10/10/2022

L Y
O N
E 2 The Y
CB N L
Teaching
R O
F O E 2ProfessionY
C B N L
R O
FO E 2 Y
1
C B N L
R O
F O E 2 Y
C B N L
R O
F O E2 Y
B L
This course deals with the teacher as a person
COURSE


C N
and as a professional within the context of

O
national and global teachers’ standards and

R
DESCRIPTION philosophies.

O 2
 It includes an articulation of the rootedness of

F E Y
education in the philosophical and historical

B L
context, the four pillars of learning, 21st century
skills, professional ethics, core values,

C N
professional rights, privileges and

O
responsibilities, and the teacher’s role in society

R
as an agent of change.

FO 2
 It will make use of methods and strategies of

E
teaching that enhance the development of

B
learner’s life and career skills and higher-order-

C
thinking skills.

R
FO
2

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L Y
N
COURSE OUTCOMES (CO)

O
At the end of the course, students are expected to:
1. explain the elements of teaching as a profession;

2
1. trace the historical development of teaching as a profession in the
Philippines;

E Y
1. discuss the demands of the teaching profession from the teacher as a

B L
professional;
1. discuss the demands of the teaching profession from the teacher as a

C N
person;
1. discuss the provisions of and internalize the Code of Ethics for

O
OR
Professional Teachers;
1.
COURSE
cite the rights and privileges of professional teachers in the Philippine;

2
1. describe the global and the glocal teacher and the demands of the

OUTCOMES
E
globalization of the 21st century;

F Y
1. describe the professional teacher in the ASEAN and beyond;

B L
1. explain the life and career skills of learners and teachers in the global
landscape of the 21st century;

C N
1. discuss that teacher competency frameworks and professional
standards assure teacher quality;

R O
1. commit to continuing professional development
1. formulate a personal learner-centered philosophy of education.

O 2
1. commit to the teaching profession, the noblest of all professions

F LY B E
3
C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
C O N
O R 2
F service,
products, BE L Y
C ON
R
character,Odiscipline 2
F B E
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L Y
Teaching as a
Profession O N
E 2 Y
B L
PROFESSIONAL


C N
possesses skill and competence or expertise

O
OR
 acts according to the code of ethics

2
conforms to the technical or ethical

F E


Y
standards of a profession


C B
long and arduous years of preparation
striving for excellence, a dedication to the
NL
O


R
public interest and commitment to moral and

O 2
ethical values

F BLE
Y
5
C O N
O R 2
F B E L Y
CSix Elements ofON
R 2
FO Profession BE L Y
C O N
R
 INITIAL PROFESSIONAL EDUCATION

O 2
 ACCREDITATION

F B E 

L Y
LICENSING

C
PROFESSIONAL DEVELOPMENT

N


O
 PROFESSIONAL SOCIETIES

R 2
CODE OF ETHICS

FO


B E
C
R
FO
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L Y
N
 pre-Hispanic period - no formal preparation for

O
teachers

Historical Spanish period - Educational Decree of 1863 –

2

free public school system and normal school

E
Development
Y
run by the Jesuits educate male teachers in

B L
Manila.
of Teaching
C N
 No Normal schools for women until 1875

O
1901 American regime, Philippine Commission

OR

as a enacted into law Act 74 created the

2
Department of Public Instruction
Profession in
F E Y
 Thomasites, Pensionados

the
B L
 1976 Presidential Decree 1006 - 1st to

C N
professionalized teaching
Philippines
O
1994 Republic Act 7836 - Philippine Teachers

R

Professionalization Act of 1994

FO E 2 Y
7
C B N L
R O
F O E 2 Y
C B N L
R O
F O E 2 Y
Teaching as B L
 Vocation - Latin word "vocare" - to call.

C O N
 call may have vertical dimension or horizontal

and Mission OR
a Vocation dimension.

2
 Mission - comes from the Latin word "misio" -

F E Y
"to send."

B L
 Webster's New Collegiate Dictionary defines

C N
mission as "task assigned."

O
 For a professional teacher who looks at

R
teaching as his/her mission, he/she will do

FO 2
everything to arm himself/herself for an

E
excellent accomplishment of that mission.

B
 Pwede na mentality??

C
R
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L Y
The Demands from the Teacher as
a Professional
O N
E 2 Y
CB N L
O
OR
The Code of Ethics for Professional Teachers spells
out the demands to teachers.

F E 2 Y
C B NL
"TEACHER" - to teach the primary customer, the

O
learner

O R 2
F B E LY
9
C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
C O N
Robert Marzano's Causal Teacher Evaluation Model

R
of four domains

Models of
F O E 2 Y
Charlotte Danielson Framework for Teaching

B L
Effective
C N
James Stronge - Teacher Effectiveness Performance
Teaching Evaluation System (TEPES) System

R O
Teacher Evaluation Standards - The McREL model

FO 2
(Mid-Continent Research for Education and Learning

B E
C
R
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The Demands from the Teacher as L Y

a Professional
O N
E 2
TEACHING COMPETENCE

Y
TO TEACH EFFECTIVELY TEACHER HAS TO:

B L
 instructional preparation  prepared;

C N
 pedagogical content
 deliver that instruction plan very well

O
knowledge

OR
 professional competence  create a conducive learning

2
Philippine Professional Standards for environment

F E Y
Teachers  monitor learners' progress; and

B L
 revised NCBTS
demonstrate professionalism

C


N
 give the teacher professional
competencies

R O
 7 domains, 37 strands and 148

2
performance indicators for 4 career

O
stages.

F LY B E
11
C O N
O R 2
F B E L Y
The Demands of C O N
Teacher asO
R Society from the
2
F a Person
B E L Y
C reputation, N
Professional teacher

"possesses dignity and

R O
adheres to, F
O
with high moral values
E 2 Y
observes andB
a set of ethical and moral C
practices
N L
principles, standardsRand values." O
FO E 2
B
-Code of Ethics

C
R
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Traits of Good Teachers L Y

O N
 Caring

E 2 Y


C B
Approachable
Compassionate
N L
O


OR
 humble

F
 Prepared

E 2 Y
B L
 Have a sense of humor

C O N
O R 2
F LY B E
13
C O N
O R 2
F B E L Y
C O N
R
Philippine Professional Standards for Teachers (PPST)

FO E 2 Y
C B NL
R O
O 2
articulates what
help teachers reflect on

F E
constitutes teacher quality

Y
and assess their own
in the K to 12 Reform
built on NCBTS practices for personal
through well-defined

B L
growth and professional
domains, strands, and
development
indicators that;

C ON
R
makes explicit what

FO 2
teachers should know, be founded on teaching
provide measures of
able to do and value to philosophies of learner-

E
professional learning,
achieve competence, centeredness, lifelong
competent practice, and
improved student learning learning, and
effective engagement.

B
outcomes, and eventually inclusivity/inclusiveness
quality education.

C
R
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PPST Career stages L Y

O N
E 2 Y
B L
Beginning •gained the qualifications

C
Teachers

N
•have a strong understanding of the subjects/areas

O
OR
Proficient

2
•professionally independent in the application of skills in the teaching and learning process

Teachers

F B
Highly Proficient
E
•display a high level of performance

L Y
C N
Teachers
•manifest an in-depth and sophisticated understanding of the teaching and learning process.

R
Distinguished
O
•embody the highest standard for teaching

O 2
•exhibit exceptional capacity to improve their own teaching practice and that of others.

Teachers •recognized as leaders in education, contributors to the profession and initiators of

F E
collaborations and partnerships.

LYB
15
C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
C O N
O R 2
F BE L Y
C ON
R 2
FO B E
C
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PPST 7 Domains L Y
O N
E 2 Y
C
Content B N L
O
Learning Diversity of Curriculum and

OR
Knowledge and
Environment Learners Planning

2
Pedagogy

F B E Community

L YPersonal

C N
Assessment and Linkages and Growth, and
Reporting Professional Professional

R O
Engagement Development

F O Y E 2
17
C N L B
R O
F O E 2 Y
C B N L
R O
FO E 2 Y
The Code of
C B NL
Ethics R O
F O
for Professional E 2 Y
Teachers C B N L
R O
FO 2
IS A WRITTEN DOCUMENT THAT ENSURES THAT PRACTITIONERS

E
FROM DIFFERENT PROFESSION BEHAVE PROPERLY AND
RESPONSIBLY. IT STATES WHAT PROFESSIONAL SHOULD DO.

C B
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Y
 The Code of Ethics for Professional Teachers

PREAMBLE
N L
Teachers are;
O
E
 licensed
2 professionals
Ymoral values,
C

B
have dignity and reputation, high
N L
O and practice ethical
technical and professional competence

O R 2
strictly adhere to, observe


F E
and moral principles,
B Y
standard and values
L
C O N
R 2
FO B E L Y
19
C O N
O R 2
F B E L Y
C N
 ARTICLE I - SCOPE AND LIMITATIONS

SECTION I
R O
The PhilippineO
F E
Constitution provides that2 all Y
C B
educational institutions shall offer quality education
N L
O
for all Filipino citizens, a vision that requires
professionally competent
O R teachers
2
committed of its

apply, therefore,F
full realization. The provisions
E in the
of the Code shall
B L Y
C
to all teachers in all schools
Philippines.
ON
R 2
FO B E
C
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Y
 ARTICLE I - SCOPE AND LIMITATIONS

SECTION II
N L
O
This code covers all public and private school

preschool,E 2 elementary and

teachers in all educational institutions at the
Y
B L
primary, secondary

C or [Link]
levels whether academic, vocational, special,

O RThe term “teacher”2shall include industrial art or

technical

F vocational B E
teachers
L
and all other personsY
functions C N
performing supervisory and/or administrative

R O
in all schools at the aforesaid levels,

F O
whether
E 2
on full-time or part-time basis.
Y
21
C B N L
R O
F O E 2 Y


C B
ARTICLE II - THE TEACHER AND THE STATE

N L
SECTION I
R O
F
The schools areO E 2 of the
the nurseries of the citizens
Y
educational heritage of theC
B
nation and is under N
state. Each teacher is a trustee of the cultural and
L
R learners such heritage O
O morality, promote 2
obligation to transmit to as

F of country, instillB
well as elevate national
E to
national
L Y
C
pride, cultivate love allegiance
the constitution and respect for all duly constituted
ON
R 2
FO
authorities and promote obedience to the laws of
the state.
B E
C
R
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Y
 ARTICLE II - THE TEACHER AND THE STATE

SECTION II
N L
O
Every teacher or school official shall actively help
2 to this effect. Y
carry out the declared policies of the state, and
E
CB L
shall take an oath

O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
23
C O N
O R 2
F B E L Y
C N
 ARTICLE II - THE TEACHER AND THE STATE

SECTION III
R O
In the interestO
F E 2 people as Y
of the State of the Filipino

C B
much as of his own, every teacher shall be
N L
O
physically, mentally and morally fit.
R
O and Treatment) 2
sec. 22(Medical F
4670 otherwise known as the MagnaB
Examination E of RA
L Y
C Carta to
ON
Public School Teachers,
R 2
FO B E
C
R
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Y
 ARTICLE II - THE TEACHER AND THE STATE

SECTION IV
N L
O
Every teacher shall possess and actualize full

E 2
commitment and devotion to duty.
Y
C B N L
R O
F O E 2 Y
C B N L
R O
FO E 2 Y
25
C B N L
R O
F O E 2 Y


C B
ARTICLE II - THE TEACHER AND THE STATE

N L
SECTION V
R O
F
A teacher shall O E 2 of any Y
not engage in the promotion

C B
political, religious, or other partisan interest, and
N L
money, service, other O
shall not, directly , or indirectly, solicit, require,
collect or receive any R
O any person or entity2
F
valuable material from
B E for such
L Y
C
purposes.

ON
R 2
FO B E
C
R
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Y
 ARTICLE II - THE TEACHER AND THE STATE

SECTION VI
N L
O
Every teacher shall vote and shall exercise all other

E 2
constitutional rights and responsibilities.
Y
C B N L
R O
F O E 2 Y
C B N L
R O
FO E 2 Y
27
C B N L
R O
F O E 2 Y


C B
ARTICLE II - THE TEACHER AND THE STATE

N L
SECTION VII
R
not use his position or2
O
F O
A teacher shall
E official
Y
B
Cof action.
authority of influence to coerce any other person
N L
O
to follow any political course

O R 2
F B E L Y
C ON
R 2
FO B E
C
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Y
 ARTICLE II - THE TEACHER AND THE STATE

SECTION VIII
N L
O
Every teacher shall enjoy academic freedom and

researchesE 2investigations, provided

shall have the privilege of sharing the product of his
Y
B L
and that, of the

Cthey shall be drawn

results are
Nthe proper authorities
inimical to the declared

O
policies of the

O Rfor appropriate remedial

State,

2
to
action.
F academic B E
freedoms
L Y
-Justice J. Frankfurter as the

C
right to determine
N
(1) who may teach;
O
(2) what

who R
may be taught; (3) how it shall be taught; and (4)

FO E 2
may be admitted to study.
Y
29
C B N L
R O
F O E 2 Y


C B
ARTICLE III - THE TEACHER AND THE COMMUNITY

N L
SECTION I
R O
A teacher is aO
F E 2 of the
facilitator of learning and
Y
C B
development of the youth; he shall, therefore,
N L
O
render the best service by providing an
environment conducive
O R to such learning
2
and
growth.
F B E L Y
C ON
R 2
FO B E
C
R
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Y
 ARTICLE III - THE TEACHER AND THE COMMUNITY

SECTION II
N L
O
Every teacher shall provide leadership and initiative

E 2 educational, economic
to actively participate in community movements
Y
CB L
for moral, social, and civic
betterment.

O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
31
C O N
O R 2
F B E L Y
C N
 ARTICLE III - THE TEACHER AND THE COMMUNITY

SECTION III
Every teacherO
R
shall merit reasonable 2
O
F B E social
L Y
C and refrain from suchN
recognition for which purpose he shall behave with

O
honor and dignity at all times
activities as gambling,R
O less illicit relations. 2
smoking, drunkenness, and

F
other excesses, much
B E L Y
C ON
R 2
FO B E
C
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Y
 ARTICLE III - THE TEACHER AND THE COMMUNITY

SECTION IV
N L
O
Every teacher shall live for and with the community

E 2
and shall, therefore, study and understand local
Y
B L
customs and traditions in order to have

C the community.
sympathetic
N
attitude, therefore,

O
refrain from

O R
disparaging

2
F B E L Y
C O N
R 2
FO B E L Y
33
C O N
O R 2
F B E L Y
C N
 ARTICLE III - THE TEACHER AND THE COMMUNITY

SECTION V
R O
Every teacherO
F E 2 the
shall help the school keep
Y
C B as well as its N
people in the community informed about the
L
O
school’s work and accomplishments
needs and problems. R

F O E 2 Y
C B N L
R O
FO E 2
C B
R
FO
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Y
 ARTICLE III - THE TEACHER AND THE COMMUNITY

SECTION VI
N L
O
Every teacher is intellectual leader in the

E 2opportunity to provide
community, especially in the barangay, and shall
Y
B L
welcome the such

C as appropriate,OandNto actively be
leadership when needed, to extend counseling

O Rinvolved in matters 2
services,
affecting the welfare of the
F people. BE L Y
C O N
R 2
FO B E L Y
35
C O N
O R 2
F B E L Y
C N
 ARTICLE III - THE TEACHER AND THE COMMUNITY

SECTION VII
R O
Every teacherO
F E
shall maintain harmonious2 and Y
C Bofficials, and with N
pleasant personal and official relations with other
L
O
professionals, with government

O
the people, individuallyR or collectively.
2
F B E L Y
C ON
R 2
FO B E
C
R
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Y
 ARTICLE III - THE TEACHER AND THE COMMUNITY

SECTION VIII
N L
O
A teacher posses freedom to attend church and
2influence to proselyteYothers.
worships as appropriate, but shall not use his
E
CB L
positions and

O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
37
C O N
O R 2
F B E L Y
C N
 ARTICLE IX- THE TEACHER AND PARENTS

SECTION I
R O
F O
A teacher shall
E
establish and maintain2cordial Y
merit their confidence and C
B
relations with parents and shall conduct himself to
NL
O
respect.

O R 2
F B E L Y
C ON
R 2
FO B E
C
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Y
 ARTICLE IX- THE TEACHER AND PARENTS

SECTION II
A teacher shall informN
L
O parents, through proper

under him,E 2 utmost candor

authorities, of the progress or deficiencies of learner
Y
B L
exercising and tact in

C cooperation forOtheNproper guidance and

pointing out learners’ deficiencies and in seeking

O Rimprovement of learners.
parent’s

2
F B E L Y
C O N
R 2
FO B E L Y
39
C O N
O R 2
F B E L Y
C N
 ARTICLE IX- THE TEACHER AND PARENTS

SECTION III
R O
F
A teacher shallO E 2 with
hear parent’s complaints
Y
C B
sympathy and understanding, and shall discourage
N L
O
unfair criticism.

O R 2
F B E L Y
C ON
R 2
FO B E
C
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Y
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION I
A teacher has a rightN
L
O and duty to determine the

or2
academic marks and the promotions of learners in
the subjectE
B L Y with
grades he handles, such

C accepted procedures
determination
N of evaluation and
shall be in accordance

O
O Rmeasurement. In case
generally

2 of any complaint, teachers

F concerned B Edue process. LY
shall immediately take appropriate

C
actions, of serving

O N
R 2
FO B E LY
41
C O N
O R 2
F B E L Y
C N
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION II
R O
F O
A teacher shall
E 2 and
recognize that the interest
Y
C B and impartially N
welfare of learners are of first and foremost
L
O
concerns, and shall deal justifiably
with each of them.
O R 2
F B E L Y
C ON
R 2
FO B E
C
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Y
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION III
N L
O
Under no circumstance shall a teacher be

learner. E2
prejudiced nor discriminated against by the

B L Y
C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
43
C O N
O R 2
F B E L Y
C N
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION IV
R
not accept favors or 2
O
F O
A teacher shall
E gifts from
Y
C B especially if N
learners, their parents or others in their behalf in
L
O
exchange for requested concessions,
undeserved.
O R 2
F B E L Y
C ON
R 2
FO B E
C
R
FO
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Y
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION V
N L
O
A teacher shall not accept, directly or indirectly,

for2
any remuneration from tutorials other than what is
authorizedE
B
such service.
L Y
C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
45
C O N
O R 2
F B E L Y
C N
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION VI
R
base the evaluation 2
O
F O
A teacher shall
E of the
Y
academic performance. C
B
learner’s work only in merit and quality of
NL
R O
F O E 2 Y
C B N L
R O
FO E 2
C B
R
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Y
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION VII
N L
O
In a situation where mutual attraction and
2 shall exerciseYutmost
subsequent love develop between teacher and
E
B discretion to avoidL
learner, the teacher

C treatment ofOtheNlearner.
professional scandal, gossip and

O R
preferential

2
F B E L Y
C O N
R 2
FO B E L Y
47
C O N
O R 2
F B E L Y
C N
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION VIII
R O
F
A teacher shallO E 2 on Y
not inflict corporal punishment

scholastic ratings as a punishment

B
Cof poor [Link]
offending learners nor make deductions from their
for acts which
L
O R
are clearly not manifestation
2
F B E L Y
C ON
R 2
FO B E
C
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Y
 ARTICLE VIII - THE TEACHER AND THE LEARNERS

SECTION IX
N L
O
A teacher shall ensure that conditions contribute to

adequate,E 2shall extend needed

the maximum development of learners are
Y
B or solving learner’s L
and assistance in

C
preventing

O N problems and

O R
difficulties.

2
F B E L Y
C O N
R 2
FO B E L Y
49
C O N
O R 2
F B E L Y
C N
 ARTICLE V - THE TEACHER AND THE PROFESSION

SECTION I
Teacher shall,O
R
at all times, be imbued2
O
F B E with the spirit
L Y
C for the common N
of professional loyalty, mutual confidence, and

O
faith in one another, self sacrifice

the best interest of O

good, and full cooperation R
the learners, the school,2
with colleagues. When

F in any controversy, B Eteacher

or the
L Y
C
profession is at stake
shall support one another.
ON
R 2
FO B E
C
R
FO
50

25
 10/10/2022

Y
 ARTICLE V - THE TEACHER AND THE PROFESSION

SECTION II
N L
O
A teacher is not entitled to claim credit or work not

E 2 may use.
of his own. and shall give due credit for the work of
Y
B L
others which he

C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
51
C O N
O R 2
F B E L Y
C N
 ARTICLE V - THE TEACHER AND THE PROFESSION

SECTION III
R
his position, a teacher2
O
F O
Before leaving
E shall organize
Y
B
Cto carry on the work.
for whoever assumes the position such records and
N L
O
other data as are necessary

O R 2
F B E L Y
C ON
R 2
FO B E
C
R
FO
52

26
 10/10/2022

Y
 ARTICLE V - THE TEACHER AND THE PROFESSION

SECTION IV
N L
O
A teacher shall hold inviolate all confidential

E 2
information concerning associates and the school,
Y
has notB L
and shall not divulge to anyone documents which

fromC N
been officially released, or remove records

R O
the files without permission.

F O E 2 Y
C B N L
R O
FO E 2 Y
53
C B N L
R O
F O E 2 Y


C B
ARTICLE V - THE TEACHER AND THE PROFESSION

N L
SECTION V
R O
It shall be theO
F E 2 to seek Y
responsibility of every teacher
B
C be done only if there
correctives for what he may appear to be an
N L
O
unprofessional and unethical conduct of any

O
associates. However, thisR may
2
F
is incontrovertible evidence
E
for such conduct.
B L Y
C ON
R 2
FO B E
C
R
FO
54

27
 10/10/2022

Y
 ARTICLE V - THE TEACHER AND THE PROFESSION

SECTION VI
N L
A teacher may submit
O to the proper authorities any
2 violating the rightYof the
justifiable criticism against an associate, preferably
E
B L
in writing, without

C
individual concerned.

O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
55
C O N
O R 2
F B E L Y
C N
 ARTICLE V - THE TEACHER AND THE PROFESSION

SECTION VII
R O
F
A teacher may O E 2 for
apply for a vacant position
Y
C B
which he is qualified: provided that he respects the
NL
O
system of selection on the basis of merit and
competence: provided,
O R further, that all
2
qualified
candidates are given
F the opportunity to be
B E L Y
C
considered.

ON
R 2
FO B E
C
R
FO
56

28
 10/10/2022

Y
 ARTICLE VI - THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION

SECTION I
N L
O
Every teacher shall make it his duties to make an

legitimate E 2 of the school and

honest effort to understand and support the
Y
B L
policies the

C opinion and shallOfaithfully

administration
N carry them out.
regardless of personal feeling or

O R
private

2
F B E L Y
C O N
R 2
FO B E L Y
57
C O N
O R 2
F B E L Y
C N
 ARTICLE VI - THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION

SECTION II
R O
F O
A teacher shall
E 2
not make any false accusations or
Y
C B
are valid charges, heN
charges against superiors, especially under
L
oath to competent O
anonymity. However, if there

O R
should present such under
2
authority.
F B E L Y
C ON
R 2
FO B E
C
R
FO
58

29
 10/10/2022

Y
 ARTICLE VI - THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION

SECTION III
N L
O
A teacher shall transact all official business through

a differentE 2 such as when

channels except when special conditions warrant
Y
B are advocated butL
procedure, special

C superiors, in O
conditions
Ncase, the teacher
are opposed by

O Rshall appeal directly2to the appropriate higher

immediate which

F authority.. BE L Y
C O N
R 2
FO B E L Y
59
C O N
O R 2
F B E L Y
C N
 ARTICLE VI - THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION

SECTION IV
R
individually or as part 2
O
F
Every teacher,O E of a group,
Y
C B
possible, shall raise N
has a right to seek redress against injustice to the
L
O
administration and to extent

possesses. In doingO
R
grievances within acceptable democratic
2
the interest and F E right
so. they shall avoid jeopardizing
B L Y
C
the welfare of learners whose
to learn must be respected.
ON
R 2
FO B E
C
R
FO
60

30
 10/10/2022

Y
 ARTICLE VI - THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION

SECTION V
N L
O
Every teacher has a right to invoke the principle

E 2
that appointments, promotions, and transfer of
Y
B L
teachers are made only on the basis of merit and

C
needed
N
in the interest of the service.

O
O R 2
F B E L Y
C O N
R 2
FO B E L Y
61
C O N
O R 2
F B E L Y
C N
 ARTICLE VI - THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION

SECTION VI
R O
F
A teacher who O E 2 a
accepts a position assumes
Y
assuming full knowledge ofC
B
employment terms andN
contractual obligation to live up to his contract,
L
R O
O 2
conditions.

F B E L Y
C ON
R 2
FO B E
C
R
FO
62

31
 10/10/2022

Y
 ARTICLE X - THE TEACHER AND BUSINESS

SECTION I
N L
O
A teacher has the right to engage, directly or
2it does not relate toYor adversely
indirectly, in legitimate income generation:
E
B work as a teacher. L
provided that

C
affect his

O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
63
C O N
O R 2
F B E L Y
C N
 ARTICLE X - THE TEACHER AND BUSINESS

SECTION II
R O
F
A teacher shall O E 2 with
maintain a good reputation
Y
settlement of his debts andC
B
respect to the financial matters such as in the
N L
O
loans in arranging
satisfactorily his privateR
O 2
financial affairs.

F B E L Y
C ON
R 2
FO B E
C
R
FO
64

32
 10/10/2022

Y
 ARTICLE X - THE TEACHER AND BUSINESS

SECTION III
No teacher shall act,N
L
Ointerested in any commercial
directly or indirectly, as agent

venture which2
of, or be financially

B E
commodities in the purchase andY
furnish textbooks and other school
L
C
disposal of which
he can
O N related to such
exercise official influence, except only

O Rpurchase and disposal:

when his assignment is inherently,
2
F accordance E Y
provided they shall be in

B L
with the existing regulations: provided,

C may participate in N
further, that members of duly recognized

O
teachers

R
cooperatives the distribution

FO
and sale
2
of such commodities.
E Y
65
C B N L
R O
F O E 2 Y


C B
ARTICLE XI- THE TEACHER AS A PERSON

N L
SECTION I
R O
A teacher is, O
F above all. a human being
E 2 endowed Y
C B
with life for which it is the highest obligation to live
N L
O
with dignity at all times whether in school, in the
home, or elsewhere. R

F O E 2 Y
C B N L
R O
FO E 2
C B
R
FO
66

33
 10/10/2022

Y
 ARTICLE XI- THE TEACHER AS A PERSON

SECTION II
A teacher shall placeN
L
O premium upon self-discipline
2 others and in allY
as the primary principles of personal behavior in all
E
CB L
relationships with situations.

O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
67
C O N
O R 2
F B E L Y
C N
 ARTICLE XI- THE TEACHER AS A PERSON

SECTION III
R O
F O
A teacher shall
E
maintain at all times a2dignified Y
B
Cand all others. ON
personality which could serve as a model worthy of
emulation by learners, peers
L
O R 2
F B E L Y
C ON
R 2
FO B E
C
R
FO
68

34
 10/10/2022

Y
 ARTICLE XI- THE TEACHER AS A PERSON

SECTION IV
N L
O
A teacher shall always recognize the Almighty God

E 2
as guide of his own destiny and of the destinies of
Y
B L
men and nations.

C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
69
C O N
O R 2
F B E L Y
C N
 ARTICLE XII- DISCIPLINARY ACTIONS

SECTION I
Any violationO
R of this 2
O
F of any provisions B E code L Y
C N
 revocation of his Certification of Registration and
License
R O
F O
 suspension
2
from the practice of teaching
E Y
B L
profession,
 reprimand
C N
or cancellation of his temporary/special

O
R
permit

FO E 2
under causes specified in Sec. 23. Article HI or R.A. No. 7836. and under Rule 31.
Article VIII. of the Rules and Regulations Implementing R.A. 7836.

C B
R
FO
70

35
 10/10/2022

Y
 THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES

L
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
N
1. Consent for transfer
O
2.

E 2
Safeguards in disciplinary procedure
Y
B L
3. No discrimination
4.
C
Married couples

O N
OR
Academic freedom
2
5.

F E Y
6. Not more than 6 hours of actual classroom
teaching.

C B NL
Additional compensation for activities outside
O
7.

O R normal duties

2
F E Y
8. Salaries comparable to other occupations.

71
C B N L
R O
F O E 2 Y
B L
THE MAGNA CARTA FORC N
 THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES

R O
PUBLIC SCHOOL TEACHERS

F O
Salaries appropriated
E 2
by local governments not
Y
L
9.

national government. C
B
to be less than those paid to teachers of the
N
R O
10.

F O
Cost of living allowance
E 2 Y
B L
Special hardship
11. allowance
Medical examination
12.
C ON
R 2
FO
Prohibition of unauthorized
13. deduction.

B E
C
R
FO
72

36
 10/10/2022

Y
 THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES

L
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
N
14. Indefinite leave
O
E 2
15. Salary increase
Y of their
C B
16.

N L
Freedom to establish or join organization

O
choice.

O R 2
F B E L Y
C O N
R 2
FO B E L Y
73
C O N
O R 2
F B E L Y
C O N
R 2
FO B E L Y
C in the O
N
You will be teaching
O R 2
"Flat World" F or
B E L Y
"One Planet Schoolhouse" C ON
R 2
FO
THE GLOBAL AND GLOCAL TEACHER PROFESSIONAL

B E
C
R
FO
74

37
 10/10/2022

Y
 Global and Glocal Teacher Education

Global and Glocal Teacher Education

N L
UNESCO - global education:
O
E 2
aimed at educating all people Y
 as a goal to develop countries worldwide

with
B
Cworld standards. ON L in accordance

O R prepares today's 2
is a curriculum that is international in scope which


F environmentBunder Eyouth L Y
to function in one world

C professionally andN
teachers who are

R
intellectually,
O humanistically

FO
prepared.
E 2 Y
75
C B N L
R O
F O E 2 Y

B
CGoal (SDG) 4 for Education
Global and Glocal Teacher Education

N L
R
Sustainable Development
O
F O outcome targetsEof2SDG 4 must Y
By 2030, the seven
have been achieved. These are:
C B NL
R O
O
F development andBuniversal
4.1 Universal primary and
2
E pre-
secondary education
Y
4.2 Early childhood
C N L
O
primary - education

O R
4.3 Equal access to technical/vocational and
2
higher education
F B E
C
4.4 Relevant skills for decent work

R
FO
76

38
 10/10/2022

Y
 Global and Glocal Teacher Education

L
Sustainable Development Goal (SDG) 4 for Education
N
O
By 2030, the seven outcome targets of SDG 4 must

E 2
have been achieved. These are:
Y
B L
4.5 Gender equality and inclusion
C youth literacy N
O
4.6 Universal

O Rglobal citizenship 2
4.7 Education for sustainable development and
F B E L Y
C N
* to achieve the target is to increase the supply of

O
R
qualified teachers

FO E 2 Y
77
C B N L
R O
F O E 2 Y


C B
Global and Glocal Teacher Education

N L
Global Education
R O
James BeckerO
F (1988)
E 2 Y
B
C system and to seeON
an effort to help individual learners
 to see the L
O R
world as a single and global
themselves as a participant
2
in that system
F
a school curriculum
 that has a
B E
worldwide
L Y
standard of teaching and learning.
C
incorporates into the curriculum and educational O
N


O R a knowledge and2
empathy of culturesF E
experiences of each student

B
of the nation and the world.
C
R
FO
78

39
 10/10/2022

Y
 Global and Glocal Teacher Education

21st Century Learning Goals

N L
 21s century content:
O
2
 global awareness; financial, economic, business, and entrepreneurial

E Y
1iteracy; civic literacy; health and environmental awareness.

B L
 Learning and thinking skills

C N
 critical thinking, problem solving skills, communication, creativity,

O
OR
innovation, collaboration, contextual learning, information and
media literacy.

F
 ICT literacy

E 2 Y
B L
 Life skills

C N
 leadership, ethics, accountability, personal responsibility, self-
direction, others

R
21st century assessments
O
F O
 Authentic assessments

Y E 2
79
C N L B
R O
F O E 2 Y


C B N
Global and Glocal Teacher EducationL
Glocal Education
R O
FO E 2 Y
understanding the differences and teaching the

B L


C
different cultural groups in their own context to achieve

O
the goals of global education
N


O R 2
preparing future teachers from varied origins for their

F E Y
roles in the 21st century classrooms.


C B N L
provides equal opportunity and access to knowledge
and learning tools which are the basic rights of every

R
child wherever they are
O
FO E 2
C B
R
FO
80

40
 10/10/2022

Y
 Global and Glocal Teacher Education

L
From Global Teacher to Glocal Teacher Professionals
N
GLOCAL TEACHER
O
 global
E 2
teacher who is competent and armed
Y
C B
with enough skills, appropriate attitude and
universal values and is equipped modern
N L
O
OR
technologies in education in any time and any

F someone who E 2
place in the world.
Y and
globallyC

B N L
thinks and acts both locally

O
with worldwide perspectives, but is

O R 2
teaching in the communities, localities, towns,

F E
provinces and regions where
B Y
he or she is situated.
L
81
C O N
O R 2
F B E L Y
C N
 From Global Teacher to Glocal Teacher Professionals

Glocal Teacher
R O
FO E 2
understand how this world is interconnected;
Y
B L


C N
 recognize that the world has rich variety of ways of life;

O
 have a vision of the future and sees what the future would be for himself/herself

R
and the students;

O 2
are creative and innovative;

F E


B L Y
understand, respect and tolerant of the diversity of cultures

C N
 believe and take action for education that will sustain the future

O
Facilitate digitally-mediated learning;

R


FO 2
 possess good communication skills (for Filipino teachers to be multilingual);

E
 aware of international teacher standards and framework; and

B
 master the competencies of the Beginning Teacher in the Philippine

C
Professional Standards for Teachers (PPST, 2017).

R
FO
82

41
 10/10/2022

Y
 From Global Teacher to Glocal Teacher Professionals

L
Glocal Teacher must possess the following:
N

O
cultural and historical rootedness


E 2
ability to contextualize teaching-learning
Y


C B
Excellence

N L
O
responsiveness

OR


2
 accountability and integrity

F  ecological sensitivity

B E L Y
C N
 nationalism/Filipinism

R
faith in the Divine Providence
O
F O Y E 2
83
C N L B
R O
FO E 2 Y
 THE ASEAN
C B N L
R O
A. The Levels of Schooling as a Teaching Melieu

FO
Primary level
E 2 Y


C B NL
Pre-primary (Play-school, Pre-K, Kindergarten)

O
 Primary Level (Grade 1-6)


O R
Philippines, primary level refers to elementary level with two sub- levels, the

2
primary grades and the intermediate grades

F
Secondary level

BE L Y
C N
 Junior High School and the Senior High School

O
Lower Secondary level is three years with Grades 7, 8 and 9

R


FO 2
 Upper Secondary level is composed of Grades 10, 11 and 12.

E
 Philippines, the Junior High School - Grades 7, 8, 9, 10 while Grades 11 and 12 is

B
Senior High school.

C
R
FO
84

42
 10/10/2022

Y
 THE ASEAN

L
A. The Levels of Schooling as a Teaching Melieu

N
O
E 2 Y
C B N L
O
FOR E 2 Y
C B NL
R O
F O Y E 2
85
C N LB
R O
FO E 2 Y
 THE ASEAN
C B N L
R O
A. The Levels of Schooling as a Teaching Melieu

FO
Tertiary level
E 2 Y


C B
countries in the ASEAN.
NL
the college level which is beyond the basic education in-all the

R O
2
the ladder of educational system where the student earns a

O


F E
bachelor's degree in teacher education


B
In the Philippines, (TESDA)
L Y
C N
 provides diploma and training certificates for lifelong learning.


R O
also assists in the implementation of the senior high school technical-

FO 2
vocational tracks.

E
 The pre-service teacher gets appropriate qualification degree in this

B
level in order to teach

C
R
FO
86

43
 10/10/2022

Y
 THE ASEAN

L
B. The Teacher Professionals Across the ASEAN
N
O
Academic Preparations of Teacher Professionals in Basic Education

2
Lao PDR, Indonesia, Myanmar and Cambodia, future teachers

E Y
(pre-school, pre-primary of kindergarten) 9 yrs or 10 of basic

B L
education + 3 years teacher preparation

C N
For teachers of lower secondary level, 12 years of basic education

O
OR
and 2 years of teacher preparation to earn a Diploma in

2
Teaching.

F E Y
 For upper secondary level, the requirement is 12 years of basic

B L
education plus 4 to 5 years of teacher preparation to earn a

C N
Bachelor's degree

R O
 For non-education degree graduates, 12 years of basic education
plus 4 to 5 years of Baccalaureate Degree plus one year of

F O
Graduate Diploma.

E 2 Y
87
C B N L
R O
F O E 2 Y
 THE ASEAN
B
C Across the ASEAN N L
R
B. The Teacher Professionals
O
Components O of Teacher Preparation 2
F B E L Y

C
General knowledge and understanding

O N


O R
Pedagogy - (How to Teach)
2
 Teaching Practicum/Experiential
(Immersion to the E
F real world of teaching/
Learning

B L Y
Practicum/ Teaching Internship)
C
courses (What to O
N
R 2
FO or subject area}
 Specialized knowledge/ Major
teach in specific discipline
B E
C
R
FO
88

44
 10/10/2022

Y
 THE ASEAN

L
B. The Teacher Professionals Across the ASEAN
N
O
standards and competencies as a guide for all teachers

E 2
1. Skills in the 21st Century
Y
B L
2. Professionalism and accountability

C N
O
3. Pedagogical competence

OR 2
4. Teacher's characteristics/ qualities

F E
5. Knowledge competence

B L Y
C O N
O R 2
F B E L Y
89
C O N
O R 2
F B E L Y
C N
 THE ASEAN

R O
C. The Teaching Profession Practices in the ASEAN

F OResponsibilities toEbe2carried out in Y

Teacher's Major
the teaching hours required B
Actual Teaching - refers toC N L

R the time of
O
Management F
O
engagement of the teacher
2
with the learners.
E Y

support the actual teaching.
C B
of Learning - refers to activities that

N L
R O
2
Administrative work - refers to the teachers' job
aside from teaching O


F B E
C
R
FO
90

45
 10/10/2022

Y
 THE ASEAN

L
C. The Teaching Profession Practices in the ASEAN

N
O
Teacher Licensing and Recruitment


E 2
Teachers who are not certified or licensed become para-

Y
B L
professionals or assistant teacher.

C N
 In the Philippines, it is the Professional Regulation Commission

O
(PRC)

OR 2
 In Singapore it is the National Institute for Education (NIE).

F E Y
 In Thailand, it is the Teacher Education Council (Khurusapha)


C B L
In Indonesia, Akta IV teacher license is given by the teacher
colleges for an authority to teach.
N
R O
In other countries, certification is issued instead by the Ministry of

O 2

Education or the teacher education colleges or universities.

F BLE
Y
91
C O N
O R 2
F B E L Y
C N
 THE ASEAN

R O
D. Teacher and the Teaching Profession Beyond the ASEAN

CHINA
FO E 2 Y

C B NL
200 million students, 9 million teachers the largest

R O
teaching force in the world.


F O E 2
highly centralized education system

Y
B L
 uniform subject matter and instructional contents

C N
primary grades (1st 6 years) development of cognitive

O
R
skills


FO 2
six years of high school. Class size ranges from 40 to 60
E
B
students

C
R
FO
92

46
 10/10/2022

Y
 THE ASEAN

N L
D. Teacher and the Teaching Profession Beyond the ASEAN

CHINA O
E 2 Y
B L
 new educational system

C N
 categories of teachers

O
OR
 gongban - state-paid, minban - community-paid

F


E 2
Teacher Licensing is different for secondary and elem.

Y
B L
 Teachers Enjoy Unquestionable Authority

C O N
O R 2
F LY B E
93
C O N
O R 2
F B E L Y
C N
 THE ASEAN

R O
D. Teacher and the Teaching Profession Beyond the ASEAN

JAPAN
FO E 2 Y


C B NL
education system – model on how to operate schools

R O
 administered by the Mombusho

O 2
 serves about 24 million students

F E Y
 divided into five basic levels: kindergarten, elementary school (six years) lower

B L
secondary school (three years) upper secondary school (three years) and university

C
(usually around four years).
 Teaching Profession

ON
R
 moral education and character development and for instilling values, attitudes and

FO 2
living habits

E
 Teacher Certification

B
First class certificate

C


 Second Class Certificate

R
FO
94

47
 10/10/2022

Y
 THE ASEAN

N L
D. Teacher and the Teaching Profession Beyond the ASEAN
UNITED STATES OF AMERICA
O


E 2
The levels of education - similar to the Philippines

Y
B L
 Teaching Certificates - teaching certificate earned in one state may or may
not be recognized in another

C
What Makes a Good American Teacher?

O N
OR
 Those working in elementary schools believed that a good teacher is a kind

2
person, one who is "understanding" and "sensitive to the needs of children."

F 
their subjects.

B E L Y
The secondary school teachers - good teachers have to know how to teach

C O N
O R 2
F B E L Y
95
C O N
O R 2
F B E L Y
C Index of 2013 ON
 THE ASEAN

R
E. The Global Teacher Status
O all over the world 2

F
polled 21 countries
chosen on their performanceB
E
in PISA and TIMSS to L
Y

C of the world. ON
O R
represent the major continents

2
F B E L Y
C O N
R 2
FO B E
C
R
FO
96

48
 10/10/2022

Y
 THE ASEAN

L
E. The Global Teacher Status Index of 2013
N
O
TEACHER STATUS - Social Status of Teachers

2
Two thirds of the countries judged the status of teachers to be

E Y
most similar to social workers (Germany, Italy, Spain, Switzerland

B
and the Netherlands).

C N L
O
 The second closest status was to librarians (USA, Brazil, France,

OR
Turkey) and in New Zealand, people think that the job of teaching

F E 2
is most similar to nursing.

Y
B L
 Only one country (China) think of teachers as being most closely

C N
compared to doctors.

R O
F O E 2 Y
97
C B N L
R O
F O E 2 Y
 THE ASEAN
B
C Index of 2013 ON L
R
E. The Global Teacher Status
2
FO
TEACHER STATUS

B E L Y
C N
Teaching: Sought-After Profession

O
 50% of parents in China provide positive encouragement for child to become

R
teachers (joined by South Korea, Turkey and Egypt)

O 2
Pupil Respect for Teachers


F B E L Y
In China, 75% of the respondents believe that students respect their teachers,
compared to only 27% average per country.


C N
Turkey, Egypt, and Singapore have a high level of belief that pupils respect

O
R
teachers with an average of 46%.

FO 2
 Across Europe, there are higher levels of pessimism about students' respect for

E
teachers than in Asia and the Middle East.

C B
R
FO
98

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 10/10/2022

Y
 THE ASEAN

L
E. The Global Teacher Status Index of 2013
N
PERCEPTION OF TEACHER REWARD
O


E 2
Most countries judged a fair rate of pay as similar to teacher's actual pay.

Y
B L
 In Japan, France and USA, the actual pay was judged higher than the fair rate
of salary.

C N
Majority of the countries think teachers ought to be rewarded with higher pay

O
OR
than what they are presently getting.

2
PERFORMANCE-RELATED PAY

F 

B E L Y
Most countries believed that teachers salary should be based on the achieved
student learning outcomes. The performance related pay (PRP) should be used

C N
according to performance.

R O
 In all the 21 countries, more than 59% of people think teachers ought to be paid

2
according to the performance of their pupils. The average across countries was

O
75%.

F B E L Y
99
C O N
O R 2
F B E L Y
C Index of 2013 ON
 THE ASEAN

R
E. The Global Teacher Status
2
FO
TEACHER AGENCY AND CONTROL

B E L Y
C N
Trusting Teachers to Deliver Education

R O
 No country gave rating below 5, suggesting that all countries

O 2
placed satisfactory to positive trust in their teachers.

F E Y
 Finland and Brazil at the top of the table displaying strong trust in

B L
their teachers, while Israel, Japan, South Korea and Egypt are at

C N
the bottom of the table, showing limited trust for their teachers.

R O
FO E 2
C B
R
FO
100

50
 10/10/2022

Y
 The Changing Global Landscape and the 21st Century Skills for Teachers

21st Century Teachers

N L

O
Knowledgeable on new landscape from the changes in

2
leaps and bounds of the century.

E
 21st century skills as tool for teachers

B L Y
C N
 Key categories of the different changes and

O
developments in the 21st century teaching and learning

OR 2
 these categories:

F  new
 new E
learning environment,

B
learning contents,
L Y
 new
C O N
processes of learning and how these will be facilitated,

O R
 new type of learners, and

2
F E Y
 new type of teachers.

101
C B
N L
R O
F O E 2 Y
B L
Key categories in the 21C
century teaching andN
 The Changing Global Landscape and the 21st Century Skills for Teachers

R O st

learning
FO Environment
The New Learning
E 2 Y

and use of ICT

C B N L
learner-centered,new spaces and borderless, enhanced opportunity for creativity and innovations,

R
New Learning Contents
O

O
F of Learning and 2
EHow Y
new learning environment and the explosion of knowledge

New Processes
These will be Facilitated C B N L
R O
FO 2
 Face-to-Face Distance Learning, Blended modalities, Experiential and lifelong learning

The New Types of Learners

B E
C
 21st century learners

R
FO
102

51
 10/10/2022

Y
 The Changing Global Landscape and the 21st Century Skills for Teachers

Life and Career Skills

N L
 Flexibility
O
and Adaptability

E 2
 Initiative and Self-direction
Y
C B
 Social and Cross-cultural skills
N L
O
OR
 Productivity and Accountability

F E 2
 Leadership and Responsibility
Y
C B
 The New Type of Teachers
NL
R O
F O E 2 Y
103
C B N L
R O
F O E 2 Y


C B N L
The Changing Global Landscape and the 21st Century Skills for Teachers

R
UNESCO's Four Pillars of Learning
O
FO
Learning to Know
E 2 Y
C B NL
it is learning how to learn throughout one's life

R O
An individual who is knowledgeable is literate


F O E 2
UNESCO international expert meeting in 2003, redefined

Y
B L
literacy as the ability to identify, understand, interpret,

C N
create, communicate and compute using printed and

O
written materials associated with varying contexts.

R 2
FO B E
C
R
FO
104

52
 10/10/2022

Y
 The Changing Global Landscape and the 21st Century Skills for Teachers

L
UNESCO's Four Pillars of Learning
21 Century LiteraciesN
st
O


E 2
The Arts and Creativity
Y
C

B Ecoliteracy

N L
O
Cyberliteracy/ Digital Literacy

R


O 2
 Financial Literacy

F 
E
Media Literacy

B L Y
C N
 Social/Emotional Literacy

R

O
Globalization and Multi-cultural Literacy

FO E 2 Y
105
C B N L
R O
F O E 2 Y


C B N L
The Changing Global Landscape and the 21st Century Skills for Teachers

R
UNESCO's Four Pillars of Learning
O
FO
Learning to Do
E 2 Y
C B NL
To apply knowledge, one must have the 21" century skills.

R O
Qualifications now is equated to skills and not to

O 2
knowledge alone.

F B E L Y
Can the knowledge gained be translated to application?

C ON
R 2
FO B E
C
R
FO
106

53
 10/10/2022

Y
 The Changing Global Landscape and the 21st Century Skills for Teachers

UNESCO's Four Pillars of Learning

N L
 Learning to Be
O
 It
E 2 Y
implies developing the potentials of each

C B
individual

N L
O
. Continuing education must improve self-
R


O 2
knowledge and self-esteem.

F 

B E
What would you like to BE?
L Y
C O N
R 2
FO B E L Y
107
C O N
O R 2
F B E L Y
C N
 The Changing Global Landscape and the 21st Century Skills for Teachers

R
UNESCO's Four Pillars of Learning
O
Learning toO
F Live Together
E 2 Y
relationships among people B L


C to work ON
harmoniously, to live R
bringing in together a community


F O E 2
in peace and prosperity and
Y
B L
to show respect and concern for others

C
interpersonal skills that will enable people to live


ON
side by side with others
R 2
FO B E
C
R
FO
108

54
 10/10/2022

Y
 Quality Teachers and Teacher Quality

QUALITY TEACHERS
N L
O
characterized by the different skills needed in the 21st

2
century education.

B
 Global E
IDENTIFIED THEMES by partnership 21
awareness
L Y
C N
 Financial, Economic, Business and Entrepreneurial Literacy

O
OR
 Civic Literacy

F
 Health Literacy

E 2 Y
B L
 Knowledge and values.

C N
 3 CLUSTERS of 21st CENTURY SKILLS FRAMEWORK.

O
 Learning and Innovation Skills Framework

O R 2
 Information, Media and Technology Skills Framework

F YE
 Life and Career Skills Framework

109
C N L
B
R O
F O E 2 Y


C B N L
Quality Teachers and Teacher Quality

QUALITY TEACHERS
R O
FO E 2 Y
global competent - able to demonstrate knowledge, skills, values and

B L
dispositions as described below:

C N
1. understand one's own cultural identity and its influence on personal

O
dispositions and classroom practices;

O R
2. know and integrate global dimensions in the subject one teaches;

2
F E
3. engage students in learning;

B L Y
4. use real-life local and global examples;

C N
5. value the inputs of culturally and linguistically diverse learners;

O
6. create environment that encourage positive cross cultural interactions;

R
7. model social responsibility in local and global context and

2
FO
8. help learners find appropriate actions to improve local and global

E
conditions.

C B
R
FO
110

55
 10/10/2022

Y
 Quality Teachers and Teacher Quality

TEACHER QUALITY
N L

O
US shifted its definition from the possession of a

E 2
credential or certification to outcomes-based education

Y
B L
 The OECD has proposed the core elements of the

C N
teacher-quality standards should include:

O
OR
 Planning and Preparation

F
 Classroom

E 2
environment

Y
B L
 Instruction

C N
 Professional responsibilities

R O
F O E 2 Y
111
C B N L
R O
F O E 2 Y


C B
Quality Teachers and Teacher Quality

N L
R O
F O
quality teachers
E 2 Y
C B
attributes and characteristics

NL
teacher quality
R O
O the profession and are2
validated byF
standards set for


B E L Y
C N
the students learning outcomes.

R O
FO E 2
C B
R
FO
112

56
 10/10/2022

Y
 Continuing Professional Development: The Lifeblood of the leaching Profession

The Philosophical Basis of CPD

N L
 "Growth is an evidence of life."
O


E 2
So a teacher who is alive grows physically,
Y
B L
psychologically, mentally, socially, emotionally,

C N
spiritually.

O
OR
 Man/woman is an unfinished project."

F


E 2
For a professional teacher, he/she and is always in the

Y
B L
process of becoming better and better as a person

C N
he/she and professional teacher.

R O
F O Y E 2
113
C N L B
R O
FO E 2 Y


C B N L
Continuing Professional Development: The Lifeblood of the leaching Profession

R O
The Historical and Legal Bases of Continuing Professional Development in

FO 2
the Philippines

E Y
 1987 Philippine Constitution - Section 5, Paragraph 4, states: "The State shall

B L
enhance the right of teachers to professional advancement.

C N
 Batas Pambansa 232, the Education Act of 1982, Chapter 3. Duties and

O
Obligations, Section 16, (4) states as one of teacher's obligations to assume the

R
responsibility to maintain and sustain his professional growth and

O 2
advancement...

F E Y
 RA 9155, An Act Instituting a Framework of Governance for Basic Education,

B L
Establishing Authority and Accountability renaming the Department of
Education, Culture and Sports as the Department of Education, and for other

C N
purposes

R O
 the Secretary of Education shall have authority accountability and responsibility for Enhancing the
employment status, professional competence, welfare and working conditions of all personnel of the

FO 2
Department

E
 the school heads shall have authority accountability and responsibility for ..._encouraging start
development."

B
 R.A. 7836, the Teachers' Professionalization Act, also provided for mandatory

C
Continuing Professional Education (CPE), now referred to as Continuing
Professional Development (CPD)

R
FO
114

57
 10/10/2022

Y
 Continuing Professional Development: The Lifeblood of the leaching Profession

the Philippines
N L
The Historical and Legal Bases of Continuing Professional Development in

O
Resolution No. 435, s. 177 passed by The Board for Professional Teachers (BPT) to

2
adopt the Code of Ethics for Professional Teachers pursuant to the provisions of

E Y
paragraph (e) Article 11 of RA. 7836, otherwise known as The Philippine

B L
Teachers' Professionalization Act of 1994.

C N
 Executive Order # 266, Institutionalization of the Continuing Professional
Education (CPE) Programs of the Various Professional Regulatory Boards (PRBs)

O
OR
Under the Supervision of the Professional Regulation Commission (PRC). This was

2
signed and issued by the Office of then President Fidel V. Ramos on July 25,

F E Y
1995

B L
 R.A. 10912, Continuing Professional Development Act of 2016 With the

C N
enactment of this law, CPD for all the forty - three (43) professions regulated by
PRC including the teaching profession has become mandatory.

R O
F O Y E 2
115
C N L B
R O
FO E 2 Y


C B N L
Continuing Professional Development: The Lifeblood of the leaching Profession

R O
The Salient Provisions of RA 10912, The Continuing Professional

FO 2
Development Act of 2016

E Y
 CPD is the only way professionals can sharpen their competitive edge in an

B L
international world that has become global village.

C N
 The purposes of CPD for professionals are stated in RA 10912, Article 1

R O
Declaration of Policy.

O 2
 the State shall institute measures that will continuously improve the competence of

F E Y
the professionals in accordance with the international standards of practice

C B N L
R O
FO E 2
C B
R
FO
116

58
 10/10/2022

Y
 Continuing Professional Development: The Lifeblood of the leaching Profession

Number of CPD Units Required

N L


O
CPD - mandatory requirement in the renewal of the Professional Identification

2
Card (PICs) of all registered and licensed professionals...

E Y
 based on Professional Regulatory Board for Professional Teachers Resolution No.

B L
11, series of 2017, the following credit units are required:

C N
Period No. of Credit Units Required

O
OR
December 2017 15 Credit units

2
January-December 2018 30 Credit units

F E Y
January 2019 onwards 45 Credit units

C B NL
R O
F O Y E 2
117
C N L B
R O
FO E 2 Y


C B N L
Continuing Professional Development: The Lifeblood of the leaching Profession

R O
Ways by Which Professional Teachers Can Earn Credit Units


FO
Professional track
E 2 Y



Academic track
C B NL
trainings by CPD providers (participant, resource speaker, trainer or demonstration teacher)

R O
Master's degree - credit units of 45.

O 2
 Completion of candidacy for the Doctorate degree - 45 credit units

F E Y
 earned five (5) years before renewal of professional license.

B L
 Self-directed track

C N
 trainings by non- accredited CPD providers but may be applied for and awarded CPD units by the

O
respective CPD Councils.


R
Productive Scholarship

2
FO E
 Development of program/training module, curriculum guide or any other resource material.

B
 written an article in a professional magazine or a technical /research paper and published in a
refereed/peer -reviewed professional journal

C
 written a book or a monograph or comes up with an invention or creative work ,

R
FO
118

59
 10/10/2022

L Y
O Our N
E 2 Y
Philosophical
C B N L
Heritage:
R O
F O E 2 Philosophies
Y
C B N L
of Education
R O
FO E 2 Y
119
C B N L
R O
F O E 2 Y

B
C - Constructivism
N L
Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
FO E 2 Y
learners construct knowledge rather than just passively

B L


C
take in information.

O N
R
 people build their own representations and incorporate

O 2
new information into their pre-existing knowledge

F
existing schema.
B E L Y
Assimilation - taking new information and fitting it into an

C ON
R
 Accommodation - using newly acquired information to

FO 2
revise and redevelop an existing schema.

B E
C
R
FO
120

60
 10/10/2022

Y
 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Constructivism
N
Why teach? O
E 2 Y
teacher sees to develop intrinsically motivated and independent

C B
to construct knowledge and make meaning of them.
N L
learners adequately equipped with learning skills for them to be able

O
OR
What to teach?

F


E 2 Y
The learners are taught how to learn. They are taught learning

B L
processes and skills

C
Students are engaged in learning experiences

O N
O R 2
F BLE Y
121
C O N
O R 2
F B E L Y
C - Constructivism
N
 Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
FO
How to teach?
E 2 Y


C B NL
teacher provides students with data or experiences that allow them to

O
construct their own knowledge


O R
classroom is interactive.

2
F E Y
 promotes dialogical exchange of ideas

B L
 teacher's role is to facilitate this process.

C ON
R 2
FO B E
C
R
FO
122

61
 10/10/2022

Y
 Our Philosophical Heritage: Philosophies of Education

Seven Philosophies of Education - Constructivism

N L
How to teach?
O


E 2
Elicit prior knowledge

Y
B L
Create cognitive dissonance

C N
Apply knowledge with feedback

O
Reflect on learning

FOR E 2 Y
C B NL
R O
F O Y E 2
123
C N L B
R O
F O E 2 Y

B
C - Constructivism
N L
Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
FO E 2
Traditional Classroom

Y
Constructivist Classroom

B L
Curriculum begins with the parts of the whole. Emphasizes Curriculum emphasizes big concepts, beginning with the

C N
basic skills. whole and expanding to include the parts.

R O
Strict adherence to fixed curriculum is highly valued. Pursuit of student questions and interests is valued.

O 2
Materials include primary sources of material and
Materials are primarily textbooks and workbooks.
manipulative materials.

F BE L Y
Learning is interactive, building on what the student
Learning is based on repetition.
already knows.

C N
Teachers disseminate information to students. Students are Teachers have a dialogue with students, helping students

O
recipients of knowledge. construct their own knowledge.

R
Teacher's role is directive, rooted in authority. Teacher's role is interactive, rooted in negotiation.

FO E 2
Assessment includes student works, observations and
Assessment is through testing and correct answers. points of view, as well as tests. Process is as important as

B
product.

C
Knowledge is seen as dynamic, ever changing with our
Knowledge is seen as inert.
experiences.

R
Students work primarily alone. Students work primarily in groups.

FO
124

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 10/10/2022

Y
 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Essentialism
N
 Why teach?
O


E 2 Y
teachers teach for learners to acquire basic knowledge, skills and values.

B L
 Teachers transmit the traditional moral values and intellectual knowledge that

C N
students need to become model citizens."

O
FOR E 2 Y
C B NL
R O
F O E 2Y
125
C B
N L
R O
F O E 2 Y

B
C - EssentialismON L
Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
2

FO
What to teach?

BE L Y
C N
 The emphasis is on academic content for students to learn the basic skills or the

O
fundamental r's reading, 'riting, 'rithmetic, right conduct- needed in preparation

R
for adult life.

O 2
The curriculum includes the "traditional disciplines”

E


F B L Y
Essentialists frown upon courses with watered down academic content

C N
 The teachers and administrators decide what is most important for the students
to learn and place little emphasis on student interests

R O
FO E 2
C B
R
FO
126

63
 10/10/2022

Y
 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Essentialism
N
 How to teach?
O


E 2 Y
teachers emphasize mastery of subject matter and are intellectual and moral

B L
models

C N
 They are seen as fountain'" of information and as "paragon of virtue,"

O
teachers have to have longer school day, a longer academic year..."

OR


2
 teachers rely heavily on the use of prescribed textbooks

F E Y
 There is a heavy stress on memorization and discipline.

C B NL
R O
F O E 2 Y
127
C BN L
R O
F O E 2 Y

B
C - Progressivism N L
Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
FO
Why teach?
E 2 Y
B L


C N
 teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society.


R O
teaches learners so they may live life fully NOW not to prepare them for adult

O 2
life.

F E Y
 How to teach?

 B
teachers employ experiential methods.

C
They believe that one learns by doing.
N L


R O
problem-solving method that makes use of the scientific method.

FO 2
 Other hands-on-minds-on-hearts-on" teaching methodology that teachers use

E
are field trips during which students interact with nature or society.

B
 Teachers also stimulate students through thought- provoking games, and

C
puzzles.

R
FO
128

64
 10/10/2022

Y
 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Progressivism
N
 What to teach?
O


E 2 Y
The progressivists are identified with a curriculum that "responds to students'

B L
needs and relates to students' personal lives and experiences."

C N
 accept the impermanence of life and the inevitability of change, everything

O
else changes.

OR
teachers are more concerned with teaching the learners the skills to cope with

2

change.

F 

B E L Y
they focus their teaching on the skills or processes in gathering and evaluating
information and in problem-solving.


C
The subjects are "natural and social sciences."

O N
R
 Teachers expose students to many new scientific, technological, and social

O 2
developments, reflecting the progressivist notion that progress and change are

F E Y
fundamental. ...

129
C B
N L
R O
F O E 2 Y

B
C - Perennialism N L
Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
Why teach?O
F E 2 Y
B L


C N
 We are all rational animals.

R O
 Schools should, therefore, develop the students' rational and moral powers.

O 2
 we allow the ability to use their higher faculties to control their passions and

F E Y
appetites.

What to teach?


C B N L
O
 curriculum is a universal one on the view that all human beings possess the

R
same essential nature. It is also a general one

FO 2
 It is heavy on the humanities, on general education.


B E
There is less emphasis on vocational and technical education.

C
 What the perennialist teachers teach are lifted from the Great Books.

R
FO
130

65
 10/10/2022

Y
 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Perennialism
N
 How to teach?
O


E 2
classrooms are "centered around teachers."

Y
B L
 They do not allow the students to dictate what they teach.

C N
 They apply whatever creative techniques and methods which are believed to

O
OR
be most conducive to disciplining the students' minds.

2
 Students engaged in Socratic dialogues, or mutual inquiry sessions to' develop

F E Y
an understanding of history's most timeless concepts."

C B NL
R O
F O E 2 Y
131
C BN L
R O
F O E 2 Y

B
C - Existentialism N L
Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
Why teach?O
F E 2 Y
B L


C N
 The main concern is to help students understand and appreciate themselves as

O
unique individuals who accept complete responsibility for their thoughts,

R
feelings and actions."


F O E 2
the teacher's role is to help students define their own essence by exposing them

Y
to various paths they take in life and by creating an environment in which they

B L
freely choose their own preferred way.

C N
 the existentialist demands the education of the whole person, "not just the

R O
mind."

FO E 2
C B
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 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Existentialism
N
 What to teach?
O


E 2 Y
students are given a wide variety of options from which to choose.

B L
 Students are afforded great latitude in their choice of subject matter.

C N
 students are provide with vicarious experiences that will help unleash their own

O
OR
creativity and self-expression.

2
 Moreover, vocational education is regarded more as a means of teaching

F E Y
students about themselves and their potential than of earning a livelihood.

B L
 existentialism encourages individual creativity and imagination

C O N
O R 2
F B E L Y
133
C O N
O R 2
F B E L Y
C - Existentialism N
 Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
FO
How to teach?
E 2 Y
B L


C N
 methods focus on the individual.

R O
 Leaning is self-paced, self-directed

O 2
 It includes a great deal of individual contact with the teacher, who relates to

F E Y
each student openly and honestly.

B L
 To help students know themselves and their place in society, teachers employ

C N
values clarification strategy.

R O
FO E 2
C B
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 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Behaviorism
N
 Why teach?
O


E 2
schools are concerned with the modification and shaping of students' behavior
by providing for a favorable environment
Y


C B N L
They are after students who exhibit desirable behavior in society.

O
 What to teach?

OR 2
 teachers teach students to respond favorably to various stimuli in the

F E
environment.
 How to teach?

B L Y
C N
 teachers "ought to arrange environmental conditions so that students can

O
make the responses to stimuli.

R 2
Physical variables like light, temperature, arrangement of furniture

O
F B EL Y
135
C O N
O R 2
F B E L Y
C - Linguistic Philosophy
N
 Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
FO
Why teach?
E 2 Y
B L


C N
 To develop the communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things


R O
It is through thier ability to express themselves clearly


F O E 2
Teachers teach to develop in the learner the skill to send messages clearly and
receive messages correctly.

Y
C B N L
R O
FO E 2
C B
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 Our Philosophical Heritage: Philosophies of Education

L
Seven Philosophies of Education - Linguistic Philosophy
N
 What to teach?
O


E 2
Communication takes place verbally, nonverbally, and paraverbally.

Y
B L
 learners use language so that they are able to communicate their thoughts

C N
and feelings.

O
 students must expand their vocabularies to enhance their communication skills.

OR
Inform learners of the verbal and non-verbal barriers to communication.

2


F B E L Y
C O N
O R 2
F B EL Y
137
C O N
O R 2
F B E L Y
C - Linguistic Philosophy
N
 Our Philosophical Heritage: Philosophies of Education

R
Seven Philosophies of Education
O
FO
How to teach?
E 2 Y
B L


C N
 teach in experiential way.

O
Make them experience sending and receiving messages

R


O 2
 teachers facilitates dialogue among learners and between their students

F B E L Y
C ON
R 2
FO B E
C
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L Y
O N
E 2
The Competency
Y
B
Framework L
for Teachers
CSoutheast O N (CFT
O RSEA)
in
2
Asia
F E Y
B L
C N
INITIATED BY SEAMEO SECRETARIAT (SEAMES) AND THE SEAMEO REGIONAL CENTER

O
FOR EDUCATIONAL INNOVATION AND TECHNOLOGY (INNOTECH) IN 2017

O R 2
F B E L Y
139
C O N
O R 2
F B E L Y
C N
 The Competency Framework for Teachers in Southeast Asia

Purpose
R O
F O education E2
revitalize teacher
Y
B L


C pre-service andOin-N
promote teaching as a profession of first choice

service developmentR
by professionalizing teachers'

F O using this Regional

E 2 Y
B L
Competency Framework as a guide.

C ON
R 2
FO B E
C
R
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Y
 The Competency Framework for Teachers in Southeast Asia

COMPETENCIES
N L
O
combination of skills, knowledge, behavior and attributes that enable

2
effective or superior job performance.

E Y
 Competency Framework for Teachers

B L
 guide to improve teachers performance across the region.

C N
 has four (4) essential competencies and 12 general competencies

O
OR
 has 31 enabling competencies and 136 success descriptors.

2
 enabling competencies - set of performance criteria

F E Y
 success descriptors - describe observable behaviors expected for teachers to perform

B L
in a high level.

C
Four Essential Competencies
 Knowing and understanding what to teach

O N
R
 Helping students to learn

O 2
Engaging the community

F E


Y
Becoming a better teacher everyday

L B


141
C O N
O R 2
F B E L Y
C N
 The Competency Framework for Teachers in Southeast Asia

R O
1.0 KNOW AND UNDERSTAND WHAT I TEACH

FO
General Competencies
E 2 Y
Enabling Competencies

B L
1.1 Deepen and broaden my knowledge 1.1.1 Master my subject content.

C N
on what I teach. 1.1.2 Use research-based knowledge.

R O
1.2 Understand education trends, policies 1.2.1 Update myself on educational

O 2
and curricula. trends.

F E Y
1.2.2 Study educational policies and how

B L
they affect teaching

C N
1.2.3 Understand how to implement the

R O
curriculum

FO 2
1.3 Keep myself updated on local, 1.3.1 Check new changes in education

E
national, regional and global environment.

B
developments.

C
R
FO
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Y
 The Competency Framework for Teachers in Southeast Asia

2.0 HELP MY STUDENTS LEARN

N L
O
2.1 Know my students. 2.1.1 Identify my students' needs and strengths to help

2
them learn better.

E Y
2.1.2 Understand how my students learn.

B L
2.1.3 Value what makes my students unique.

C N
2.2 Use the most effective 2.2.1 Select appropriate teaching and learning strategy.

O
OR
teaching and learning 2.2.2 Design clear and effective lessons my students

2
strategy can understand

F E Y
2.2.3 Create a positive and caring learning space.

B L
2.3 Assess and give 2.3.1 Design assessment process and tools.

C N
feedback on how my 2.3.2 Monitor my student's progress and provide

R O
students learn appropriate support

O 2
2.3.3 Use results from assessment to improve

F Y E
instruction.

143
C N L B
R O
FO E 2 Y


C B N L
The Competency Framework for Teachers in Southeast Asia

R
3.0 ENGAGE THE COMMUNITY
O
FO
3.1 Partner with parents
E 2 Y
3.1.1 Build a support network.

B L
and caregivers 3.1.2 Create welcoming space.

C N
3.1.3 Sustain the partnership.

O
R
3.2 Involve the community 3.2.1 Engage parents and caregivers about

F O E 2
to help my students learn their children.

Y
3.2.2 Design learning activities using

C B N L
community conditions, local wisdom,

R O
tradition and knowledge.

FO 2
3.3 Encourage respect and 3.3.1 Accept what makes people different

E
diversity 3.3.2 Practice inclusion and respect in the

B
classroom.

C
R
FO
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Y
 The Competency Framework for Teachers in Southeast Asia

4.0 BECOME A BETTER EACHER EVERYDAY

N L
O
4.1 Know myself and 4.1.1 Continue to grow by knowing oneself more.

2
others 4.1.2 Become more aware and responsible for my emotions

E Y
and health.

B L
4.1.3 Nurture my relationships with care and respect.

C N
4.2 Practice human 4.2.1 Be kind and compassionate

O
goodness in my life and 4.2.2 Inspire my students and colleagues by setting my best

OR
in my work. example.

F E 2
4.2.3 Nurture my students' confidence on what they can do

Y
B L
and become.

C O N
4.3 Master my teaching 4.3.1 Keep alive my passion for teaching.

O R
practice 4.3.2 Take responsibility in my own personal and

2
professional growth.

F LY E
4.3.3 Inspire other teachers by setting my best example.

B
145
C O N
O R 2
F B E L Y
C N
 The Competency Framework for Teachers in Southeast Asia

R O
FO E 2 Y
C B NL
R O
F O E 2 Y
C B N L
R O
FO E 2
C B
R
FO
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L Y
O N
2
The EPhilippine Y
C B
QualificationsN L
RFramework O
F O E 2 (PQF) Y
C B N L
PROVIDED BY LAW. (RA 10968, S. 2018)

R O
FO E 2 Y
147
C B N L
R O
F O E 2 Y


C B N L
The Philippine Qualifications Framework (PQF)

R O
Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors

FO E 2
PQF 6 Level of Outcomes
Y
PQF 6 Descriptor of Outcomes

C B N L
Knowledge, Skills and Values Graduates possess a broad level of

R O
coherent

O 2
knowledge and skills in their field of study

F B E Y
for professional work and lifelong learning

L
Application (of Knowledge, Application of professional work in a broad

C
Skills and Values)

ONrange of discipline and/or for further

R 2
study.

FO E
Degree of Independence Independent and/ or in teams of related

B
field.

C
R
FO
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Y
 The Philippine Qualifications Framework (PQF)

PURPOSES OF THE PQF

N L
O
legal document that adopts national standards and levels for

2
outcomes of education in the country.

B E L Y
C N
assists national standards and individuals to move easily

O
between different education and levels for outcomes training

OR
sectors and the labor market.

F E 2 Y
aligns the of education in the international qualifications for full

B L
recognition of the value of Philippine Qualifications.

C O N
R
used as the basis for accrediting certificates and licenses

O 2
recognized by the government.

F LYB E
149
C O N
O R 2
F B E L Y
C N
 Continuing Professional Development: The Lifeblood of the Teaching Profession

R O
Continuing Professional Development: The Lifeblood of the Teaching

FO 2
Profession

B E L Y
The professional license simply tells that the professional
teacher possesses the minimum competencies
C O N
O R
A professional needs to go through CPD.
2
F BE L Y
C N
PPST (the revised NCBTS) includes personal growth and

O
R
professional development.

FO E 2
RA 10912, the CPD Law of 2016, CPD for all the

B
professions regulated by PRC is now mandatory.
C
R
FO
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L Y
ON
E 2 Y
C B N L
O
FOR E 2 Y
C B NL
R O
F O E 2 Y
151
C B N L
R O
FO E 2 Y
C B N L
R O


FO
THANK YOU!!
E 2 Y
C B NL
R O
F O E 2 Y
C B N L
R O
FO E 2
C B
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