FTC 3 – THE TEACHING PROFESSION

LESSON 1
The Teacher as a Living Idiom in the Society
"To be a teacher someday" has always been very vocal in the conversation of the tend
to idolize their teacher on the way he acts, teaches, and speaks. They are also greatly influenced
and motivated by their teacher's dedication and commitment at work.
Teachers' tasks are multifaceted and challenging. Teachers are the ones who provide all
the learning experiences in the classroom; they are the ones who give assessment and feedback
on the students' performance.
Much more, they are the ones who instill in the students’ value-laden experiences which
they may apply in their real-life experiences.
They are there to motivate, praise, push, encourage, lead, inspire and manage in the hope
that they will be able to transform their students into their fullest potential.
However, a huge underlying question arises. Does teaching encompass all the behaviors
in the classroom only? Of course, categorically not.
Teaching is more than what the eyes perceive.
Teaching can go beyond what one can think of, and can be extended even outside of the
learning environment. After all, the main purpose of teaching cannot be contained only in the
four corners of the classroom.
Teaching can extrapolate even almost everywhere.
If you are a teacher, so much is expected of you. The ethical concerns have always been
the focal point of your stand. There are many moral obligations on a teacher and sometimes your
personal life can also be tantamount along with your working life.

“Realities” about what it is to be a teacher

1. Mastery of the Subject Matter
2. Relationship
3. Efficiency and Effectiveness
4. Assessment and Feedback
5. Learning Outcomes
1. Mastery of the Subject Matter (Proficiency)
As what the popular saying goes, You cannot teach what you do not have", it is very
integral for teachers to become knowledgeable and content-wise in their teaching.
With that, teachers rely to many resources such as books, journals, educational sites and
online resources just to update and upgrade their knowledge and expertise.
After all, everything that a teacher feeds in the mind of the students will be eternal
because students claim that teaching is a way of conveying the TRUTH.
2. Relationship (Harmony)
The teacher and the students need to Relationship establish good rapport with each other
that is conducive, non-threatening, inspiring and encouraging-It should be one that is friendly,
collegial and fair.
Teachers show respect to their students as much as their Students respect them in return.
3. Efficiency and Effectiveness (Productivity)
It is not enough that teachers should be efficient in their teaching. Efficiency leads to
effectiveness so the two terms go hand in hand.
Teachers should be effective also on the way they teach the students.
This is the main reason why teachers employ new, innovative and different teaching
strategies and techniques in order to deliver the lesson well that is suitable to the level of
understanding of the students. One concrete example are the types of differentiated instructions
that the 21" century education demands.
4. Assessment and Feedback ( Evaluation)
One purpose of teaching is student learning.
Assessment leads students to a greater understanding of occurrences in this world. As
what the saying goes many times "Making sense of this world".
Assessing the students will make them realize how they will understand such phenomena.
Through assessment, the students will be able to discover their strengths, potentials and
weaknesses. They will realize what they need to improve.
Teachers need to communicate the outcome of the assessment through a feedback. More
than ever, teachers are there to help the students no other else.
5. Learning Outcomes (Objectives/ Targets)
 The endpoint of teaching is learning. At certain points, teaching leads to favorable and
positive learning outcomes. This is the intended purpose at the very start...
to transform the students for their own betterment. In the classroom, teachers provide
learning experiences to address the needs and interests of the students to help them achieve the
desired learning outcomes. Such activities include differentiated instructions that are emphasized
in the 21" century education nowadays.
LESSON 2
EDUCATIONAL PHILOSOPHIES

Introduction
As a teacher, you have been exposed to various philosophies of different a contemporary
educators.
It is necessary to know your educational philosophy because it serves as your "window"
to the world and "compass" in lite.
Your philosophy of education is manifested in your dealings with your students,
colleagues, parents, administrators and other school stakeholders.
Your attitude towards your craft and your personal life has an underlying philosophy
also.
What does a philosophy of education contain or include? It includes your concept about:
✓ the human person, the learner in particular and the educated person;

✓ what is the truth and good and therefore must be taught and internalized;

✓ how a learner must be taught in order to come closer to the TRUTH.

Philosophy of education - is the branch of practical philosophy concerned with the nature of
education, as well as the philosophical issues that can arise from educational theory and practice.
The major philosophies of education can be divided into three main types: teacher-centered
philosophies, student-centered philosophies, and society-centered philosophies.
A philosophy of education refers to the examination of the goals, forms, methods and meaning
of education. The term can be used to describe the fundamental philosophical analysis of these
themes and analysis of practical pedagogical approaches.

1. ESSENTIALISM
This philosophy supports the idea that teachers teach for learners to acquire basic
knowledge, skills and values especially the acquisition and development of the four basic skills
or also called 4Rs namely Reading, Writing, Arithmetic and Right Conduct.
➢ These skills are essential to the acquisition of complex skills that are important in
preparation of their adult life.
 ➢ Teachers teach not to radically reshape the society but rather to transmit the traditional
moral values and intellectual knowledge that students need to acquire to become just
citizens of the country.
➢ The curricular disciplines included are Math, Natural Science, History, Foreign
Language and Literature.
➢ Teachers usually emphasize mastery of subject matter.

2. PROGRESSIVISM
Progressivist teachers teach and develop learners to become enlightened and intelligent
citizens of the society.
➢ Curriculum implemented responds to the needs of the students and relates this to their
personal lives and experiences.
➢ For the progressivists, everything else changes. Change is the only thing that does not
change. ➢ Teachers expose the students to many new scientific, technological and social
developments reflecting the progressivist idea that progress and change are fundamental.
Hence, teachers teach the learners through experiential method through "learning by
doing".
➢ Some examples of teaching methodologists employed are games, puzzles and field
trips.
3. PERRENIALISM
➢ believes that humans are rational beings therefore, schools should develop the
students' rational and moral attributes.
➢ According to Aristotle, if we set aside the students' reasoning skills, we deprive them
of the ability to use their higher faculties.
➢ The curriculum relies heavily on humanities with less emphasis on vocational and
technical education.
➢ Perennialist teachers teach repository of knowledge derived from the Great Books. The
classrooms are centered around teachers.
➢ Students are engaged in Socratic dialogues, or mutual inquiry sessions to develop an
understanding of history's rich content.
4. EXISTENSIALISM
Existentialists main concern is to help students understand and appreciate themselves as
unique individuals.
 ➢ Since "existence precedes essence" the teacher helps the students discover their own
essence by exposing them to various paths they take in life and by taking part in their
environment where they have freedom to choose their own preferred way.
➢ In an existentialist curriculum, students have variety of options to choose and have
great latitude in their choice of subject matter.
➢ Humanities are given emphasis to help the students unleash their own creativity and
self- expression.
➢ Existentialist methods focus on the individual. Learning is self-paced and self-directed.

➢ Values clarification strategy is employed by the teacher to help the students know
themselves and their place in the society.
5. CONSTRUCTIVISM
➢ Constructivists enable the students to link their prior knowledge into their learning
experiences for them to be able to construct their own knowledge and make meaning of
them.
➢ The learners are taught how to learn with regard to searching, critiquing and evaluating
information, drawing insights, posing questions and constructing new knowledge out of
these bits of information gathered.
6. RECONSTRUCTIVISM
➢ is an educational philosophy that sees schools as agents of social change.

➢ It believes that education should not only transmit knowledge but also actively address
social injustices and prepare students to transform society.
➢ Reconstructionist view the classroom as a place where students critically analyze
societal issues, engage in democratic dialogue, and work toward building a more
just and equitable world. ➢ Core Idea: Education should reconstruct society to improve
it.

Perennialism vs. Essentialism

Perennialism focuses on enduring truths and universal knowledge, often derived from the "great
books" of Western civilization. It aims to cultivate rational thinking and moral character.
In contrast, Essentialism emphasizes core knowledge and essential skills necessary for a
functional society.
While both are teacher-centered and emphasize a structured curriculum, Perennialism leans
toward intellectual and philosophical development, while Essentialism is more pragmatic,
aiming to prepare students for roles in society.
Similarity: Both uphold traditional academic disciplines and emphasize authority in the
classroom.
Difference: Perennialism is more concerned with timeless knowledge; Essentialism is focused
on essential, often contemporary, knowledge and skills.

Progressivism vs. Reconstructionism

Progressivism is a student-centered approach that views education as a means for personal and
social growth. It promotes hands-on learning, critical thinking, and problem-solving.
Reconstructionism extends progressivist ideals, advocating for education to be an instrument
for social reform and justice. It encourages students to critically analyze society and become
active agents of change.
Similarity: Both emphasize the importance of the learner's experience and active engagement in
learning.
Difference: Progressivism focuses more on individual development and learning by doing, while
Reconstructionism is more overtly political and reform-oriented.

Constructivism vs. Reconstructionism

Constructivism focuses on how learners individually construct knowledge through experience
and reflection, while reconstructionism emphasizes the role of education in social reform and
change, viewing society as needing constant improvement.
Similarity: both emphasize active learning and the construction of knowledge through
experience.
Difference: They differ in their primary focus and goals. Constructivism centers on the
individual learner's process of constructing understanding. Reconstructionism aims to use
education to reform and improve society by addressing social issues and promoting social
change.

Existentialism
Existentialism stands apart as it emphasizes individual freedom, choice, and responsibility.
It encourages learners to find their own meaning and purpose, with the teacher acting as a
facilitator rather than an authority. Unlike other philosophies that aim to transmit knowledge or
reform society, existentialism is centered on personal growth and self-actualization.
Contrast with others: While other philosophies often propose specific societal or curricular
goals, existentialism places value on personal meaning over prescribed content.

Underlying Assumptions Across Philosophies

Nature of Learners: Teacher-centered philosophies (e.g., Essentialism) view learners as passive
recipients of knowledge, while student-centered ones (e.g., Progressivism, Existentialism) see
learners as active participants in their education.
Purpose of Education: Traditional philosophies aim to preserve cultural knowledge and societal
structures, while progressive ones seek to transform the individual and society.
Role of the Teacher: Varies from authority figure (Essentialism, Perennialism) to guide and
facilitator (Progressivism, Existentialism)

MAJOR EDUCATIONAL PHILOSOPHIES

PHILOSOPHY FOCUS LEARNER’S TEACHER’S CURRICULUM PURPOSE OF
ROLE ROLE CONTENT EDUCATION

Perennialism Enduring truths, Passive Passive Great books, Develop rational

classical recipient recipient universal themes thought and
knowledge moral character

Essentialism Core knowledge Passive but Authority, Basic subjects Prepare for
and skills growing instructor (Math, Science, citizenship and
etc.) productivity

Progressivism Experience, Active Guide, Interdisciplinary, Foster individual

problem-solving participant facilitator relevant themes growth and
adaptability

Reconstructioni Social reform, Active change Change leader, Societal issues, Transform
sm critical agent activist current events society through
consciousness education
Existentialism Personal Unique Facilitator of Self-selected, Promote self-
meaning, self- individual choice personal interest awareness and
direction authentic living