA
 Government and private channels
 Historic and cultural events and celebrations
 Publications and prints
 Projected Materials

There are other and so many professional organizations, foundations, government

offices, and media which we can link with and establish network. What you find above are
just some of them.

Exercises

1. What are the importance of having linkages and networking? List down your
answers. You may give real-life examples to support your answer.

2. Identify one organization that exists in your community and discuss how this
had assisted the school.

3. Compile and paste pictures of some foundations/organizations assisting the school

in various endeavors, i.e. in book and school supplies donation, feeding-programs,
etc. Provide caption for the pictures.
 CHAPTER III
ON BECOMING A GLOBAL TEACHER

Introduction

Our world has been called a “global village”. Communication and information is
made possible through electronic mails and worldwide web.

Global education embraces today’s challenges as national borders are opened. It

paves the way for borderless education to respond to the needs of educating children of the
world, offers new curricular dimensions and possibilities, scientific and technological
breakthroughs towards completely new frontiers in education.

Future teachers therefore, should be prepared to respond to the challenges of this

global world. As a global teacher, one must be equipped with a wider range of knowledge
of educational systems of other countries, master skills and competencies in order to
address global demands, and possess attitudes and values on multiculturalism.

As teacher, think globally, but act locally! You can be a global teacher by being the
best teacher in your school.

Learning Outcomes:
At the end of the chapter, the students must have:

1. gained a clear understanding of what a global teacher is in the context of

global education
2. enriched their insights on global education thru the analysis and comparison of
the education system in selected countries
3. described multi-cultural diversity as an element of global education and the role of
the teacher in addressing diversity among learners
4. identified opportunities in teacher exchange programs for the development of world
class teachers
5. described global application of technology in the classroom
Lesson 1
Global Education and the Global Teacher

Global Education
UNESCO defines global education as a goal to become aware of educational
conditions or lack of it, in developing countries worldwide and aim to educate all people to
a certain world standards.

Global education is a curriculum that is international in scope which prepares

today’s youth around the world to function in one world environment under teachers who
are intellectually, professionally and humanistically prepared.

To achieve global education, the United Nations sets the following goals:
1. expand early childhood care education;
2. provide free and compulsory primary education for all;
3. promote learning and life skills for young and adult;
4. increase adult literacy by 50%;
5. achieve gender parity and gender equality by 2015; and
6. improve quality of education

Global education as defined by James Becker (1982) is an effort to help individual

learners to see the world as a single and global system and to see themselves as a
participant in that system. It is a school curriculum that has a worldwide standard of
teaching and learning, a curriculum that prepares learners in an international marketplace
of international understanding.

In order to meet the various global challenges of the future, the 21 st Century
Learning Goals was established as bases of various curricula worldwide. The learning goals
include:

 21st century content: global awareness; financial, economic, business, and

entrepreneurial literacy; civic literacy; health and awareness.
 Learning and thinking skills: critical thinking and problem solving skills,
communication, creativity and innovation, collaboration, contextual learning,
information and media literacy.
 ICT literacy: using technology in the context of learning
 Life skills: leadership, ethics, accountability, personal responsibility, self-
direction, others
 21st century assessments: Authentic assessments that measure the areas of
learning.
 Global education……
1. is about diversity, understanding the differences and teaching the different cultural
groups;
2. is educating all people in the world from the remote rural villages and slum areas to
the economically stable societies of the world;
3. responds to the borderless education that defies distance and geographical location;
4. provides equal opportunity and access to knowledge and learning tools

Global Teacher
Who is a global teacher?
1. A competent teacher who is armed with enough skills, appropriate attitude and
universal values to teach students with both time-tested and modern technologies
in education in any place of the world.
2. One who thinks and acts both locally and globally with worldwide perspectives, right
in the communities where he or she is situated.

More specifically, a global Filipino teacher should have the following qualities and
characteristics:
 Understands how this world is interconnected
 Recognizes that the world has rich variety of ways of life
 Has a vision of the future, sees what the future would be for him/herself and the
students
 Must be creative and innovative
 Must understand, respect and be tolerant of the diversity of cultures
 Must believe and take action for education that will sustain the future
 Must be able to facilitate digitally-mediated learning
 Must have depth of knowledge
 Must possess good communication skills (must be multi-lingual)
 Must possess the competencies of a professional embodied in NCBTS

Exercises
A. Research on the teaching posts in some countries which are needed in the next
three years. Present this in a table.

B. Reflect on the statement: “As a global teacher, act locally but think globally.” Share
your insights on this.

C. Answer the following with Yes or No. If you answered No, provide explanation.
1. A teacher has to earn a prestigious award to be called a global teacher.
2. A global teacher has wider view of what education is all about.
3. A teacher in far-flung areas cannot be considered a global teacher.
4. A global teacher should be fluent in English and in other languages
 5. A Filipino teacher is not possible to teach in other countries because of the
differences in curriculum.
6. Global education provides the same standards for quality education worldwide.
7. To be globally competitive, teachers should develop competencies in the use of
technology.
8. To be a global teacher, one must have a good understanding of the different
cultures of the learners.
9. The teacher education curriculum in the country prepares the prospective teacher
globally.
10. Global education disregards learners with special needs.

Lesson 2
A Closer Look at the Educational Systems of Selected Countries of the
World.

A. Education in Australia
- Australia is called by many as the last paradise on earth. Why? It has a high quality
education system and many students all over the world go to Australia to study. Its
educational system is similar with that of Canada and England.

Basic Education
- Primary school is six years; high school is six years; for college or university, three
to six years.
- High school is divided into junior HS (year 7 – year 10) and senior HS (year 11-year
12) and these vary from state to state.
- During junior HS studies, the student has to decide what to do after high school;
continue year 11 and 12 to prepare for college, or get a job after year 10, or go to a
Technical and Further Education (TAFE) college to learn technical skills.
- Entry age of compulsory education is 6 years old and exit age is 15 years old.
- Primary education, for 6 years old to 12 years old children, is provided by
government and non-government primary schools.
- Junior secondary level is for 12 to 16 years old students, provided by government,
non-government Co-Educational Comprehensive/Multi-Purpose High School. A
Junior Secondary Certificate of Education (Year 10 Certificate) is awarded at the end
of the Junior secondary level.
- Senior secondary level is provided for two years, students 16 to 18 years old; no
longer compulsory education; offered by government and non-government
providers. A Senior Secondary Certificate of Education (Year 12 Certificate) is
awarded at the end of this level.
- Government schools are under the direct responsibility of the State or Territory
Education Minister; federal government provides supplementary financial
support.
Higher Education
Main purposes of Australian Higher Education
1. To enable individuals to develop their capabilities for effective participation in the
workforce, for constructive contribution to society and for personal growth and
fulfillment;
2. To advance knowledge and understanding;
3. To aid the application of knowledge and understanding for the benefit of the
economy and the society;
4. To enable individuals to adapt and learn, consistent with the needs of an adaptable
knowledge-based economy at the local, regional, and national levels;
5. To contribute to democratic civilized society

- Universities are autonomous self-accredited institutions established by

Federal, State or Territory legislations.
- Academic year is from March to November; long vacation comes from December 1
to February 28 of every year; language of instruction is English.
- Undergraduate studies last between three years (Arts, Science, commerce) four
years (Education, Engineering) five years (Veterinary Science, Dentistry,
Architecture) and six years (Medicine and Surgery) fulltime.
- A graduate with a bachelor’s degree can proceed to a one-year to two-year post
graduate course leading to a postgraduate diploma. A student who has qualified for
a bachelor’s degree (honors) may proceed to a master’s degree, which may be
obtained after one year (pass degree) or two years (honor’s degree) of full time
study.
B. Education in China
- China is the most populous country in the world with over 200 million students
attending public schools taught by over 9 million teachers in basic education.
- Education system is highly centralized; course syllabi are written by scientists and
professors hired by the National Education Commission; subject matter and
instructional contents are uniform for all.
- Primary grades, the first six years of school, is devoted to the development of
cognitive skills; another six years of high school.
- Class size is from 40 to 60 students, and they have to cover all topics in order to pass
national examinations.
- Students who wish to attend university must pass one of the two versions of the
National University Entrance Examination.
- After 1949, education served as a vital tool for centralization and unification of the
country. This includes the following:
1. Six years of primary education
2. Three years of junior middle school, three years of senior middle school;
3. Six years of university
4. Varieties of technical and vocational schools
 40

- Problems in Chinese education are diverse, from elitism to social alienation.

- With its open door policy, the country entered into a rapid development including
education.

C. Education in Japan
- Japanese educational system is highly centralized and is administered by the
Mombusho or Ministry of Education; sometimes seen as a model on how to operate
schools.
- From kindergarten to university serving about 24 million students with 10% going to
University.

Basic Education
Five basic levels of Japanese education system
1. Kindergarten
2. Elementary school (six years)
3. Lower Secondary school (three years)
4. Upper secondary school (three years)
5. University (around four years)

Preschools or yochien
- With mainly female teachers
- Not official part of the educational system
 Education is free and compulsory for children from 6 to 15 years old.
 Classes are large and teaching methods are usually lecture.
 Japanese students spend 243 days a year in school.
 Standard curriculum includes Japanese language, social studies, math and science
along with art, music, home economics, physical education, and greatest emphasis
on Japanese language.
 Lower secondary schools from grade 7 – 9; two-thirds of teachers are male; class
size average is 38 and the periods are fifty minutes long.
 Upper secondary schools offer academic, technical and vocational programs.

Higher Education
 Junior colleges stress home economics, nursing, teaching, humanities, and social
science for women who want to pursue a course.
 Private institutions make up 80% of university enrolment.
 To get into the university, the student must take two exams: a) national
achievement test, and b) highly competitive test given by the university
 60% of the universities have graduate schools, but only 7% of university graduate
obtains master’s degree.
  Japanese education relies heavily on examinations to determine which schools the
student will go next. It is built on the principle that if you do well in exams, you will
get into good schools/universities and into a good life-time job.

D. Education in South Africa

 The Constitution guarantees equal access to basic education
 Values and principles include equity and redress, access to basic education
opportunities for lifelong learning, quality, efficiency, democratic participation,
sustainability of development and relevance

Basic Education
 Formal education is categorized into sectors or levels:
1. Public ordinary school education (pre-primary, primary, secondary and
higher education)
2. Independent school education
3. Special school education
4. Technical college education
5. Teacher training
6. Technikon
7. University training
 Compulsory General Education Training (GET) cover reception year, Grade R to
IX, divided into three phases:
1. Foundation (Grades R –III)
2. Intermediate (Grades Iv – VI)
3. Senior (Grades VII – IX). Last stage of compulsory education.
 Children start primary education when they turn 7 years old.
 Senior secondary education, or Further Education and Training (FET), from grades
X- XII is not compulsory.
 The eight learning areas which form the basis of all basic education up to Further
Education Training (FET) certificate include:
1. Language, literacy, and communication
2. Mathematical literacy, mathematics and mathematical science
3. Natural science
4. Technology
5. Human and social science
6. Economics and management science
7. Arts and culture
8. Life orientation
Higher Education
 Level 5-8 of the National Qualification Framework (NQF)
 Most colleges of education offer a three-year programme leading to the Diploma in
Education
  Nursing colleges and hospital schools of nursing offer four year course leading to a
diploma
 Agricultural colleges offer one or two year certificate and three year diploma course
 Technikons offer bachelor’s, master’s and doctoral degree programs in technology
 One school year consists of 41 weeks or 196 school days divided into four terms.

E. Education in United Kingdom

 Education is compulsory for children ages 5 – 16.
 In the primary school the subjects are taught by the same teacher for a year before
moving on to the next teacher and next grade level on the next year.
 The national curriculum is defined as the minimum educational requirement for
compulsory school age.
 It is mandatory for all state schools to provide a balanced broad-based curriculum
which promotes spiritual, moral, cultural, mental and physical development that
prepares them for opportunities, responsibilities and experiences of adult life.

Basic Education
 Core subjects are English, mathematics and science.
 Each key level has definite emphasis that gradually becomes more advanced as the
level progresses.
1. Foundation Stage – covers children aged 3 – 5 years old, not yet mandatory
2. Key Stage One – includes children aged 5 – 7 years; mandates core subjects like
English, Mathematics and Science and non-core foundation subjects are
design/technology, history, art/design, music and physical education.
3. Key Stage Two – includes children aged 7 to 11; mandates the same core and
non-core foundation subjects, and sex education
4. Key Stage Three – includes children aged 11 – 14; mandates the same above but
adds Foreign Language and Information/Communication Technology.
5. Key Stage Four – includes those aged 14 – 16; core curriculum courses lead to
five subject areas which are English, Math, Science, Information and
Communication Technology (ICT) and Physical Education
6. Post 16 Education – not mandatory in England ; students can either continue
education or enter the working world

Higher Education
 Universities are not only concerned with the undergraduate and postgraduate
teaching.
 HE system in UK needs to include reference to the Open University as a major
provider of undergraduate and postgraduate degrees.
 Students studying at a university for their first degree are called “undergraduates”.
  Ordinary degree programs in the UK universities are usually 3-year courses;
undergraduates completing these programs successfully are awarded either a
Bachelor of Arts (AB) or Bachelor of Science (BSc)
 Honours degree programs are usually four-year courses.
 Masters degree is usually achieved after two more years study following an Ordinary
or an Honours degree. The students are awarded MA or MSc.
 A doctorate is normally awarded after several years (three years full time) of
research and the presentation of a doctoral dissertation.

F. Education in the United States of America

 There are public and private colleges, schools and universities in the United States.
 Public schools are funded, in part, by a city, state, and/or federal government.
 Students living in the city or state pay less tuition because some tax money is used
to subsidize the tuition; non-US residents pay more.

Basic Education
1. Pre-primary education
- type of school providing this education are kindergarten, nursery
schools, preschool programs, child/day care centers
- age level is 4 – 6 years old and the duration is 2 years

2. Primary education
- elementary school
- Grades 1 to 4, children aged 6 to 10, transition to middle school
- Grades 1 to 5, children aged 6 to 11, transition to middle school
- Grades 1 to 6, children aged 6 to 12, transition to junior high school
- Grades 1 to 7, children aged 6 to 14, transition to junior high school

3. Middle school education

- Grades 4 to 6, 5 to 7, or 6-8
- age level is from 10-14
- length of the program is 3 years

4. Secondary education
- high school; Grades 7-12 or 8-12, aged 12-18 years of age; HS diploma is awarded
Two levels
a. Junior high school – Grades 7 to 8, 7 to 9, or 8 to 9; ages 12-14 years
old b. Senior High School – Grades 9 to 12 or 10 to 12; ages 14-18 years
old

 Compulsory education is from entry of 6 years old to exit of 18 years old.

Higher Education
 Begins at the post-secondary education
 Higher education institutions are classified according to the following:
1. Research universities. Comprehensive doctorate granting institutions that
have extensive theoretical and applied research in a wide variety of programs.
2. Doctorate-granting universities. Universities offering comprehensive studies
but awards Doctorate in limited fields or areas.
3. Master’s (Comprehensive) universities and colleges. Institutions offering
academic and professional programs at the Bachelor’s and Master’s levels but do
not award research doctorate.
4. Baccalaureatte (Liberal Arts) Colleges. Institutions offering Bachelor’s degree but
not higher.
5. Associate of Arts colleges. They offer academic and professional or
occupational studies at the Associate Degree level including public community
colleges and public and private junior colleges.
6. Professional school and other specialized institutions. Those that offer only
one or few related courses in the professional or academic with degree levels
from associate to research doctorate.
7. Postsecondary vocational and technical schools. Institutions offering short
non- degree training programs of less than two years duration, leading to
certificates or diplomas in occupational specialties.

 Classes begin in September and end in June of every year.

 Language of instruction is English.

G. Education in New Zealand

 Education system is world-class, modern and responsive; combines proven,
traditional principles of education with innovation, creativity and fresh
thinking.

Basic Education
 Compulsory education from age 6 to 16
 Free education for residents or citizens
 18:1 student-teacher ratio in primary school; 15:1 in secondary school
 Three types of school are state-funded, state integrated and private
 National curriculum for all state schools, which include core subjects as English,
health & physical education, language, mathematics and statistics, science, social
science, technology, arts. Secondary schools may add accounting, art history,
media
studies and specialized science and language studies.
 Five competencies include
1. Thinking
2. Using language, symbols, and texts-different ways to communicate
3. Managing self
 4. Relating to others
5. Participating and contributing

New Zealand levels of education

Level Years/grades Age

Early childhood Pre-school Birth to 5 years old
Primary school Year 1-8 5-13
Intermediate school (some primary Years 7-8 11-13
schools include these years)
Secondary school (Also known as Years 7-13 11-17 or 18
College/High school/Grammar
school
Tertiary (Also includes Institute of University 17 onwards
Technology and Polytechnics

 There is a National Certificate in Educational Achievement (NCEA) for secondary

schools students, with three levels: Level 1, Level 2, Level 3.
 Students have 6-week summer holiday break and three 2-week breaks between the
terms with which dates may change from year to year. School day is from 9:00 am
to 3:00/3:30 p.m. There are four school terms:
Term 1 (early February until mid-April
Term 2 (late April until the beginning of July)
Term 3 (Mid July until later September)
Term 4 (Mid-October until Mid-December)

Higher Education
 Universities
- there are 8 government-funded universities which have internationally respected
academic and research standards (NZQA)
- higher entry criteria for medicine and dentistry
- academic year is from March to November
 Institutes of Technology and Polytechniques
- state owned
- offer courses equivalent in merit to degree offering universities
- offer short term courses that may begin anytime of the year
- close relationship between Colleges of Education and the Ministry of Education
in the professional development of teachers

 Private Training Institutions and English Language Programs

- around 800 private education providers
- offer short-term English language courses, business, computing, design
- registered and accredited by NZQA
Exercises
1. Research on the recent or most updated data about the particular countries tackled
in this lesson. You may fill out the table below or modify it.

Country Number of school population Number of teaching Number of

faculty Institutions
e.g. a. Basic education – 200 M 9 million
China b. Higher education

2. Research on the Education in the Philippines. Present this by recalling the history of
Philippine education and up to the present, which is focused on the K to 12 Program.

3. Make a matrix using the example below:

Educational System of Selected Countries of the World

Name of Country Levels of Education Description of each Special features
level
1. Australia
2. China
3. Japan
4. South Africa
5. England
6. USA
7. New Zealand
8. Philippines
Lesson 3
Multicultural Diversity: A Challenge to Global
Teachers

Think about this:

Can you identify some challenges you will encounter in multicultural classrooms?
What are these? What are the ways to accommodate teaching and learning of diverse
learners?

Diversity of Learners in Multicultural

Classrooms
According to James Banks (1991):
“the major goal of multicultural education is to transform the school so that the
male and female students, exceptional learners, as well as students coming from diverse
cultural, social class, racial and ethnic groups will experience an equal opportunity to learn
in school.”

Students may differ in:

a. Race commonly indicated in the color of the skin
b. Ethnicity
c. Religion
d. Language
e. Socio-economic backgrounds

This differences among students placed greater demands to teachers. Because in the midst
of this diversity, every students must be given equal opportunities to education. Thus,
there is a need for:
a. curricular and instructional modifications
b. teaching styles
c. re-examination of teachers’ attitudes, beliefs and perceptions

Multicultural education enables teachers and educators to give value to the differences in
prior knowledge, experiences of learners from diverse background and familiarity
with students’ histories of diverse cultures (Haertel, 1998). This has also lead to the
inclusion of learners with special needs in schools. Responses to multicultural education
includes:
a. environmental adaptation of classrooms
b. behavior support plans
c. cooperative learning
d. peer tutoring
e. team teaching
Accommodating Cultural Differences and Commonalities
The classroom is composed of diverse students. Some common issues of
cultural majority-minority that pose challenges to teachers include:
a. girls are more than boys
b. natives are more than immigrants
c. the rich are less than the poor
Moreover, teachers maybe are unaware of the cultural norms of each student, which
may interfere with teaching and learning. It is then necessary that a teacher must be
knowledgeable about differences in culture, religion, ethnicity, and language of students.

Below are some suggestions by Fraser-Abner (2001) in understanding multi-cultural

learners:
1. Know more your students and be aware and sensitive to their differences.
2. Never make assumptions about them.
3. Avoid stereotyping. Look into your own biases.
4. Infuse multicultural instructional materials and strategies in your teaching.
5. Foster collaboration and cooperation.

To contribute to a democratic and pluralistic society, here are some guiding

principles adapted from an interdisciplinary group:
1. Pre-service teacher education programs should lead to understanding of diversity.
2. Equitable opportunities to learn must be ensured.
3. Help students acquire social skills to interact effectively.
4. Knowledge is socially constructed.
5. Provide students with opportunities to participate in extra and co-
curricular activities.
6. Learn to reduce or eliminate stereotyping.
7. Provide opportunities designed to reduce fear and anxiety.
8. Teach and learn values shared virtually by all cultural groups.
Multiculturalism has underscored fundamental concepts, like:
1. No two learners are alike.
2. Children in classrooms are heterogeneous.
3. Strategies that work with one learner may not work with another.
4. Consider student’s background and experiences.
5. Community members can provide assistance to teachers.

Exercises
1. List down characteristics of a multicultural teacher.
2. Using the worldwide web, identify three learners from other parts of the world, e.g.
3. One each from Asia, America, Europe. Identify their characteristics as an individual
and as a learner. What are the similarities? differences
4. Reflect on the following:
 49
49

Situation:
Marcela is going to teach in an international school in Indonesia. She graduated
from one of the teacher education institutions in the Philippines. The school curriculum is
American-based, and the students come from different countries but majority are
Indonesian nationals.

Analysis:
1. What challenges are seen in her classroom?
2. How would she prepare to meet these challenges?
Lesson 4
Broadening Teacher’s Perspectives: Teacher Exchange Programs
As a global teacher, you need to broaden your perspectives and expand experiences beyond
the walls of your classroom. Opportunities for this endeavour can be achieved through
teacher exchange programs. You can some of these programs below and you will look for
others later.

1. Visiting International Faculty Program (VIF)

 It is United States’ largest cultural exchange program for teachers and schools.
 It is open for highly qualified teachers around the world, and is dedicated to
transforming lives.
 The program believes in the following principles:
1. All schools should have at least one international exchange
teacher.
2. All students should be exposed to a variety of exchange teachers during their
academic careers.
3. All communities should have an equal opportunity to develop globally literate
citizens to help build a foundation for success in the global marketplace.
 The program was founded in 1987, a project in cooperation with the North Carolina
Department of Public Instruction. To date, the VIF teachers worked in expanded
areas including the States of South Carolina, Georgia, Maryland, Virginia, Florida and
California.
2. Fullbright Teacher Exchange Program
 It has helped nearly 23,000 teachers and school administrators in promoting mutual
understanding between the US and other countries since 1946.
 For the US teachers, this opportunity involves a year or semester direct exchange
with a counterpart in another country teaching the same subject at the same level.
 In the Philippines, the program is managed by the Philippine-American Educational
Foundation.
3. Inter-African Teacher Exchanges
 This aims to provide opportunity for African teachers to learn from the teaching
environment in other African countries and to extend experiences of said teachers.
 The teacher will travel to neighbor countries to work for over a period of two weeks
after which in pairs they will engage in the following activities:
a. Be stationed at one school for one week and another school for another
week. b. Observe teaching in the said teacher’s subject.
c. Guest teach using ICTs at the schools that the teacher is visiting.
d. Engage in discussions with teachers in another school.
e. Write a journal of their exchange visit.
 4. Canadian Educators Exchange
 It is a non-profit foundation which handles both student and educator exchanges
which offer opportunities to broaden understanding of one’s cultures, customs and
languages.
 In Alberta, there are two kinds of exchanges for a powerful professional
development experiences:
a. One year Exchange. This enables teachers in Alberta to swap their jobs with
teachers from Australia, New Zealand, US, UK and others. During this time, the
teachers continue to receive payment by his school in Alberta and he returns to
his original position when the year is over.
b. Short-term Exchanges. These occur during the spring and summer holidays and
enable teachers and administrators to job shadow with the counterpart in
another country.
5. Global Teachers Millenium Awards
 This program is limited only to participating countries.
 It commits to improving the quality of education in South Africa, Ghana,
Uganda, and the UK and to promote partnership between and among them.
 The program intends to achieve learning outcomes among the target partners of
the UK in terms of the following:
a. Increased knowledge of people and life in developing countries
b. Better understanding of how UK is linked with other countries
c. More positive attitudes towards people and life in developing countries-
challenging stereotypes and beliefs in shared humanity
d. More positive attitudes towards multicultural nature of UK society, challenging
stereotypes and embracing diversity.
 In this program, a Global Teacher is one who:
a. Thinks and acts locally and globally
b. Embraces the world’s rich variety of ways of life
c. Understands how the world is interconnected
d. Commits to making the world a more equitable place
e. Believes in education for sustainable development
f. Has professional and personal skills to share and learn
g. Brings the world into their classroom, school and community

It is interesting to note that these programs give teachers the opportunity to live their
personal and professional lives in another context, in another setting, in another
country, thus strengthening their skills in understanding diversity and multiculturalism.
 52
52

Exercises

A. Answer extensively the following:

1. How will the teacher exchange programs develop you as a global teacher?
2. As a prospective Filipino teacher, what benefits will you derive from this program?

B. Do research on the following:

1. Other teacher exchange programs available
2. Name of teachers who enjoyed the program and a brief story or description of
their experience.

C. Conduct interview to a teacher from any school in your vicinity or locality who
has participated in a teacher exchange program. Document your interview
through pictures and write a brief report on this.
Lesson 5
Bridging the World Into the Classroom Through Educational
Technology

Introduction
Technologies as link to new knowledge, resources and high order thinking skills have
entered classrooms and schools worldwide. The use of computers and various programs
coupled with the internet has spread widely and has been helpful in the teaching and
learning process.

Technology for
Teaching
The use of technology in the classroom has never been underscored than now.
However, survey data suggest that technology remains poorly integrated in the schools,
despite massive acquisition of hardware.

Roles of technology in achieving the goal of learning for understanding (Goldman, S.

Williams, R. et.al. 1999)
1. Technology provides support to the solution of meaningful problems.
2. Technology acts as cognitive support.
3. Technology promotes collaboration as well as independent learning.

Technology Programs for

Teaching

Below is a list of various technology programs that can be used to assist teachers to be
innovative in teaching.

Stand-alone Programs. Some programs are available as “stand-alone” software, videodisc

or CD-ROM media. There are simulations and microworld types on various topics and
issues like Aids, substance abuse and many others.

Programs Available on the Internet. Knowledge Integration Environment (KIE) teaches

students to think of web information as evidence and evaluate it critically with regard to
authorship, credibility and relevance. The Global Learning and Observations to Benefit
Environment (GLOBE) Program involves students in gathering data about local environment
and creating database open to the GLOBE community. “Electronic field trip” is a
communication technology that allows learners to travel and visit places for global
explorations.

Information Databases. Many forms of print-based materials are now available in

electronic from, e.g. the entire set of the National Geographic magazine, Encarta and
Grollier
Great opportunities along the following aspects enhance students’ creativity in multi-
media. They may focus on:

1. Selection of their own topics to provide a sense of ownership

2. Conduct research, plan the development and presentation of the product
3. Selection of simple multimedia presentation that gives only limited number of
options
4. Opportunities for teaching grammar and spelling

Performance Indicators that will serve as guide in meeting and coping with the rapid
demand for use of technology in the global classrooms.

1. Technology operations and concepts. Teachers should demonstrate an

understanding of sound technology operations and concepts.
2. Planning and designing learning environments and experiences. Teachers should
plan strategies to manage student learning in a technology-enhanced environment.
3. Teaching, learning, and the curriculum. Teachers implement curriculum plans that
include methods and strategies for applying technology to maximize student
learning.
4. Assessment and evaluation. Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies.
5. Productivity and professional practice. Teachers use technology to enhance their
productivity and professional practice.
6. Social, ethical, legal and human issues. Teachers should understand the social,
ethical, legal, and human issues surrounding the use of technology in schools and
apply those principles in practice.

With substantial knowledge, skills and appropriate attitude in the use of technolog y,
you can now apply innovative teaching strategies in your classroom.

Exercises

Read and make decision based on your readings, experiences and observation. Write True
or False before the number.

1. The introduction of technology in the classroom leads to teaching

innovations.

2. It is imperative for a teacher to learn and use technology in teaching.

3. Technology in the classroom should support learning rather than hinder it.

4. Only those who have access to the internet can use technology.
 5. Even with use of technology, the diversity of learners should be
considered.

6. It is not necessary for teachers to promote safe and healthy use of

technology resources.

7. Electronic references are difficult to search and may not provide

information quickly.

8. Through technology, face-to-face interactions can take place over great

distances in real time.

9. CD-ROMS allow students to search easily for parts that interest them.

10. Technology provides avenues for discussion and communication among

learners.

Provide an accurate but concise definition of the following:

1. Worldwide Web
2. Hypermedia
3. Microworld
4. CD-ROM
5. Electronic field trip
6. Software
7. Hardware
8. Social media
9. E-lib
10. Email
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CHAPTER IV
THE PROFESSIONALIZATION OF TEACHING

Teaching is a profession, a great profession! But how and why do we say so? This
chapter will provide us information and data on the professionalization of the job of
teaching. We will have a review of the basic laws and other laws specific of the profession.

At the end of the chapter, the students must

have:

1. compared PD 1006 and RA 7836 and other laws pertinent to the professionalization
of teaching;
2. explained how the amendments in RA 9293 support the teaching profession;
3. developed a deeper appreciation for the professionalization of teaching and for the
teaching profession itself;
4. felt the impact of the professionalization of teaching on your future life as a full-
pledged professional teacher.

Starting from this chapter, you are tasked to do more and further research on the
different laws that support teaching. The lesson will not provide any more discussion
on each presented topic.

Lesson 1
Basic Laws on the Professionalization of
Teaching

On January 1, 1977, Presidential Decree 1006, entitled Providing for the Professionalization
of Teachers, Regulating their Practice in the Philippines, otherwise known as Decree
Professionalizing Teaching was proclaimed.

PD 1006 declared a policy that teacher education be of the highest quality, and strongly oriented to
Philippine conditions and to the needs and aspirations of the Filipino
people.

Despite the professionalization of teaching in 1977, the quality of education in the country appeared
not to have improved. The findings of the 1991 Congressional Commission affirmed the
continuously deteriorating quality of education in the country. The Congressional Commission to
Review and Assess Philippine Education (EDCOM) found among others, that:

1. teachers are poorly trained

2. there is low quality of students enrolled in teacher training; and
3. teaching is perceived as a poorly esteemed profession
In 1994, another law on teachers’ professionalization which is the Republic Act No. 7836 known as
the Philippine Teachers Professionalization Act of 1994 was enacted. The Act created the Board for
Professional Teachers, a collegial body under the general supervision and administrative control of
the Professional Regulation Commission, which gives the Licensure Examination for Teachers (LET).

As your research, look for the following laws. Read and understand the provisions of each law.
Have a copy of said laws and come up with your summary and reaction about each law.

1. PD1006
2. RA 7836
3. RA 9293

Exercises

A. Compare PD 1006 and RA 7836 along the following items then give your remarks or
observations.

Item PD 1006 RA 7836 Remarks

1. definition of teacher
2. Teacher’s examination
a. scope of examination
b. qualification
requirements for
examinees
c. rating
d. report of results
3. The Board for
Professional Teachers
4. Causes of revocation of
certificate/license

B. What amendments to RA 7836 were made by RA 9293, along number of units required for
non-education graduates and registration of those engaged in teaching without
examination?

C. Reflect on how can the previously learned laws help you become a professional teacher?
 58
58

CHAPTER V
BECOMING A PROFESSIONAL TEACHER

“There is no more noble profession than teaching. A great teacher is a great artist,
but his medium is not canvass, but the human soul.
--- Anonymous

Every profession has its code of ethical standards upheld by every professional. As of 2012,
the Professional Regulation Commission regulates 43 professions except bar examinations
conducted by the Supreme Court.

After studying this, it is hoped that every teacher will learn what it means to be a
professional teacher, to act and live as one.

At the end of the chapter, the students must

have:

1. explained the meaning of profession and professional;

2. described how the professional teacher conducts himself/herself in the practice
of his/her profession.

Lesson 1
The Code of Ethics for Professional
Teachers

The term professional has become a global nomenclature for people who excel in
their respective careers and professions. There were IT professionals, we salute
professional soldier, we commend the professional artist, etc.

By semantics, profession is a type of job that requires special training and gives
status and prestige to the individual. A professional is one who has competent skills,
observes high standards of the job, and abides by the code of ethics.

Who then is a professional teacher?

Resolution No. 435 series of 1997 provides the definition of a professional
teacher, as well as other pertinent concepts and information that guides a teacher. It
provides the following:

Article I Scope and Limitation

Article II The Teacher and the State
Article III The Teacher and the Community
Article IV The Teacher and the Profession
Article V The Teacher and the Teaching Community
Article VI The Teacher and Higher Authorities in the
Philippines
Article VII School Officials, Teachers and other Personnel
Article VIII The Teacher and Learners
Article IX The Teacher and Parents
Article X The Teacher and Business
Article XI The Teacher as a Person
Article XII Disciplinary Action
Article XIII Effectivity

What you find above are just the heading for each article; there are still sections
under them. Look for the full and complete Code and study them very well. As a
prospective teacher, you must be knowledgeable about this and integrate every detain
in your career and life as a professional teacher.

Exercises:

A. Research on the full text of the Code of Ethics for Professional Teachers. Have
this be printed and come up with your reflection.

B. Make a listing of the do’s and don’ts of a teacher. Specify the article where this is
provided. Use the matrix below.

Article Do Don’t
 CHAPTER VI
OTHER EDUCATION AND TEACHER-RELATED LAWS

In addition to the laws on the professionalization of teaching tackled in the previous

chapter, this part will provide other teaching or education related laws useful to you as a
teacher or future teacher.

When you become part of the educational system, you will be guided by the Magna
Carta for Public School Teachers (RA 4670). Moreover, for both public and private school
teachers, you may refer to the Manual of Regulations for Private Schools and some
provisions of the Labor Code of the Philippines. The Code of Ethics for Professional
Teachers (1997) applies to all teachers – public and private.

At the end of the chapter, the students must have:

1. internalized the basic laws on education and their implementation;
2. been clarified on your rights, duties and obligations as a professional;
3. understood policies on recruitment and deployment;
4. clarified disciplinary procedures applied to teachers as they exercise the
special parental authority and responsibility over the learners inside and
outside the premises of the school;
5. internalized the rights, duties and obligations of the academic community (learners,
teachers, parents, non-academic staff)
6. identified UN programs and projects affecting education and see their relevance to
the teaching profession

Take Note: (for Lesson 1 to 12)

At this point you are required to look for the particular laws on teaching and
education specified in each lesson. Afterwards, you can proceed to the exercises. You also
need to provide a print-out of said laws as part of your compliances. However, you have to
choose only the part which pertains or refers to the profession of teaching.

Lesson 1 The 1987 Constitution (with focus on Article XIV – Education, Science and
Technology, Arts, Culture, and Sports)
Lesson 2 RA 4670 – The Magna Carta for Public School Teachers
Lesson 3 Batas Pambansa 232 – An Act Providing for the Establishment and
Maintenance of an Integrated System of Education
Lesson 4 RA 9155 – An Act Instituting a Framework of Governance for Basic Education,
Establishing Authority and Accountability Renaming the Department of
 Education, Culture and Sports as the Department of Education and for Other
Purposes
Lesson 5 Organizational Structure of the Department of Education Field Offices
Lesson 6 Excerpts from The Family Code of the Philippines
Lesson 7 Excerpts from RA 7610 – Special Protection of Children Against Child Abuse,
Exploitation and Discrimination Act
Lesson 8 RA 7877 – An Act Declaring Sexual Harassment Unlawful in the Employment,
Education or Training Environment, and for Other Purposes
Lesson 9 Excerpts from RA 8980 – An Act Promulgating a Comprehensive Policy and a
National System for Early Childhood Care and Development (ECCD), Providing
Funds Therefor and for Other Purposes
Lesson 10 Republic Act No. 10157 – An Act Institutionalizing the Kindergarten Education
into the Basic Education System and Appropriating Funds Therefor
Lesson 11 UNESCO
Lesson 12 First Call for Children

Exercises
Lesson 1
Are the goals of education stated in the Constitution met and achieved or not? Defend your
answer.

Lesson 2

Research on the:
a. latest DepEd policy on recruitment and deployment of public school teachers.
Are this in accordance with the policies provided in RA 4670?
b. Academic freedom cited in Sec 12.

Lesson 3
List your rights and the corresponding duties and obligations as a teacher.

Rights Obligations
1.
2.
3.
4.

Lesson 4
Based on the “authority, accountability, and responsibility” of the school head/principal, lit
down your expectations as a future teacher.
Lesson 5
What significant relations do you see between the teacher education institutions and the
Department of Education as far as pre-service education is concerned?

Lesson 6
 What is meant by “special parental authority and responsibility” over the minor child
in Article 218?
 What provision/s strike you? Why?

Lesson 7
 What are acts and conditions prejudicial to the child’s development?
 What are some of your observations in the community that are violations of the RA
7610?

Lesson 8
 What are manifestations of sexual harassment that happen in an educational
setting. Give examples.
 Look for a sexual harassment case of a teacher from the newspaper, paste this and
give your reaction.

Lesson 9

State clearly the importance of early childhood education the Philippine education. Support
your answer with researches.

Lesson 10
What do you think are the lacking provisions in the law on institutionalizing
kindergarten education?

Lesson 11
By means of a graphic organizer, present the characteristics of a Child-friendly School.

Lesson 12
 Which provision/s are most important to you? Discuss.
 What can teachers do to promote children’s health?
 CHAPTER VII
HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

“That men do not learn very much from the lessons of history
is the most important of all the lessons that history has to teach.”
-Aldous Huxley

Being a future teacher, it is but proper that you get acquainted with the historical
development of the educational system to develop appreciation of the efforts made in the
education reforms and to contribute to the improvement in your own little ways.

At the end of the chapter, the students must have:

1. traced the development of the Philippine Educational System from pre-Spanish era
to the present along national development goals and objectives of education.
2. internalized the basic education curricular reforms from 1946 to the present
3. underscore the teacher’s role in the national program for the expansion to a 12-year
Basic Education Cycle.
Lesson 1
Historical Development of the Philippine Educational System

 Research on the historical development of our educational system and do

the following.
Present the development of the Philippine educational system from pre Spanish era to
Japanese era.

Spanish Era Pre-Revolutionary American Regime Japanese Era

Government

Lesson 2
Journey in Basic Education Curricular Reforms: 1946 – 2011

 Provide specific basic curricular reforms during the following years:

Year Elementary Secondary

1946-1956
1957-1972
1973-1988
1989-2001
2002-2011
 Research on the K to 12 Basic Education Curriculum. What are its special features?
Source: The Teaching Profession
Bilbao, Purita P
Corpuz, Brenda B
Llagas, Avelina T
Salandanan, Gloria G
(Published by LORIMAR PUBLISHING INC.) 2012
 TABLE OF CONTENTS

Cover Page Course i

Syllabus Table of ii
Contents xiii
CHAPTER 1
THE TEACHER AS A PERSON IN SOCIETY 1
Lesson 1 2
Lesson 2 8
Lesson 3 9
Lesson 4 13
Lesson 5 18
CHAPTER 2
THE TEACHER IN THE CLASSROOM AND IN THE COMMUNITY 22
Lesson 1 23
Lesson 2 26
Lesson 3 29
Lesson 4 32
CHAPTER 3
BECOMING A GLOBAL TEACHER 35
Lesson 1 36
Lesson 2 38
Lesson 3 47
Lesson 4 50
Lesson 5 53
CHAPTER 4
THE PROFESSIONALIZATION OF TEACHING 56
Lesson 1 56
CHAPTER 5
BECOMING A PROFESSIONAL TEACHER 58
Lesson 1 58
CHAPTER 6
OTHER EDUCATION AND TEACHER-RELATED LAWS 60
Exercises 61
CHAPTER 7
HISTORICAL PERSPECTIVE OF THE PHILIPPINE
EDUCATIONAL SYSTEM 63
Lesson 1 63
Lesson 2 63
64
9