Professional Documents
Culture Documents
PROFESSION
Prepared by
Maria Ruth M.
Regalado
PNU-Manila
Competencies
1. Determine ways and means to ensure the high standards of personal and
professional development.
2. Apply ethical principles in situations involving teachers relationship with
various groups of people.
3. Reflect on professional teachers accountability to learners performance and
achievement and to the teachers total involvement in the teaching profession.
Content Coverage
THE TEACHING PROFESSION
1. Philosophies of Education & the Teacher
2. The Teacher as a Person in Society
3. The Global Teacher
4. The Professionalization of Teaching
CONTENT UPDATE
I.
The universal norm upon which all other principles on the rightness or wrongness of an action are
based
An act is moral if is in accordance with our human nature.
The Fundamental or Foundational Moral Principle: Do good and avoid evil.
Ways to Describe Good Moral Character
1.
2.
3.
4.
sensual feelings
experiences of pleasure or pain
Teaching as a Vocation
Being called to teach
Teaching as a Mission
Being task assigned or sent to teach
Teaching as a Profession
Professional the result of long and arduous years of preparation; a striving for excellence; a dedication the
public interest; commitment to moral and ethical values
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
Organized Associations
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Parent-Teacher Organizations
School-Community Associations
Basic Education
Primary
College /
University
6 years
Secondary
6 years
6 years
Entry age
Junior
(4 yrs)
Senior high school
(2 yrs)
6 years
China
6 years
Junior middle (3yrs)
Senior middle (3yrs)
6 years
Japan
6 years
Lower secondary (3yrs)
Upper Secondary (3yrs)
South Africa
6 years
3 years
3-4 years
Other Features
o Compulsory education-- entry age at 6; exit age at 15
o Primary and secondary education is provided by the government
and non-government primary schools.
o Junior Secondary Certificate of Education (Year 10 Certificate)
o Students may get a job after Junior High or go to a Technical and
Further Education (TAFE) College to learn technical skills.
o Academic year begins in March, ends in November
o Language of Instruction English
o Education system is highly centralized.
o Class size ranged from 40-60
o To attend university, students must pass one of the 2 versions of
the National University Entrance Examination.
o There are varieties of technical and vocational schools.
o Highly centralized education administered by Mombusho or
Ministry of Education.
o Preschools with mainly female teachers; not official part of the
educational system.
o 2/3 of student population go to the public school system
o 2/3 male teachers in schools
o Higher education is provided by 80% private institutions
o Japanese education relies heavily on examination.
o Students take a public examination for a Senior Certificate
Junior
Primary
(3yrs)
Senior
Primary
(3yrs)
6 years
United
Kingdom
Primary
3 yrs
United
States of
America
5 years
Middle
5 yrs
Junior
High
2 yrs
Senior
High
3 yrs
Multicultural Education
Anchored on the diversity of learners
Major goal: To transform the school so that the male and the female students, exceptional learners, as
well as students coming from diverse cultural, social-class, racial and ethnic groups will
experiences an equal opportunity to learn in school (James Banks, 1975)
Concepts that Define Diversity
o
Culture
Race
Ethnicity
o
o
o
o
o
Assimilation
Pluralism
Language
Gender
Exceptionality
2. Social Harmony
Human relations approaches that attempt to help students of differing backgrounds understand and
accept each other
3. Single-Group Studies
Encourages cultural pluralism by concentrating on the contributions of specific individuals and
groups
2. Never make assumption about an individual based on your perception of that individuals race, ethnicity,
culture or gender.
Article XIV Education, Science and Technology, Arts, Culture and Sports
The State shall protect and promote the right of all citizens to quality education at all levels and shall
take appropriate steps to make such education accessible to all.
The State shall enhance the right of teachers to professional advancement.
Section 2.
The State shall likewise ensure and protect academic freedom and shall promote its
exercise and the observance for the continuing intellectual growth, the advancement
of learning and research the development of responsible and effective leadership, the
education of high-level and middle-level professionals, and the enrichment of our
historical and cultural heritage.
Section 12.
The Commission shall reconstitute and/or organize technical panels for different
disciplines/program areas. They shall assist the Commission in setting standards and
in program and institution monitoring and evaluation. The technical panels shall be
composed of senior specialists or academicians to be approved by the Commission
Goal: To inculcate desirable values through the development of moral character with emphasis on
work ethics, self-discipline, self-reliance and nationalism.
Section 2. The school shall be the heart of the formal education system. It is where children learn.
Schools shall have a single aim of providing the best possible basic education for all
learners.
Section 4. (i) Learning Facilitator is the key-learning support person who is responsible for
supervising/facilitating the learning process and activities of the learner.
One of the functions of the Bureau is to address the learning needs of the marginalized groups of
the population including the deprived, depressed and underserved citizens
The educational system aims to provide for a broad general education that will assist each
individual, in the peculiar ecology of his own society, to (1) attain his potential as a human being; (2)
enhance the range and quality of individual and group participation in the basic functions of society;
and (3) acquire the essential educational foundation for his development into a productive and
versatile citizen.
It is the policy of the State to establish and maintain a complete, adequate and integrated system of
education relevant to the goals of national development.
The educational system aims to develop the professions that will provide leadership for the nation in
the advancement of knowledge for improving the quality of human life.
Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and protection.
One of the duties of teachers is to participate as an agent of constructive social economic, moral,
intellectual, cultural and political change in his school and the community within the context of
national policies.
UNESCO
the learning process should be based on four pillars of education: learning to know, learning to
do, learning to live together, learning to be.
It is hereby declared to be the policy of this Act to promote and improve the social and economic
status of public school teachers, their living and working conditions, their employment and career
prospects in order that they may compare favorably with existing opportunities in other walks of life,
attract and retain in the teaching profession more people with the proper qualification.
As used in this Act, the term teacher shall mean all persons engaged in classroom teaching, in any
level of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts
or vocational instructors, and all other persons supervisory and/or administrative functions in all
schools; but shall not include school nurses, .
in recognition of the vital role of teachers in nation-building and as an incentive to raise the
morale of teachers, it is imperative that they be considered as professionals and teaching be
recognized as a profession
The State recognizes the vital role of teachers in nation building and development through a
responsible and literate citizenry.
The Board shall prescribe and/or adopt a code of ethical and professional standards for the
practice of the teaching profession.
The registration of a professional teacher commences from the date his name is enrolled in a roster
of professional teachers.
Every registrant shall be required to take his professional oath before practicing as a professional
teacher.
The teaching profession shall be integrated into one national organization which shall be recognized
by the Board and the Commission as the one and only integrated and accredited association of
professional teachers.
No person shall engage in teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless the person is a duly registered
professional teacher, and a holder of a valid certificate of registration and a valid professional
license or a holder of a valid special/temporary permit.
A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization.
Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of
his researches and investigations, provided that, if the results are inimical to the declared policies of
the State, they shall be drawn to the proper authorities for appropriate remedial action.
Every teacher shall actively help ensure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.
A teacher shall recognize that the interest and welfare of learners are his first and foremost concern,
SOURCES:
Arends, R. L. (1994). Teaching. New York: McGraw-Hill.
Bilbao, P. P. B.B. Corpuz, A. T. Llagas, and G. G. Salandanan. (2006). The teaching profession. Quezon City: Lorimar Publishing,
Inc.
Borich, G. D. (2004). The effective teacher. Effective teaching methods. New Jersey: Pearson Education, Inc.
McNergney, R. F. and J. M. McNergney. (2001). Education: The practice and profession of teaching. USA: Pearson Education, Inc.
Salandanan, G. S. (2007). Elements of good teaching. Quezon City: Lorimar Publishing, Inc.
Vega, V. A., N. G. Prieto, and M. L. Carreon. (2006). Social dimensions of education. Quezon City: Lorimar Publishing, Inc.
CONTENT CHALLENGE
DIRECTIONS: Read each item carefully. Then choose the best answer.
1. What should a teaching philosophy not include?
A. Concept of the human person
B. Concept of what is true and good
C. Concept of what is pleasurable and good
D. Concept of how a learner must be taught
2. A teacher believes that students should be given a wide variety of options from which to choose. What
philosophy of education does this teacher adhere to?
A. Essentialism
B. Existentialism
C. Perennialism
D. Progressivism
3. Which of these is true about a teachers teaching philosophy?
A. It reflects career plans.
B. It is the result and reason for choosing such profession.
C. It manifests ones attitude towards issues and concerns.
D. It is a statement on how learners are perceived and must be dealt with
4. What type of reflection is utilized by a teacher who looks back at what happened previously in her task?
A. Reflection-in-action
B. Reflection-by-action
C. Reflection-on-action
D. Reflection-with-action
5. Which teacher does not demonstrate good moral character?
A. Someone who has acquired attitudes and capitalizes on them.
B. Someone who cares for others unselfishly and in a mature manner.
C. Someone who knows his capabilities and finds ways to harness them.
D. Someone who has reached a level of development appropriate to age.
6. Every teaching philosophy begins with the phrase I believe. Would it make a difference if the teacher
wrote his philosophy of education using the third person pronouns?
A. Yes, because it would mean that it is not his own thoughts.
B. Yes, because the teachers philosophy should imply a personal decision.
C. No, because teaching philosophies may be a combination of several philosophies of education.
D. No, because they all pertain to the value of teaching and learning and the learner as the center of all
efforts.
7. Why is ones philosophy of education said to be ones window to the world or compass in life?
A. Because it embodies ones thoughts, beliefs and values that serve as a guide.
B. Because it shows ones attitude and view of the profession.
C. Because it is an articulation of the philosophies of education that are appropriate to any culture.
D. Because it describes the teacher while s/he conducts the teaching-learning process.
8. Which best describes transcendent values?
A. Values that can be passed on from parents to offspring.
B. Values that are independent of time, space and people.
C. Values that depend on the needs of people at a given time.
D. Values that are expressed through spiritual and holy means.
9. Based on Schelers hierarchy of values, what is a life well lived?
A. When we value pleasure values the most.
B. When we combine at least two levels of values.
C. When we subordinate pleasure values to spiritual values.
D. When we give preference to vital values over spiritual values.
10. Value formation is training of the intellect and the will. What does not consist this training?
A. Formation of ideas
B. Judgment and reasoning
C. Yielding to impulse results
D. Concentrating attention on more remote good.
11. Daily assignments are incomplete, oftentimes not understood. What will you do?
A. Call for a conference with the parents of the students.
B. Hold remedial classes to help the problematic students.
C. Detain the delinquent students for non-compliance to assigned tasks.
D. Explain the assignment as clearly as possible before dismissing the class.
12. Which is the best way to show your schools gratitude for the assistance and cooperation extended by the
community leaders?
A. Support community projects.
B. Award a plaque of appreciation to the town mayor.
C. Campaign for the re-election of community officials.
D. Give special discounts from school fees to the children of the officials.
13. How can the community and its officials assist the school?
A. By initiating community projects.
B. By participating in town celebrations.
C. By serving as resource persons in school assemblies.
D. By giving teachers an official post at the community hall.
14. Which of these organizations help in maintaining and uplifting the quality standards of a school?
A. Educational Research and Development Assistance Foundation, Inc. (ERDA)
B. Federation of Accrediting Associations of the Philippines (FAAP)
C. National Organization of Professional Teachers, Inc. (NOPTI)
D. Philippine Association for Teachers of Educational Foundations (PATEF)
15. You are a teacher in a school in Manila. To which organization should you register if you wish to have
access to educational resources like libraries and technologies?
A. ABS-CBN Foundation, Inc.
B. Continuing Education via Television
C. Literacy Coordinating Council
D. The Mendiola Consortium
16. Why should teachers become global teachers?
A. Because the world has become so small as a result of the information highway provided by the internet.
B. Because the increased use of technology in the classroom poses challenges to the contemporary
curricula.
C. Because global education poses a variety of goals ranging from increased knowledge about the
peoples of the world.
D. Because having a wide range of knowledge in the various educational systems gives information of the
prospects for employment.
17. In what way does the Philippine basic education differ from that of Japan and China?
A. Primary education in the Philippines is free and compulsory.
B. Japan and China requires more years in high school education.
C. The entire basic education in the Philippines is provided for by the government.
D. Japan and Chinas curriculum gives emphasis to the development of law-abiding citizens.
18. Which situation does not exemplify multiculturalism?
A. Latino children in Argentina.
B. Immigrant children in a Grade 1 Science class.
C. Australian boys and girls studying the world map.
D. Gifted South African children performing a tribal dance.
19. Which of these fundamental concepts is not further deepened by multiculturalism?
A. Community support is needed by schools.
B. Children in all classrooms are heterogeneous.
C. Transcendent values depend on ethnicity.
D. Differences in race, ethnic and religion are some of the factors that require multicultural approaches.
20. How can you become a truly global teacher?
A. By joining an international professional organization.
B. By facilitating a group of multicultural learners in a Math subject.
C. By becoming technology-literate where using the internet is a breeze.
D. By integrating in my teaching strategies the expanded experiences that I have acquired beyond the
classroom.
21. Can a Filipino teacher avail of the programs conducted by the Global Teachers Millennium Awards?
A. Yes, because it requires commitment which most of us manifest.
B. Yes, because it is offered to all teachers around the globe.
C. No, because it is offered only to partner countries of the organizing body.
D. No, because Filipino teachers have already required a deep understanding of how the world is
connected.
22. Which law gives emphasis to the need of an individual for a broad general education to help him/her cope
in the peculiar ecology of his/her own society?
A. Batas Pambansa 232
B. Executive Order 356
C. Presidential Decree 6-A
D. Republic Act 9155
23. Which of these laws paved the way to the professionalization of teaching?
A. Presidential Decree 6-A
B. Presidential Decree 1006
C. Republic Act 7836
D. Republic Act 9293
24. If your principal hands to you a copy of the Code of Ethics of Professional Teachers, what is s/he expecting
you to learn?
A. The right of a teacher to academic freedom.
B. The rules of proper behavior in her institution.
C. The benefits that you may avail in case of emergency.
D. Your being a professional which commences as soon as your name is registered in the roster of
teachers.
25. Which best describes a teacher who is a true professional?
A. One who currently teaching and is confronted by the rigors of the job
B. One who possesses a license from the Professional Regulations Commission
C. One who has undergone arduous training and study in a teacher education institution
D. One who demonstrates the dignity and reputation with high moral values, as well as, technical and
professional competences