Module 19: Enhanced Teacher

Education Curriculum Anchored on OBE

Learning Outcomes
 Analyzed the influence of OBE in the teacher education curriculum
 Reflected on the futw3ure teacher education curriculum in the light of
OBE

ENGAGE/EXPLORE/EXPLAIN

ENGAGE/Take Off

As teacher education curriculum initiatives gear towards globalization,

contextualization, indigenization and other reforms or enhancements, a lot
of harmonization is being done by educators, curriculum specialists, faculty,
teachers, students and all stakeholders. Outcomes-Based Education as a
philosophy, system and classroom practice gives a very strong signal in the
reconceptualization of the teacher education curriculum.

Let us earn how a teacher education curriculum embraces I philosophy,

system and classroom practice of OBE.
EXPLORE/ EXPLAIN/Content Focus

Teacher Education Curriculum Anchored on OBE

What could be a teacher education curriculum that anchors itself on

outcomes-based education? What would be the features of this curriculum
that could address and future concerns of basic education? What
competencies must one acquire to be able to address these concerns?
How will these competencies enhance the attributes of a teacher education
graduate. These questions and many more shall be addressed in the
content of this lesson.

1. Desired Outcomes of the Teacher Education Programs (Ideal

Graduate of Teacher Education O1Program Competencies)

Questions like: What kind of teacher do we desire to graduate in the future?

What kind of teacher will you be? What qualities will you possess?

To address these questions, it is necessary that the desired competencies

and outcomes of the teacher education curriculum be clearly stated. These
competencies will guide teacher education programs on what product do
they desire at the end of the college education. What are the attributes of
the Ideal Graduate?

Recognizing the demand of K to 12, the framework of the National

Competency-Based Teacher Standards (NCBTS) and global requirements
of ASEAN 2015, a need to harmonize the teacher competencies is very
critical. With OBE, these competencies will form the desired outcomes of
the teacher education program.

With the current imperatives of the 21st century, the teacher education

curriculum must emphasize teacher's values, skills and knowledge that are
fundamental to good teaching. The roles and responsibilities of teachers
should be viewed collaboratively with other professionals because of new
job opportunities. Teachers may not remain in the classrooms but may take
on tasks as course designers, program evaluators, training specialists, and
others which are also related to teaching.
Competencies for all Future Teachers in the Teacher Education
Curriculum

It is desired, that all graduates of any teacher education program should

have the following competencies to be ready to teach in the classroom.
Here are the suggestions based on CMO 30. S. 2004 and the NCBTS.

1.       Demonstrate basic and higher levels of literacy for teaching and

learning

2.       Demonstrate deep and principled understanding of the teaching and

learning process

3.       Master and apply subject matter content and pedagogical principles

appropriate for teaching and learning

4.       Apply a wide range of teaching related skills in curriculum

development, instructional material production, learning assessment and
teaching delivery

5.       Articulate and apply clear understanding of how educational

processes relate to political, historical, social and cultural context

6.       Facilitate learning in various classroom setting diverse learners

coming from different cultural backgrounds

7.       Experience direct field and clinical activities in the teaching milieu as

an observer, teaching assistant or practice teacher.

8.       Create and innovate alternative teaching approaches to improve

student learning

9.       Practice professional and ethical standards for teachers anchored for

both local and global perspectives

10.   Pursue continuously lifelong learning for personal and professional

growth as teachers

With the enumerated intended outcomes, the future teachers should be

aware of the outcomes they should become.
Using the National Competency-Based Standards as a frame, as a global
Filipino teacher let us analyze the intended competencies Outcomes that
are addressed by the different NCBTS domains. (TCSE Progress Report,
2013)

Teacher Standard Outcomes Domains Addressed in NCBTS

  Uses specialized knowledge and v  Diversity of Learners
skill in a variety of school context v  Learning Environment
and in diverse students
v  Curriculum
background.

   Applies inquiry with the use of v  Diversity of Learners

research approaches and utilize v  Planning, Assessing and
evidence-based knowledge to Reporting
improve teaching.
v  Personal Growth and
Professional Development

v  Social Regard for Learning

 Self-directs continuous learning v  Personal Growth and
Professional Development
related to own expertise for
enhancement of students v  Social Regard for Learning
outcomes and strengthening of
professional identity.

 Maximize the involvement of v  Community Linkages

education stakeholder and non-
education communities to work in
collaboration for relevant
educational reforms
 

From the identified competencies, standards and outcomes the IDEAL

GRADUATE of the teacher education program as a new breed of
TEACHERS are:

·       Multi-literate

·       Reflective

·       Master subject content

·       Highly Skilled Sensitive to issue

·       Multicultural

·       Innovative

·       Highly professional

·       Lifelong learner

2. Teacher Education Curriculum: An Example

What kind of teacher education curriculum can develop such competencies

in colleges of education or teacher education departments?

Using the OBE framework, the competencies previously stated are now
translated into outcomes. These are the outcomes we need to see in every
graduate.
Teacher Education Program Outcomes

At the end of the degree plan for elementary or secondary teaching, the
future teacher must have:

   Demonstrated basic and higher levels of literacy for teaching and

learning.
   Demonstrated deep and principled understanding of the teaching
and learning process.
   Mastered and applied the subject matter content and pedagogical
principles appropriate for teaching and learning.
 Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning assessment
and teaching delivery
   Articulated and applied clear understanding of how educational
processes relate to political, historical, social and cultural context.
   Facilitated learning in various classroom setting diverse learners
coming from different cultural backgrounds.
  Experienced direct field and clinical activities in the teaching milieu
as an observer, teaching assistant or practice teacher
   Created and innovated alternative teaching approaches to improve
student learning.
   Practiced professional and ethical standards for teachers anchored
for both local and global perspectives.
   Pursued continuously lifelong learning for personal and professional
growth as teachers.
Content and Pedagogy to Achieve the Outcomes

Having identified the outcomes of the program, how will universities,

schools and departments form the future teachers?

1.       Course or Degree Contents- To become a teacher, a college

degree is required. A degree is made up of courses or subjects which are
clustered as general education courses, professional education courses
and major or specialized subject courses.

There are similarities as well as differences in the required number of

subjects and courses that are recommended for teachers in the elementary
and secondary level teaching

Let us look at the examples:

Elementary Level Teaching for K to Grade 6- General Education Courses,

Professional Teacher Education Courses, Areas of Specialization or
Additional Subjects in a Specialized Field.

Secondary Level Teaching for Grade 7-10 (Junior High)- General

Education Courses, Professional Teacher Education Courses, Major
Discipline (English, Math, Science, others)

Secondary Level Teaching for Grade 11-12 (Senior High School)- General
Education Course, Professional Teacher Education Courses, Major
Discipline (higher level of contents)

There are common courses for both levels of teaching. In the professional
teacher education courses, both will have almost the same with one or two
courses that are different to address the context of the grade level they will
teach.
Illustrative Example of Probable Subjects in the Professional Teacher
Education

For all future teachers in K to 12 (elementary and secondary levels)

A. Foundation Courses

   Child and Adolescent Learners and Learning Principles

   The Teacher and Society
   The Teaching Profession
   School Culture and Organizational Leadership
   School-Community Linkages
   Foundations of Special and Inclusive Education

B. Pedagogical Content Knowledge Courses

·       Facilitating Learner-Centered Teaching and Learning

·       Assessment of Learning

·       Technology for Teaching and Learning

·       The Teacher and the School Curriculum

·       Building and Enhancing Literacy Skills Across the Curriculum

·       Content and Pedagogy of the Mother Tongue (Elementary level only)

·       Teaching the Major Field Subjects (Secondary level only)

C. Major Courses for the Secondary and Selected Subject Area Content for
the Elementary

D. Experiential Learning Courses

v  Field Study Courses (Field observations)

v  Practice Teaching (Classroom Observation, Teaching Assistance, Full

immersion)

These subjects are coherent and integrated with each other to create and
achieve almost seamless experience of learning to teach. Bringing together
theory into practice, faculty teaching the content, also supervise student
teachers in the field. Pedagogical Content Courses (PCK) bring together
courses that treat them holistically.

There will also be an integration with the academic courses and the
practicum courses to allow students to learn from the experts in the field.
This will enhance collaborative relationships with the academe and the
schools.

2.       Methods of Teaching and Teaching Delivery Modes

The methods of teaching should be varied to address the different kinds of

learners. Time-tested methods as well as Current and emerging strategies
shall be utilized. These should DC student-centered, interactive,
integrative, and transformative. Courses should enhance the concept of
"learning how to learn for future teachers. The methods of teaching should
replicate what should be used in the work place or schools.

The delivery modes may vary from the traditional face-to-face, on-line,
anled experiential learning approaches. When these modalities are
combined in one course, it is called blended approach.
The use of technology for teaching and learning in all subject areas is
encouraged so that every future teacher will develop the skills to be ready
to guide future learners, most of whom are digitally skilled.

A very strong field -based experience in teacher education where pre-

service teacher students are immersed to the actual classrooms is
necessary. This will enable the students to gain experiential learning
through observation, teaching assistantship and practice teaching.

Whatever methods of teaching or delivery modes to be used by the

teachers are clearly written in a course design or syllabus prepared by the
faculty and shared to the students.

3.       Assessment of Learning

College learning shall be assessed in similar manner as all other means of

assessment. It has to be remembered that in the Philippine Qualifications
Framework (POF) there are three levels of competencies that all
undergraduate students should possess as evidence of their learning
outcomes. This refers to Level 6 of the PQF which is described as Level 1-
Knowledge, Skills and Values Level 2- Application of KSV and Level 3-
Degree of Independence. Every subject has established a set of desired
learning outcomes to be achieved, at the end of the course. These
learning outcomes should be evaluated so as to confirm if they have
be achieved.

For example, in a subject Curriculum Development, the desired

course outcomes are:

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

1.       Identified curriculum concepts that include the nature and purposes

of curriculum.

2.       Discussed the different models of curriculum and approaches to

curriculum design.
3.       Explained curriculum development in terms of planning,
implementing and evaluating.

4.       Described the different involvement of stakeholders in curriculum

implementation.

5.       Utilized different evaluation procedures and tools in assessment of

learning outcomes.

6.       Explained examples of curricular reforms such as K to 12 and OBE.

7.       Reflected on the value of understanding curriculum development as

a teacher.

How will we know that students have arrived or achieved the learning
outcomes enumerated above? We need to assess these, with the use of
varied assessment tools and procedure as mentioned in previous modules.
The key verbs shall be used as an assessment check to determine the
success of the course.

The assessment procedure and tools should be appropriate for the learning
outcomes to be measured so as to be valid and reliable.

In summary, the teacher education curriculum that approaches the OBE

model for classroom practice begins with the end in view establishing the
program outcomes at the start. It is followed by the Course Content,
Pedagogy and Assessment. But the three components are linked to each
other.
ELABORATE/Take Action
Activity 1: Do I Know?

This activity will find out your awareness of the degree program you are
enrolled in. Answer the questions given and explain your answer.

1. Do you know that you will become a TEACHER in the future? Yes
or No. Why?
-No, because when I was young until high school; I had so much I
wanted to do in life.
For me then, what I see in people's daily activities seems like I
also really want to do in life when the day comes but what I really
want the most is to become businesswoman because as we get
older we think about what the importance of life is. I was thinking
about how to work hard in life because I wanted to help my family
right away. But I also thought that when we do something in life
we need to fully decide what to do or want to do in life and while
we do it there is no equal satisfaction in ourselves. That why I
really think of my mother choice for me, was to become an
elementary school teacher, because I also liked the idea that I
would teach them how to write, read and so on. I love kids and I
will definitely enjoy while I teach them.
 2. Do you really know what it is to become a teacher, when you were
in the first year? Yes or No? Why?
-Yes, but it's not that deep because all I knew then was how to
make a lesson plan, make a PowerPoint and a simple demo. I
know the classroom rules but not properly apply beacause still
don't know how to handle classroom management and the proper
flow of teaching.

3. What activities/subjects in college made you know more of

becoming a TEACHER? Enumerate. Why?
-I think it's science, this subject is difficult but if you study well we
will learn a lot and we will not lose what we need to know in this
world. There are many things, animals and many others that we
will know where they came from and how they began to form.
Even simple things in our environment, we had so much questions
but because of science, we get our answers. So here I am
studying harder because I know I have a lot to share with my
future pupils in my teaching so that their future will be well.

4. At this point in time and from the subjects you have taken, do you
feel you are FIT to become a TEACHER? Why

-Yes, but not that very confident because I still have things to
improve, I know that very well to myself, so I try to overcome all
the trials where things are very difficult for me and trying my best
to study well.

Question 1
Not yet answered
Marked out of 10.00

Flag question

EVALUATE/Self-Check
Based on the teacher education curriculum example in this lesson, answer quickly these
questions and identify the indicator. Item 1 is an example.
In the OBE Teacher Education Curriculum format, can a future teacher like you,
1.       know exactly what you need to do to achieve the Outcome even at the beginning of your
degree plan?
Yes ✓ No          Indicator: Desired Outcomes
2.       Identify what you will do in order to achieve the identified desired outcomes?
Yes        No        Indicator:                        
3.       measure if the desired learning outcomes have been achieved?
Yes        No        Indicator:                        
4.       develop the competencies asked of all future teachers in your curriculum?
Yes        No        Indicator:                        
5.       tell if you are improving or not in your knowledge, skills and values while schooling?
6.       Yes        No        Indicator:                        

EVALUATE/Self-Check
Based on the teacher education curriculum example in this lesson, answer
quickly these questions and identify the indicator. Item 1 is an example.
In the OBE Teacher Education Curriculum format, can a future teacher like
you

1.       know exactly what you need to do to achieve the Outcome even at

the beginning of your degree plan?
Yes ✓ No Indicator: Desired Outcomes
2.       Identify what you will do in order to achieve the identified desired
outcomes?
Yes ✓ No Indicator: Method and Strategies
3.       measure if the desired learning outcomes have been achieved?
Yes ✓ No Indicator:  Assessment Tools
4.       develop the competencies asked of all future teachers in your
curriculum?
Yes ✓ No Indicator:  Performance Task
5.       tell if you are improving or not in your knowledge, skills and values
while schooling?
Yes ✓ No Indicator:  Evaluation of the Teacher