Agmata, Dulce Marie G. Prof. Margarita T.

Sevilla
Bachelor of Elementary Education (BEED 2-1) PUP – BINAN CAMPUS

TEACHING PROFESSION
CHAPTER 1: NATURE AND CONCEPT OF TEACHING
THE NATURE OF TEACHING
 Teaching is a process that facilitates learning.
 Teaching is the specialized application of knowledge, skills, and attributes designed to
provide unique service to meet the educational needs of the individual and the society.
 Teaching emphasizes the development of values and guides students in their social
relationships.
WHAT IS A PROFESSION?
 A profession is an occupation that involves specialized training and formal qualification
before one is allowed to practice or work.
 Society and community place a great deal of trust in the professions.
WHAT IS A PROFESSIONAL?
 A formal qualification (University or college diploma, degree) gained over time.
 Specialized Knowledge (e.g. teaching secondary Mathematics)
 License or permission to practice.
 Exhibits high agreed standards of behavior and practice.
 Someone with high personal standards and values.

TEACHING AS A VOCATION, MISSION AND PROFESSION

TEACHING as a VACATION
“A man knows he has found his vacation when he stops thinking about how to live and begins
to live.”
– Thomas Merton
 Etymology of Vocation
 It comes from the Latin word “vocare” which means “to call”
 Vocation is a strong feeling of suitability for a particular career or occupation.
 When someone practices teaching as a vocation, they teach with dedication.
 A teacher who practices teaching as his vocation responds to the strong feeling or calling
for service just like the historic biblical figures, with utmost dedication.
  In summary, Vocation is only for some who are really dedicated not just to work but akso
to serve other people.

TEACHING as a MISSION
“Here is a test to find out whether your mission in life is complete. If you’re alive, it isn’t.
- Richard Bach
 Etymology of Mission
 It comes from the Latin word “misio” which is “to send”
 Mission refers to any task that is assigned, allotted, or self-imposed.
 Every teacher has its own purpose or objective that they need to accomplish.
 Every teacher has its own unique mission to accomplish.
 We are expected to contribute to the betterment of this world in our unique way.

TEACHERS AS PROFESSIONALS
“Teaching is the one profession that creates all other professions.”
“The term professional is one of the most exalted in the English language, denoting as it does,
long and arduous years of preparation, a striving for excellence, a dedication to the public
interest, and commitment to moral and ethical values.”
- Hermogenes P. Pobre, Ph.D
In the words “professional manner”, “gawang propesyonal”, and “professional fee for expert
services rendered” the word “professional” implies one who possesses the skill and
competence/expertise. “Highly professional”, unprofessional… to act that way” imply a code of
ethics by which a professional person abides. In short, a professional is one who conforms to the
technical or ethical standards of a profession. So two elements of a profession are competence and
a Code of Ethics.

Other Elements

1. Initial Professional Education

Professionals generally begin their professional lives by completing a university program in
their chosen fields- teacher education, engineering, nursing, and accountancy. This means long
and arduous years of preparation. Take note this is just an initial, which means only the
beginning because a professional is expected to learn endlessly.

2. Accreditation
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.
3. Licensing
Licensing is mandatory, not voluntary, and is administered by a government
authority. In the Philippines, this government authority is the Professional Regulation
Commission (PRC).

4. Professional Development
This is an ongoing professional education that maintains or improves professionals’ knowledge
and skills after they begin professional practice. In the Philippines, this is Continuing
Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016.

5. Professional Societies
Professionals see themselves as part of a community of like-minded individuals who put their
professional standards above the individual self-interest or the employee’s self-interest. These
professional societies put dedicated to the public interest and commitment to moral and ethical
values. Professional societies define certification criteria, manage certification programs,
establish accreditation standards and define a code of ethics and disciplinary action for
violations of that code.

6. Code of Ethics
Each profession has a code of ethics to ensure that its practitioners behave responsibly. The
code states what professionals should do. Professionals can be ejected from their professional
societies or lose their licenses to practice for violating the code of ethics.

 Why does a profession require “long and arduous years of preparation” and a “striving
for excellence”?

For us to be able to be to give more (service), which is the end goal of a profession,
continuing professional education is a must.
 Our service to the public as a professional turns out to be dedicated when out moral,
ethical and religious values serves as out bedrock foundation.
 If you take teaching as your profession, this means that you must be willing to go through
a long period of preparation and a continuing professional development.
“Pwede na” mentality vs excellence
 Striving for excellence – another element of profession.
 This element brings us to the issue of “pwede na”
 “Pwede na” is inimical to excellence.
 It is expressed in other ways like “talagang ganyan yan”, “wala na tayong magagawa”,
etc.
 All of these are indicators of defeatism and mediocrity.
 If we stick to this complacent mentality, excellence would not be within reach.
 DON’T SETTLE FOR LESS! STRIVE FOR EXCELLENCE!
 The certified teacher is the essential element in the delivery of instruction to students,
regardless of the mode of instruction.
 A teacher has professional knowledge and skills gained through formal preparation and
experience. Teachers provide personal, caring service to students by diagnosing their needs
by planning, selecting and using methods and evaluation procedures designed to promote
learning.
 The processes of teaching include understanding and adhering to legal and legislated
frameworks and policies; identifying and responding to student learning needs; providing
effective and responsive instruction; assessing and communicating student learning;
developing and maintaining a safe, respectful environment conducive to student learning;
establishing and maintaining professional relationships; and engaging in reflective
professional practice.
 Standards of Practice for The Teaching Profession

 Commitment to Students and Student Learning

Teachers are dedicated in their care and commitment to students. They treat
students equitably and with respect and are sensitive to factors that influence individual
student learning. They facilitate the development of students as contributing citizens of the
society.
 Leadership in Learning Communities
Teachers promote and participate in the creation of collaborative, safe and
supportive learning communities. They recognize their shared responsibilities and
leadership roles in facilitating student success. They maintain and uphold the principles of
the ethical standards in these learning communities.
 PROFESSIONAL KNOWLEDGE
 Teachers strive to be current in their professional knowledge and recognize its
relationship to practice. They understand and reflect on student development,
learning theory, pedagogy, curriculum, ethics, and educational research and related
policies and legislation to inform professional judgment in practice.
  PROFESSIONAL PRACTICES
 Teachers apply professional knowledge and experience to promote student
learning.
 Teachers use appropriate pedagogy, assessment and evaluation, resources and
technology in planning for and responding to the needs of the individual students
and learning communities.
 Teachers refine their professional practice through ongoing inquiry, dialogue, and
reflection.
 OUTGOING PROFESSIONAL LEARNING
 Teachers recognize that commitment to ongoing professional learning is integral to
effective practice and to student learning. Professional practice and self- directed
learning are informed by experience, research, collaboration.
 THE ETHICAL STANDRADS FOR THE TEACHING PROFESSION
 CARE - The ethical standard of Care includes compassion, acceptance, interest and
insight for developing student's potential. Teachers express their commitment to
students' well-being and learning through positive influence, professional judgment
and empathy in practice
 RESPECT - Intrinsic to the ethical standard of Respect are trust and fair-
mindedness. They honor human dignity, emotional wellness and cognitive
development. In their professional practice, they model respect for spiritual and
cultural values, social justice, confidentiality, freedom, democracy and
environment.
 TRUST - The ethical standard of Trust embodies fairness, openness and honesty.
Teachers' relationships with students, colleagues, parents, guardians and the public
are based on trust.
 INTEGRITY - Honesty, reliability, and moral action are embodied in the ethical
standard of Integrity. Continual reflection assists teachers in exercising integrity in
their professional commitments and responsibilities.
 THE PURPOSES
1. To inspire teachers to reflect and uphold the honor and dignity of the teaching
profession
2. To identify the ethical responsibilities and commitments in the teaching profession
3. To guide ethical decisions and actions in the teaching profession
4. To promote public trust and confidence in the teaching profession

TEACHING AND A LIFE OF MEANING

“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 teach for.
These are the moments I live for.”
- Josette T. Biyo, Ph.D
 TEACHERS' QUALITIES (21ST CENTURY TEACHERS, THE GLOBAL TEACHER)

TEACHERS’ QUALITIES OR ATTRIBUTES

Teacher’ personality traits are much important and influential than just academic
intelligence. The way in which the teacher’s personality interacts with the students’ personality
help to determine the kind of behavior which emerges from the learning situations. Therefore, what
do you need for a teaching career? Educational Institutions, especially in basic education both
public and private, require its teachers to prepare lesson plans to be used in while teaching. A good,
well-prepared lesson plans served as a guide to teachers so that focus on the delivery of the subject
matter will be ensured. Of course, execution or implementation of what is in the lesson plan is
another story and will determine the effectiveness of teaching. Added to lesson plan, the following
are ones needed to prepare before going to teaching career:
1. Teacher’s Professional and Personal Qualities
2. The preparation for the Subject Matter
3. The maintenance of the Classroom Management

Teacher’s Personality is divided into two: Professional Image and Personal qualities.

 Professional image means the image that one projects about themselves based upon
appearance and reputation. It may include the way that you dress, the way you speak, the
way you respond to others, and the way that others speak about you. In teaching,
Professional qualities/image also pertain to: mastery of the subject matter, use of variety of
teaching methods/strategies, techniques, utilizing good assessment tools, providing
conducive environment for learning and the kind of discipline the teachers give to the
students.
 Personal qualities pertain to the teachers’ attitudes, character traits, and values. These may
include Fear in God, Honesty, Dignity, Integrity, commitment, devotion to work, loyalty
to the school and to the duties needed to perform, compassionate, patient, industrious,
resourceful, fair, friendly, etc. Personal qualities call for teachers’ ability to maintain
rapport with the students that will inspire or motivate the learners to succeed in life.

Preparation for the Subject Matter

Preparation of the subject matter embraces its mastery as well as broad knowledge of other
field of specialization and its relevance to the main topic, using variety of classroom activities,
making the subject matter meaningful to the students, giving reviews and drills, and preparing
appropriate instructional materials as well as providing appropriate assessment tools. Further,
subject matters should be well-planned by giving good assignments and giving relevant questions
and answers to and from students.
Maintenance of Classroom Management
Classroom environment is one of the most important factors affecting student learning. It
is the kind of environment every teacher should create to maximize instructional time, help
students feel secure and supported, and motivate them to learn and succeed. Providing and
maintaining environment conducive to learning and classroom management is best achieved if
there is a consistent adherence to classroom rules, policies, or discipline; observing classroom
traffic, good seating arrangements, handling or distributing instructional materials, good
ventilation and lightings, good classroom layout, cleanliness, orderliness, and even the colors of
the walls and its decorations should be carefully chosen. Such environment provides relevant
content, clear learning goals and feedback, opportunities to build social skills, and strategies to
help students succeed. (Weimer, 2009).

THE 21ST CENTURY TEACHER

Rapid and recent technology have affected many areas of our lives such as the way we
communicate, collaborate, learn and teach. Those advances necessitate an expansion of our
vocabulary, producing definitions, utilizing modern gadgets, changing approaches to teaching and
learning a wider scope in the field of specialization. Obviously, teaching in the 21st century means
adapting different modes of teaching and learning, adapting interventions, and adapting to new
technologies for the betterment of both teaching-learning process.

A good 21st century teacher is aware of the career opportunities that will be in the coming
years for their students, and are always advocating towards forward thinking and planning to
ensure all students will not be left behind.

To be a modern, 21st-century teacher, there are a few useful skills that one will need to
have. It is not just about patience, even though that is the number one skill on the list. Below are
the skills for 21st century teachers according to Corpuz, B. et.al.:
 Effective Communication Skills include competency in written, oral, and interactive
communications. Both teachers and students should possess these skills to be able to communicate
not only with students but also to their parents and other stakeholders as well. Almost all of the
day is spent communicating with students and staffs; therefore, teachers should be able to talk
clear and concise, open minded, good listener and be sensitive to cultural differences when
communicating.
Part of effective communication skills is the ability of the teachers and students to work
together as team and collaborate with others. This will open windows to visible thinking, unlock
learning using multiple interpretation and explanation, allows for the development of active
listening and thoughtful interaction, and builds powerful skills that promote inquiry and problem
solving.
Information, Media and Technology skills call for the ability of the teachers and students
to access and evaluate information, use and manage information and apply technology effectively.
In this “new normal” situation and under “covid19 pandemic”, education sectors are prohibited to
conduct “face to face” approach of teaching and learning. Thus, the use of technologies plays a
very important role in delivering the lessons to learners. Both teachers and students should be able
to be well-versed in technology and manipulate effectively their electronic gadgets; otherwise,
each will be left behind to what the technology can offer.
Life and career skills is the ability to cope up the complex life and work environments.
Here teachers and students should be able to adapt to change, manage goals and time, be self-
directed learners, and at the same time effectively interact with others and work effectively in
diverse teams.
Learning Innovation skills are the skills that separate students who are prepared or an
increasing complex life and work environment than those who are not. This actually is the
culmination of the 4C’s (critical thinking, creativity, communication, and collaboration). Learning
and innovation skills need to be fully integrated into classrooms, schools, and around the world to
produce citizens and employees adequately prepared for the 21st century.

THE GLOBAL TEACHER AND THE MULTI-CULTURAL CLASSES

Aligned with the skills of teachers in the 21st century is the ability of the teachers who are
globally competitive and able to handle multi-cultural classes. A global teacher is one who met the
competencies and skills of the 21st century teachers discussed earlier. In addition, a globally
competent teacher has knowledge of the world, critical global issues, their local impact, and the
cultural backgrounds of learners; manifests intercultural sensitivity and acceptance of difference;
incorporates this knowledge and sensitivity into classroom practice; and, develops the skills to
foster these dispositions, knowledge, and performances in learners. Further, global teachers are
those who are active participants in various exchange program in education, are knowledgeable of
K to 12 programs of various countries, have good community link, and are effective classroom
managers.
 Are global teachers the only teachers who can teach in a multicultural class? No, this is a
misconception. A multicultural class is one in which both teachers and students are accepting all
races, cultures, and religions. The acceptance is evidenced by the books that are read, the activities
that are completed, and the lessons that are taught. Therefore, an ordinary classroom where
teachers and students with diverse background, (family, socio-economic status, sex, religions, and
race) gather but were equally valued, accepted, and respected by each member is already having a
multicultural classroom.
Teachers should prepare students to be global citizens by helping them understand the
pressing issues our current and future leaders face: hunger, poverty and conflict around the world;
climate change; inequitable access to education, medical care, jobs, human rights protections, and
clean water. To instill in students the desire to tackle these problems, teachers must first display
their own commitment to a better world. The ultimate goal for advanced globally competent
teachers is to lead students to act on these issues. However, if you’re donating your time or money
to charitable organizations, or even just attempting to reduce your impact on the environment
(through reusing/recycling, reducing your meat consumption, conserving water or energy, e.g.),
then you are on your way to becoming a globally competent teacher. Through taking action on
global issues, you model to students how they, too, can make a difference, no matter how young
they are.
A global, multicultural teacher uses multicultural approach in delivery of the subject
matter, promotes good human relationship, and promotes social reforms and cultural change. We
must learn to accept and get along with all cultures, races, and religions in order to become
productive citizens of the world. It is the teachers’ job to prepare the students for the real world,
and the real world is a multicultural one.
Write your own concept about teaching (Own Quotation)
Write an Acronym about the TEACHER (Sentence or Paragraph form)
Reference:
https://www.slideshare.net/solderingiron1996/teaching-as-a-vocation-mission-and-profession
https://www.slideshare.net/DeahGalas/the-teaching-profession-65687989
https://www.studocu.com/ph/document/president-ramon-magsaysay-state-university/bachelor-
of-secondary-education/module-1-teaching-as-a-profession/27839348