MODULE 1

UNDERSTANDING THE TEACHING PROFESSION

Lesson 1 – Teaching as a Profession

Learning Objectives:
At the end of this lesson, you will be able to:
1. Explain the dimensions of teaching
2. Discuss the reasons why teaching is an art, science, craft, mission and vocation
3. Explain the reasons why teaching is considered a profession
4. Enumerate the characteristics of a profession and how teaching as a profession
fits well in these characteristics
5. Create a career statement highlighting the reason/s for choosing teaching as a
profession
Introduction:

The concept of teaching as a profession is essential for future teachers to

understand. A good grasp of the nature, purpose and mission of the profession serves
as a guide to what they expect from their future career. To prepare themselves for the
tasks and challenges of a professional teacher, they need to master the requirements of
the teaching profession. This module will examine such topics including the meaning
and dimension of teaching, the metaphors of teaching, the meaning of the profession,
and the characteristics of a profession.
This will also discuss the justifications of teaching as a profession, the reasons
for regulating teaching and the rewards and challenges of the profession in the
Philippines.

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 Understanding the Teaching Profession
You probably have been wondering whether teaching is the right
career for you and whether you will be entering a profession with good
opportunities for personal and professional growth. Even if your goal has
long been to teach, you might be wondering about the difficulties and rewards of the
field you have chosen or are considering.
The path to becoming a teacher begins when you choose teaching as a career.
There are different motives, both idealistic and practical, for choosing a career in
teaching. Your motives may include (1) love for children, (2) desire to impart knowledge,
(3) interest in and excitement about teaching and (4) desire to perform a valuable
service to society.
Definition of Teaching
A layman defines teaching as helping someone to learn something.
The varying definitions imply that teaching is perceived differently, even by
educators themselves. The following definitions are considered as a take-off
point for discussion.
 Teaching is the process that facilitates learning. The teacher has an important
role to play because he acts as a catalyst, actively stimulating learning. – Farrant
(1980)
 Teaching is a cluster of activities that are noted about teachers such as
explaining, deducing, questioning, motivating, taking attendance, keeping record
of works, learners’ progress and background information. – G. Wells (1982)
One can conclude from the definitions that teaching is both a process and an
end. As a process, a procedure is required in undertaking it. As an end, there is a
purpose or reason for conducting it. Teaching as a process implies taking logical steps
in instructing, causing, guiding and creating positive change in the learners. On the
other hand, teaching as an end conveys that it is not a pointless undertaking. It is rather
a purpose driven profession because it has noble goals to accomplish.

Apprentice Desk 1.1.

In your own words, what is teaching? Based on your definition, what is the
essence of teaching?

Dimensions of the Teaching Profession

According to the book of Tamayo (2019), Embracing Teaching Profession, the
scope of the teaching profession is enormous and this makes teaching as a multi-
dimensional profession. The different dimensions are:

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 1. The Why of Teaching (Entering the Profession)

The reasons for choosing teaching as a career are

diverse, ranging from the most inspiring to the most
superfluous. One may be motivated to become a teacher
because he/she loves children or he/she likes to make a
big difference in the lives of this children. Understanding the “why of teaching” is
important among pre-service or beginning teachers as it gives them a point of reflection
on the very purpose of entering the teaching profession.
2. The Who of Teaching (Learners)
Learners are the reasons for the existence of teachers, school
and school administrators. Without learners, none of these would
exist. Pre-service or beginning teachers must have a good
understanding of the nature of the learners such as their
differences, motivations, learning styles, intelligences, socio-
cultural backgrounds and academic performance. Since teaching
profession has the mission to be learner-centered, pre-service or
beginning teachers must have a full understanding of the learners
who are considered the center of teaching, the main character of learning and the heart
of all educational tasks.
3. The When of Teaching (Evolution of Teacher Education in the Philippines)

Teaching is an evolving profession. It has its early

beginning and it is continually changing across time. The 21 st
century presents a different social landscape for learners and
tis necessitates changing the mindset of pre-service teachers
in determining what to teach, how to teach and where to teach. They should have a
sound understanding of the transition of Philippine education, especially the historical
growth of education as this is essential in analyzing the educational reforms and the
trends of teaching profession in this country.
4. The How of Teaching (Pedagogy)

Teachers are required to find means and ways to

enhance learners’ learning. Applying different teaching
strategies is the professional identity of teachers. Because
they are equipped with varied techniques and principles of
teaching, they present and discuss things differently.

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 5. The What of Teaching (Curriculum)
The curriculum constitutes the educational content,
goals and intended outcomes as well as competencies to be
taught and developed among the learners. Pre-service
teachers need a comprehensive understanding of the
curriculum as this is the basis of all teachers’ actions. The curriculum is the roadmap of
all the activities of the school and the ultimate measure of the results of instruction.
Significantly, implementing the curriculum chosen by the state is one thing unique in the
teaching profession. This curriculum ultimately defines what he learners should learn,
how they will learn it, and why they have to learn it.

6. The Where of Teaching (Field Placement)

The place for teaching and learning is evolving.
Teaching no longer takes place under one roof or done
through a face to face encounter between teachers and
learners. Learners are no longer confined in the four
walls of the classroom. Interestingly, information and
communication technology has now re-ordered the place of teaching and learning.
Today, classrooms are structured differently equipped with the most sophisticated
technology. Moreover, teaching and learning take place anywhere at any time with the
advent of technology. With these changes, pre-service teachers need to know this
dimension of teaching so that they will be updated of the various alternative venues of
teaching. This is to guarantee better learning outcomes as there is due consideration of
the learning needs, interests, circumstances and abilities of the learners.

Apprentice Desk 1.2.

In light of the different dimensions of teaching, interpret the following statements:
“A teacher affects eternity; he can never tell where his influence stops”. – Henry
Adams
“Of all the hard jobs around, one of the hardest is being a good teacher”. –
Maggie Gallagher

“The mediocre teacher tells. The good teacher explains. The superior teacher
demonstrates. The great teacher inspires.” – William Arthur Ward

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Metaphors of Teaching
Teaching has been conceived with a number of metaphors. A metaphor makes a
comparison between two unrelated things in order to show their resemblance. Teaching
as an activity has been compared to many things. Some conceive it as:
 Teaching as an Art

Teachers are considered artists. They demonstrate

creativity, reflection and innovation in their work. Teachers use
teaching as a medium to express themselves. In teaching, they
need to find the methods and strategies that are best to express
their ideas and beliefs through their art. Significantly, the art of teaching is a
reflection of the teacher’s personality, too. To be an effective teacher, one must
formulate a teaching philosophy and discover unique talents and learn how to use them.
Therefore, the art in teaching coils from the teacher’s personality, experience and
talents.
According to Elliott Eisner (2005), there are four (4) reasons that make teaching
as an art:
1. Teaching is an art because it can be performed with such skill and grace that,
for learners as for the teacher, the experience can be justifiably characterized
as aesthetic
2. Teaching is an art because the teachers make judgments based on qualities
that unfold during the course of action.
3. Teaching is an art because the teacher’s activity is not dominated by
prescriptions or routine, but is influenced by qualities and contingencies that
are unpredicted.
4. Teaching is an art in the sense that the ends it achieves are often created in
the process.

 Teaching as a Science
Teaching is a science because it is done in
systematic and orderly manner. Like science, it entails a
deep knowledge and application of effective techniques
emanating from empirical studies. The science element in
teaching is reflected in the generalizations drawn from the
research about effective teaching and learning. The content
(theories and principles) and process (pedagogical approaches) of teaching are not
products of hit and miss. They are rather the results of research-based processes and
practices promoting learner achievement.

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  Teaching as a Craft
Teaching is a craft-profession because teachers
possess specialized techniques in applying rules
governing the application of the theories of knowledge
and the psychology of learning and teaching. In teaching,
much of the teachers’ knowledge is something they learn
by doing or learned experientially, rather than acquired in
a systematic and high formal manner.

 Teaching as a Mission
Teaching is also a mission. The word mission comes
from the Latin word “mission” which means to send. If
teaching is thus a mission, then teachers are sent and
entrusted to achieve a “task” in this world. To perform this
task, they need to render their commitment, obtain
adequate preparation or training, and pursue continuing professional education.
Teaching is indeed your mission:
- If you are doing it not only for the pay but also for service.
- If you keep on teaching out of love, it’s a mission.
- If you are committed to teaching even if it means letting go of other activities,
it’s a mission
- If you remain teaching even though nobody recognizes your efforts, it’s a
mission
- It’s almost impossible not to get excited about a mission
- If your concern in teaching is success plus faithfulness, it’s a mission.
- A great school is filled with teachers involved in a mission of teaching.

 Teaching as a Vocation
Vocation comes from the Latin word “vocare” which means to
call. Teaching therefore is a profession for which God utilizes a
teacher to touch lives. Teachers are summoned to teach because
they have a strong inclination in partaking in the total formation
and transformation of young people. It is a self-giving or self-
emptying enterprise, allowing them to partake in the development
of humanity.
Teachers who positively responded to their calling perceive teaching as a lifetime
commitment. In effect they teach with passion and touch lives through the years. This
commitment remains inspiring and fulfilling thereby making teaching truly a vocation.

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Metaphors of Teachers
We can also use metaphors about teachers to give more insights into what
teacher does with their day. According to Chris Drew, there are reasons to reflect on
metaphors of teaching:
1. It can help people considering a careen in teaching to get a better
understanding of what they would be doing.
2. It can help teachers explain what they do to others (including parents;
3. It can help teachers to reflect on their job role and what they really should be
spending their time on.
4. It can give teachers a laugh.

The Best Metaphors about Teachers

1. A teacher is a gardener
This metaphor was developed by Friedrich Froebel to explain the role of
the teacher, student and environment in early childhood education. He believed
that the ideal learning environment for children is in a private natural setting away
from the corruption of the adult world beyond. He saw schools as gardens like
kindergarten, German for children’s garden). The children are like flowers, who
are growing naturally and blooming into something beautiful.
Therefore, teachers are called gardeners because they gently tend to the
children’s needs. They should be nourished and nurtured and ensure that they
have a positive learning environment for their development.
2. A teacher is a coach
A teacher who is a coach is different to a teacher who is a gardener. As a
coach, sometimes he pushes us to go beyond our limits. Teachers are not
coaches like sports coaches, but there are many overlaps that make this
metaphor relevant and useful for reflecting on the role of an educator.
3. A teacher is a sculptor
Teachers meet the students at the start of the school year. Students at
first have different views about all sort of things. They ask questions about topics
they don’t understand or simply not know about the topics. As it goes throughout
the year, children develop deeper knowledge and understanding on the topic and
they become refined. Thus, the ideas in their mind start taking shape. This
sounds like the work of a sculptor.

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 4. A teacher is like a doctor
Sometimes teachers need to diagnose things. They need to look out for all
the factors that might be causing learning difficulties.
5. A teacher is a compass
Teacher is like a compass because it points students in the right direction.
It is a guide to show the way for learning a new concept or to strive for a better
life.
Metaphors about teachers help us to get a greater appreciation of all the
various roles, tasks and responsibilities of a teacher. This also gives chance to
reflect on what sort of teacher you want to be, you can be a gardener, a coach or
even a doctor. If you have any other metaphors that come to mind, please do
share them.

Analysis: Let’s Ponder on These

1. What is meant by vision? mission?
2. Are these two (vocation and mission) related?
3. Teaching as a job or mission. What’s the difference?

Apprentice Desk 1.3.

Metaphors of a teacher. Analyze and complete the prompt statements below:
 Teacher as a gardener because ---------
 Teacher as a potter because -------------
 Teacher as a key because ----------------
 Teacher as a compass because ---------
 Teacher as a pencil eraser because ----
 Teacher as an alarm clock because ----

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 Application: Let’s Apply What We Learned

The Humanizing Mission of Teaching

Read this letter given by a private school principal to her teachers on the first day
of a new school year. It may make your humanizing mission in teaching crystal
clear:

Dear Teacher:
I am a survivor of a concentration camp.
My eyes saw what no man should witness:
 Gas chambers built by learned engineers
 Children poisoned by educated physicians
 Infants killed by trained nurses
 Women and babies shot and burned by high school and college
graduates
So I am suspicious of education.
My request is: Help your students become human.
Your efforts must never produce learned monsters, skilled
psychopaths and *Eichmanns.
Reading, writing, arithmetic are important only if they serve to make
our children more human.
 Explain your mission as a professional teacher by helping children become more human.
(Eichmann – an Australian who became the Nazi official who official
who administered the concentration camps where millions of Jews
were murdered during World War II 1906 – 1962)

Reflection:
If you say “yes” to the call and mission to teach in this life, reflect on how you are
going to prepare yourself in this four – year teacher education course.

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Defining a Profession
The term “profession” comes from the root word
“profess” which means to show, demonstrate or
manifest. Sociology professor, Andrew Abbott, defines
a profession as an exclusive occupational group that
applies abstract knowledge to particular cases and has
expertise and influence to practice in a given domain
or field.
Anyone who holds a profession is called “professional” who is able to profess
expertise or specialization and a determination for excellence in the field. A professional
also professes commitment to public interest and devotion to moral and ethical values
which have been acquired through long and tough years of preparation. For a deeper
explanation, the following definitions are put forth:
1. A profession as a vocation or occupation requiring advanced education and
training and involving intellectual skills. The work is based on unique knowledge
and skills grounded in research and practice in the field. Customarily, professions
and professionals are answerable to a written code of ethics like the Code of
Ethics for Professional Teachers. (John Goodland 1984)
2. A profession is an occupation which performs a crucial social function.
Accomplishing this function requires a considerable degree of skills and a body
of systematic knowledge that is grounded on theory.

Characteristics of a Professional
A professional is one who professes the following:
1. A specialized knowledge base (technical culture)
2. A commitment to meeting client needs (service
ethics)
3. A strong collective identity (professional
commitment)
4. A collegial as against bureaucratic control over practice and professional
standards (professional autonomy)

Apprentice Desk 1.4

Give specific examples on how teachers profess the four characteristics of a
professional.

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Characteristics of a Profession
Common characteristics of a profession include the following elements:
1. Professional autonomy
Professional autonomy is defined as “the right and privilege provided by a
governmental entity to a class of professionals and to each qualified licensed
caregiver within that profession, to provide services independent of supervision”.
(Mosby’s Dental Dictionary, 2006). In short, it is the right and freedom of
professions to determine their own actions and behavior because they are
capable of governing their own members to submit to the principles and laws that
they altogether committed in practicing their profession.

Autonomy of a Profession:

a) Professional judgment
Teachers manifest autonomy when they have a high degree of control of
their own affairs. This is reflected when making independent judgments about
their work.

b) Self-interest and continuous process of critical evaluation

Professionals claim their professional autonomy when they work to serve
their own interests. Nonetheless, professional autonomy can only be ensured if
the members of the profession, subject their activities and decisions to a critical
evaluation by other members of the profession. To realize this, there must be a
continuous process of critical evaluation of ethics and procedures from within the
profession itself.
2. Highly developed theoretical or specialized knowledge
A profession is founded on an extensive period of training and education.
3. Control of training, certification and licensing of new entrants
A new entrant undergoes control of training, certification and licensing.
Normally, aspiring professionals are initially required to enroll in an
institutionalized training in a university or college where knowledge and skills
in the field are standardized.
4. Self-governing and self-policing authority, especially with regard to
professional ethics
The professional association acts as an interest group enhancing the
status of their members and controlling the entry requirements to the field.

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 The principal goal of professional bodies to self-regulate by asserting their
independence from governmental interference especially in setting the
professional standards.

Apprentice Desk 1.5.

Are graduates of non-board courses such as Hospitality Management, Public
Administration, Computing Sciences and the like are considered professionals? Why?

Application: Let’s Apply What You Learned

1. By the use of a graphic organizer, present the elements of a profession.

2. Why does a profession like teaching require long years of initial professional
education and continuing professional development after that long, ardous
initial professional education?

3. By way of an acrostic, explain the elements of a profession.

P-
R-
O-
F-
E-
S-
S-
I-
O-
N–

4. Here is a line from Bernard Shaw’s play: Man and Superman: “Those who
can, do; those who can’t, teach.”
People who are able to do something well can do that thing for a living,
while people who are not able to do anything that well make a living by teaching.
Having learned the elements of a profession, do you agree with Bernard Shaw?
Explain your answer.

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Teaching as a Profession
UNESCO provides a clearer explanation of the
nature of teaching as a profession. It declared during the
1988 intergovernmental conference on the status of
teachers that “Teaching should be regarded as a
profession since it is a form of public service requiring
teachers’ expert knowledge and specialized skills,
acquired and maintained through rigorous and continuing
study; it calls also for a sense of personal and corporate
responsibility for the education and welfare of the pupils in
their charge.
It can be concluded that teaching indeed bears the symbols of a true profession.
As a profession, it requires significant, training, talent and expertise. On the other hand,
it is a form of public service because it has altruistic goals or unselfish regard for
devotion to the welfare of others. People in all societies recognize that teachers are in a
position of influence because they shape the young minds in their communities.
The Professional Regulation Commission (PRC) declares teaching as a
profession in the Philippines. The basis is that teachers satisfy the basic requisites of
being a professional as follows:
1. They passed the licensure examination for the profession called Board
Licensure Examination for Professional Teachers (BLEPT);
2. They are members of an Accredited Professional Organization (APO) in the
country. Specifically, teachers are members of the National Organization of
Professional Teachers (NOPT)
3. Teachers undergo Continuing Professional Development (CPD) by attending
or participating in professional development activities like seminars,
workshops, conferences and other activities that enhance their skills and
knowledge in their profession; and
4. Teachers abide by the code of ethics of their profession called the Code of
Ethics for Professional Teachers.
5. University programs are approved by a regulatory body like the Commission
on Higher Education (CHED) in the Philippines to ensure that graduates from
these recognized programs start their professional lives with competence.
The teaching profession is governed by the Code of Ethics for Professional
Teachers. Violation of the Code of Ethics for professional teachers is one of the grounds
for the revocation of the professional teacher’s Certificate of Registration and
suspension from the practice of the teaching profession (Sec.23, RA 7836).

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Teaching as a Regulated Profession
Education is a public good demand by people to satisfy their personal, social and
other purposes in life. Because the public demands and consumes education, teaching
is a kind of public service needing government support and protection. Teaching is a
highly regulated profession because of the need to safeguard the rights, welfare,
security and morals of the learners who demand education. To
do this, teachers must possess competence, high level of
performance, and professional conduct in the exercise of their
profession.
As explained earlier, a professional body is responsible in
admitting and disciplining its members as this is part of its power
in regulating its members. It is also the professional associations
that ensure all those practicing the profession are first certified
as knowledgeable and trustworthy members.

Apprentice Desk 1.6.

1. Why is teaching a profession?
2. How do you compare the teaching profession with other professions like law,
medicine, engineering and accountancy in terms of occupational prestige, pay
and professional esteem in the Philippines?

Rewards and Challenges of Teaching Profession

Teaching like other professions, comes with unique rewards and challenges. The
rewards are its proactive factors while the challenges are its constraints and barriers.
Luring Factors of Teaching as a Profession
The attractions of teaching as a profession can be manifold. The major luring
factors of teaching profession are outlined by Hall and Langton (2006) as follows:
1. Influence/importance to learners
Teachers play a critical role in the formation of
character, mental and physical development of youngsters.
They shape young minds, so to speak. This role of
teachers is one of the greatest attractions to the teaching
profession and for considering it as an honorable,
important and respected profession. However, this attraction holds true only
when teachers find teaching enjoyable and purposely driven to make a difference
in the lives of youngsters.

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2. Job security
This is one factor in making a career choice. Although
job security is something difficult to measure, teaching can
hold assurance that teachers will keep jobs without the risk
of becoming unemployed. In the Philippines, once employed
in public schools, teachers obtain permanent posts and their tenure is protected
by the Civil Service Commission.
3. Wider jobs opportunity offered
Teaching provides enormous opportunities. Diverse
opportunities for teachers can be attributed to the fact that
teaching profession provides wider skills and knowledge
that they can use in many other jobs.

4. Diversity of activities
Teaching is said to be not a boring job because the
clients are human beings who are alive and dynamic. Every
day provides new experiences, new opportunities for
teachers and new ways of doing things.

5. Long holidays
Teachers can enjoy long holiday with pay. They also
get paid when classes are suspended due to typhoons and
other national or special holidays. This is on top of the long
summer vacation that enjoy with pay.

6. Shorter hours of work

Teachers claim that they spend longer time working
than other professionals. As prescribed by the Magna Carta
for Public School Teachers, teachers are allowed only to
have instructional time of six (6) hours a day which is lower
than that of other professionals.

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 Apprentice Desk 1.7.
Using the following scale, how do you assess the attractiveness of the teaching
profession in the Philippines? Why?
 Very attractive profession
 Attractive profession
 Moderately attractive profession
 Not-attractive profession
 A very non-attractive profession

Hallmarks of the Teaching Profession

Factors that make teachers to be happy as teachers and the reasons for staying
longer in their profession are as follows:
1. Ability to make a difference in the lives of learners
Teaching is not teaching unless teachers make a big difference in the lives
of their learners. Making a difference in the lives of the learners means changing
their lives for the better. Teaching is a profession where one can hone the minds,
form the character and sharpen the skills of the young which result to change or
transformation in their lives.
2. Joy of working with learners
Teachers find working with learners as a very difficult and stressful task.
To some this is an opportunity to touch young lives and contribute in their
formation and transformation.
3. Watching learners rise to the challenge of the subjects
Observing that the learners are enjoying and progressing in their level of
competency (knowledge, skills and attitude) is the greatest and ultimate joy of
teachers. They find happiness when learners are able to hurdle challenging
tasks, written works and performance tests required in the subject. Significantly,
teachers find joy when learners develop love for the subject because of the
creative presentation, inspirational advice and good packaging of the teachers
4. The joy of working with people in general and youth in particular
One thing unique in the teaching profession is it clienteles. These
clienteles are young people who are in the formative stage. In this case, the
contribution of teachers is great in building the personality, character and life

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 skills of the learners. This is the reason why among other professionals, teachers
are recognized to play a vital role in the life of the learners just as the influence of
their parents to them. The joy of the teachers is manifested in working with this
young people whom they see to have significant change in their lives. Teachers
also feel a sense of fulfilment when they see them to be successful in their lives.
5. Love of the subject matter
Teachers teaching different learning areas have a deeper understanding,
appreciation and love for their fields of specialization. They become passionate
of the subject matter and the concepts they teach, thus, they are more likely to
form basic advocacies in life.

Factors Undermining the Status of Teaching Profession in the Philippines

Teachers are experiencing many limitations and threats to their profession.
These are the following:
1. Low pay
According to Tidles (2001), as cited by Frufonga (2015), the Filipino
teachers’ salaries are not competitive with those in other professions of equal or
less education and responsibility.
2. Lack of authority/learner behavior problems
In the study of Riggio (2017) revealed that student bullying of teachers is
reaching epidemic proportions. Students can bully teachers in various ways –
acting out in the class, challenging the teacher, or in more subtle forms like
spreading humors. He also asserted that the rise of social media provides an
easy platform for students to cyberbully teachers. In the Philippines, House Bill
No. 58 (Teacher Protection Act of 2016) was approved by the House Committee
on basic education and culture authored by Rep. Antonio Tinio. The bill seeks to
institute support mechanisms for public school teachers and school personnel in
matters of student discipline and mechanisms for classroom management and
provide for their protection against cases related to such (Press and Public
Affairs Bureau, House of Representative, 2018)
3. Teachers’ lack of control over workplace
One of the indicators for professional autonomy is the ability of the
members of the profession to set the environment to which they practice their
profession.

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 4. Interference of other stakeholders in schools
Many people have stake or personal interest in school. These include the
learners, teachers, school administrators, school personnel, parents, community
leaders, politicians and the like.
5. Stress
Teaching can be a very stressful undertaking. Teachers may be stressed
in coping with the demands and expectations of school heads, learners, parents,
community and other stakeholders. They need to cooperate and deal effectively
with all these people in order remain and retire in teaching career.
6. Multiplicity of teacher roles and responsibilities
Lucman (2015) reveals that Filipino teachers see themselves as powerful
members of society who fulfill a multidimensional social function. They can shape
all aspects of society – family, culture, morality, economy and politics.
7. Teacher morale
Morale is the mental health and emotional condition of teachers
manifested by their confidence, cheerfulness and willingness to perform assigned
tasks. Teachers’ morale plays a critical role in remaining and maintaining their
enthusiasm, passion and motivation to teach.
A low morale makes teachers become lazy, unmotivated and directionless
in performing their official duties. On the other hand a high morale increases the
teachers’ commitment and teaching performance.

Apprentice Desk 1.8.

Directions: Rank the following list of professionals in terms of their status in the
Philippines and answer the questions that follows.
Professionals Rank Professionals Rank
Doctor Pharmacist
Engineer Lawyer
Scientist Accountant
Social Worker Therapist
Criminologist Chemist
1. Which professional did you rank first and last? Why?

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Let’s Add to What You Know
The first legal document that professionalized teaching was Presidential Decree
1006 issued by then President Ferdinand E. Marcos. It was only in 1976 with PD 1006
known as the Decree of Professionalizing Teaching that teachers in the Philippines
became professionalized. The need to professionalize teaching was felt “to insure that
in the immediacy and urgency of teacher recruitment, qualitative requirements are not
overlooked…” and although teaching requires a number of years of collegiate study, it is
the only course that is not yet considered a profession” (PD 1006).
Then in 1994, RA 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994, was passed to…”to promote quality education by
proper supervision and regulation of the licensure examination and professionalization
of the practice of the teaching profession.” (Section 2)
During the pre-Hispanic period, there was no established formal schooling in the
country. So there was no formal preparation for teachers too. The mothers and fathers
and tribal leaders served as teachers at home and in the community.
During the Spanish period and by virtue of Educational Decree of 1863 free
public school system was established. There was one school for boys and mother
school for girls in every municipality. The Spanish missionaries served as teachers. The
same decree provided for a normal school run by the Jesuits to educate male teachers
in Manila. Normal schools for women were not established until 1875. So it was the
Spaniards who started training teachers in normal schools.
Paz Ramos, once Dean of the College of Education of the University of the
Philippines, Diliman, claims:
The foundation of teacher education in the Philippines were laid by the Spanish
government during the mid-eighteenth century. It is said to have begun on the August 4,
1765, when King Charles of Spain issued a Royal Decree requiring each village to have
a “maestro”. On November 28, 1772, another Royal Decree specified the qualifications
of teachers. However, it was not until 1863 that there was a specific attempt to
systematize and update the education of Filipino teachers.
At the end of Spanish rule, schools during the Spanish era were closed for a time
by Aguinaldo’s government. So there was no teacher preparation that took place.
During the American Regime, American soldiers served as the first teachers. In 1901,
the Philippine Commission enacted into law Act 74 which created the Department of
Public Instruction, laid the foundations of the public school system and offered free
primary education for Filipinos.
There was a shortage of teachers. The Philippine Commission authorized the
Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They
were the Thomasites. Due to urgent need of teachers, the Americans gave bright young

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Filipino students opportunity to take up higher education in American colleges and
universities financed by the Philippine government. They were the pensionados.
Act 74 of 1901 also provided for the establishment of Philippine Normal School
(PNS) Manila. The Philippine Normal School opened in September 1901, as an
institution for the training of teachers. For more than two decades, PNS offered two-year
general secondary education program. In 1928, it became a junior college offering a
two-year program to graduates of secondary schools. In 1949, Philippine Normal
School, renamed Philippine Normal College, offered the four-year Bachelor of Science
in Elementary Education. Other four-year teacher education courses followed after. This
means that the present four-year preparation for the professional teacher began as a
two-year program only. Teachers preparation became four-years only in 1949 and
thereafter.

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SUMMARY:
The following are the highlights of the lesson:

1. Teaching is defined in various ways. However, all definitions

consider teaching as: (a) a process of imparting knowledge and
information; (b) a process of causing positive change to learners;
(c) a process of instructing, guiding and helping others

2. Teaching as a profession has the following dimensions: (a) the why of teaching
– entering the profession; (b) the who of teaching – learners; (c) the when of
teaching – evolution of teacher education; (d) the where of teaching – field
placement.

3. Teaching has been conceived with a number of metaphors. Some conceived tit
as an art; as a science; as a craft; as a mission and as a vision.

4. A profession is an occupation performing a crucial social function. Practicing a

profession requires advanced education, training and highly specialized
intellectual skills.

5. The four (4) fundamental characteristics of a profession are: (a) professional

autonomy; (b) highly developed theoretical knowledge; (c) control of training,
certification and licensing of new entrants; (d) self-governing and self-policing
authority; especially with regard to professional ethics.

6. Teaching is a profession because (a) it is a form of public service which

requires teachers to demonstrate expert knowledge and specialized skills; (b) it
is acquired and maintained through rigorous and continuing study; (c) calls for
a sense of personal and corporate responsibility for the education and welfare
of the pupils in their care.

7. Teaching is a kind of public service. This is premised on the fact that education
is a public good wherein the general public consumes and benefits from it.

8. The professional status of teaching is a critical issue for discourse. Critics

contend that teaching is not a profession because teachers do not enjoy higher
pay, occupational status, and professional autonomy.

9. The luring and undermining factors of teaching profession can be manifold.

Few of the luring factors are: (a) importance/influence; (b) job security; (c)
wider opportunities; (d) diversity; (e) long holidays. Undermining factors of
teaching are; (a) low pay; (b) lack of authority/ learner behavior problems; (c)
lack of control over workplace; (d) interference of other stakeholders; (e)
stress; and (f) multiplicity of roles and responsibilities.

10. Teachers stay in the profession because of the following hallmarks of teaching

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profession: (a) ability to make a difference in the lives of learners; (b) joy of
working with learners; (c) watching learners rise to the challenge of the subject;
(d) the joy of working with people in general and youth in particular; and (e)
love of the subject matter.

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Name: _______________________________ Date: __________________
Year and Section: ______________________ Score: _________________
PERFORMANCE TASK 1
MY CAREER STATEMENT
DIRECTION: Complete the following statement and answer the questions that follow.
The answer to this statement must be something (or based on your own experience)
reflecting the very reason/s of enrolling in the College of Teacher Education.

I have chosen teaching as a career because __________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 After asking the learners to individually write their career statement, group them
into five and ask the following process questions:
1. Did you have similar reasons for choosing teaching as your future career? Why?
2. What made you think that teaching is the right career choice for you?
3. Were there members in your group who were forced by circumstances to take
teaching as the career option?
4. If they were forced by circumstances to choose teaching, what are their chances
to remain in teaching, love teaching and enjoy their lives as teachers?
5. Do you see yourself being a teacher all your life? Why?

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 Lesson 2: The Demand of Society from the
Teachers as a Professional

Learning Objectives:
At the end of the lesson, you will be able to:
1. Discuss the meaning of the teacher as professional
2. Explain what society demands from the teacher as a professional
3. Explain the professional competencies that a teacher should possess
4. Evaluate yourself vis-à-vis professional characteristics of teachers
5. Show behaviors that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity

Introduction:
Teachers have tremendous power to influence
students. Society as a whole expect much from
teachers and schools. Schools are expected to work
with and for communities and so are teachers. The
Code of Ethics for Professional Teachers cites the
state, the community, the teaching community, school
officials, non-teaching personnel and learners as
groups of people with and for whom a teacher works.
To teach well is what society primarily demands of teachers. The learning of the learner
is the teacher’s main concern.
Activity: Let’s Read These
What does society expect of teachers as professionals?
TEACHER
Answer the question by beginning with any of the letters of the word.
T – eaches with competence
E–
A–
C–
H–
E–
R–

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The Demands from the Teacher as a Professional
The Code of Ethics for Professional Teachers spells out the demands of the
state, community, higher authorities and school officials and parents from teachers. The
word “teacher” suggests that the main responsibility of the professional teacher is to
teach. The teacher’s primary customer is the learner.
There are a number of models/frameworks of effective teaching. In the country,
we have the Philippine Professional Standards for Teachers (PPST). These PPST are
standards of good teaching.
Models of Effective Teaching
A. Robert Marzano’s Causal Teacher Teacher Evaluation Model of four
domains:

1. Classroom strategies and behaviors

o Involve routine events such as communicating learning goals feedback
and establishing rules and procedures
o Involve addressing content by helping students interact with new
knowledge, practice and deepen new knowledge
o Helping students generate and test hypothesis
o Involve events enacted on the spot such as engaging students,
recognizing adherence to rules and procedures, establishing and
maintaining effective relationships with students and communicating
high expectations for all students

2. Planning and preparing

o Planning and preparing for lessons
o For use of technology
o For needs of students receiving special education
o For needs of students who lack support for schooling

3. Reflections on teaching
o Evaluating personal performance such as identifying areas of
pedagogical strengths and weaknesses
o Developing, implementing and monitoring a professional growth plan

4. Collegiality and professionalism

o Promoting positive interactions with colleagues, students and parents
o Seeking mentorship for areas of need/interest
o Mentoring other teachers and sharing ideas and strategies
o Adhering to school rules and procedures

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B. Charlotte Danielson Framework for Teaching

1. Planning and preparation

2. The classroom environment
3. Instruction
4. Professional responsibilities
o Reflecting on teaching
o Maintaining accurate records
o Communicating with families
o Participating in the professional community
o Growing professionally
o Showing professionalism

C. James Stronge – Teacher Effectiveness Performance Evaluation System

(TEPES):

Seven Performance Standards:

1. Professional knowledge
2. Instructional planning
3. Instructional delivery
4. Assessment of/for learning
5. The learning environment
6. Professionalism – maintains a commitment to professional ethics,
communicates effectively and takes responsibility for and
participates in professional growth that results in enhanced learning
7. Student progress – the work of the teacher results in acceptable,
measurable and appropriate student academic progress

D. Teacher Evaluation Standards – the McREL Model (Mid-Continent

Research for Education and Learning)

1. Teachers demonstrate leadership

o Lead in their classrooms
o Demonstrates leadership in the school
o Lead the teaching profession
o Advocate for schools and students
o Demonstrate high ethical standards
2. Teachers establish a respectful environment for a diverse
population of students
3. Teachers know the content they teach
4. Teachers facilitate learning for their students
5. Teachers reflect on their practices

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Table 1: Comparison of the 4 Models on Teacher Effectiveness
Danielson Stronge McREL Marzano
1. Planning and Instructional Teachers facilitate Planning and
preparation Planning learning for their preparing
students
Assessment of/for Teachers know the
Learning content they teach
2. Instruction Professional Teachers know the Classroom
knowledge content they teach strategies and
behaviors
Instructional Teachers facilitate
delivery learning for their
students
Communication
3. The classroom The learning Teachers establish Teachers facilitate
environment environment a respectful learning for their
environment for a students
diverse population
of students
4. Professional Professionalism Teachers Collegiality and
responsibilities demonstrate professionalism
leadership
Teachers reflect on
their practices

Since the main task of the professional teacher is to teach, society demands from
him/her teaching competence. Teaching competence is spelled out in PPST and in the
four models of effective teaching given in the preceding paragraphs. This means that if
he/she has to teach effectively he/she has to: (1) prepare and plan very well for
instruction; (2) execute or deliver that instruction plan very well because he/she has
professional knowledge (mastery of subject matter); (3) create a conducive or favorable
learning environment for diverse groups of learners; (4) assess and report learners’
progress; and (5) demonstrate professionalism as he/she deals with superiors,
colleagues, students and parents.
The first step of competent teaching is instructional preparation. This entails
clarifying learning outcomes and choice of appropriate teaching-learning activities and
use of assessment tasks aligned to the learning outcomes to check on learners’
progress.

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 Application: Let’s Apply What You Learned

1. An LPT pin is worn by Licensed Professional Teacher (LPT) and the letters LPT
are attached to the name of every professional teacher in the Philippines in the
same way the M.D., Doctor of Medicine; is attached to the name of a medical
doctor; RN for a registered nurse and CPA for a Certified Public Accountant.
When you wear that pin and write LPT after you name, you are announcing to
the world you are a professional teacher. Professional teacher, what does this
mean?

2. For the millennial learners: Is the professional teacher aptly described as

PETMALU LODI and WERPA? Explain your answer.

Qualities of a Professional Teacher

The following are the qualities of a professional teacher according to the Module
of Department of Education – Teacher Induction Program 2018:

 A professional teacher must have a deep understanding of the theoretical

knowledge about learning and human behavior. The best indicator of
successful teaching is learning. Learning is a human behavior. Theoretical
knowledge about learning and human behavior is the foundation that should
serve to guide your actions as a teacher.

 A professional teacher demonstrates attitudes that foster learning and

genuine human relationship. Attitudes have a direct effect on the professional
teachers’ behavior. The major categories of attitudes that affect teacher behavior
are (a) teacher’s attitudes toward himself/herself; (b) teacher’s attitudes toward
children; (c) teachers’ attitudes toward peers, superiors and parents; (d)
teacher’s attitudes toward the subject.

Resolve the issue.

Is teaching more of a vocation or more of a profession?

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SUMMARY:
The Filipino teacher is a professional. This means that he/she
demonstrates technical, ethical and moral competence as a result of
his/her long years of initial professional education which led him/her to the
earning of a college/university degree and passing the licensure
examinations. He/she goes through continuing professional development
and abides by the Code of Ethics for Professional Teachers. He/she possesses
professional competence. This professional competence is demonstrated in his/her
professionalism, professional knowledge, in creating a favorable learning
environment, in excellent instructional planning, instructional delivery and assessment
practices.

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