FM-AA-CIA-13 Rev.

01 06-Sep-2022

PANGASINAN STATE UNIVERSITY

Bayambang, Pangasinan
BEEd/BSEd – Professional Education

PROF. ED. 101: THE TEACHING PROFESSION

1st Semester, S.Y 2022 – 2023

COURSE SYLLABUS

COURSE INFORMATION
COURSE CODE Prof. Ed. 101
COURSE TITLE THE TEACHING PROFESSION
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3
CLASS HOURS 54
COURSE PREREQUISITE/
NONE
CO-REQUISITE
COURSE SCHEDULE WF – 1:00 PM – 3:00 PM, TTH – 3:00 PM – 5:00 PM
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2025

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
UNIVERSITY MISSION
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in
the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,

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participatory decision making, and accountability;

2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing
quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion ■ Articulate the rootedness of education in Identify various types of learners and provide them with
philosophical, socio-cultural, historical, psychological, appropriate, culturally-relevant learning activities and experiences.
and political contexts (PO.L.)
■ Demonstrate mastery of subject matter/discipline.
(PO.M.)
■ Demonstrate in-depth understanding of the diversity of
learners in various learning areas. (PO.T.)

■ Exhibit life-long learning and global competence Keep abreast with educational issues, trends, and practices vis-à-
proficiency in communication skills, intra/interpersonal vis local and global context to provide relevant learning
skills, entrepreneurial skills, innovative mindset, experiences.
research and production initiatives and capability in
meeting industry requirements of local, ASEAN and
international human capital market through relevant
and comprehensive programs. (PO.D.)
■ Articulate the rootedness of education in
philosophical, socio-cultural, historical, psychological,
and political contexts. (PO.L.)
■ Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities. (PO.S.)
■ Manifest meaningful and comprehensive pedagogical
content knowledge (PCK) of the different subject
areas. (PO.U.)

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■ Practice spiritual values and morally upright behavior Manifest positive personal and professional qualities of a teacher.
which promote and inspire greater harmony to project
a credible public image. (PO.F.)
■ Demonstrate positive attributes of a model teacher,
both as individual and as a professional. (PO.X.)

■ Act in recognition of professional, social, and ethical Pursue personal growth and professional development through
responsibility. (PO.J.) attendance in seminar-workshops, participation in demo-fests,
■ Manifest meaningful and comprehensive pedagogical conducting action research, and other education-related activities.
content knowledge (PCK) of the different subject
areas. (PO.U.)
■ Manifest a desire to continuously pursue personal and
professional development. (PO.Y.)
■
2. Continuous Innovative Learner ■ Demonstrate mastery of subject matter/discipline. Develop and utilize relevant materials that match the learners’
(PO.M.) learning styles, goals and culture.
■ Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environments. (PO.N.)
■ Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse
learners. (PO.O.)
■ Manifest skills in communication, higher order thinking
and use of tools and technology to accelerate learning
and teaching. (PO.W.)

■ Facilitate learning using a wide range of teaching Select instructional strategies for the development of learners’
methodologies and delivery modes appropriate to critical and creative thinking skills.
specific learners and their environments. (PO.N.)
■ Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse
learners. (PO.O.)
■ Demonstrate in-depth understanding of the diversity of
learners in various learning areas. (PO.T.)
■ Manifest meaningful and comprehensive pedagogical
content knowledge (PCK) of the different subject
areas. (PO.U.)

■ Set challenging goals and tasks with determination Utilize developmentally appropriate activities in teaching the
and sense of urgency which provide continuous different learning areas.
improvement and producing quality outputs leading to

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inclusive growth. (PO.C.)

■ Demonstrate mastery of subject matter/discipline.
(PO.M.)
■ Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities. (PO.S.)
■ Demonstrate in-depth understanding of the diversity of
learners in various learning areas. (PO.T.)
■ Demonstrate mastery of subject matter/discipline. Utilize appropriate technologies to achieve the learning outcomes.
(PO.M.)
■ Apply skills in the development and utilization of ICT
to promote quality, relevant, and sustainable
educational practices. (PO.P.)
■ Demonstrate in-depth understanding of the diversity of
learners in various learning areas. (PO.T.)
■ Articulate and discuss the latest development in the Apply theories of learning in designing learning-teaching
specific field of practice. (PO.G.) experiences.
■ Work effectively and independently in multi-
disciplinary and multi-cultural teams (PO.I.)
■ Articulate the rootedness of education in
philosophical, socio-cultural, historical, psychological,
and political contexts. (PO.L.)
■ Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environments. (PO.N.)
■ Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse
learners. (PO.O.)
■ Articulate and discuss the latest development in the Explain subject matter content, accurately and comprehensively.
specific field of practice. (PO.G.)
■ Demonstrate mastery of subject matter/discipline.
(PO.M.)
■ Manifest meaningful and comprehensive pedagogical
content knowledge (PCK) of the different subject
areas. (PO.U.)
■ Articulate and discuss the latest development in the Relate current content with past and future lessons.
specific field of practice. (PO.G.)
■ Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse
learners. (PO.O.)

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■ Manifest meaningful and comprehensive pedagogical

content knowledge (PCK) of the different subject
areas. (PO.U.)
■ Work effectively and independently in multi- Integrate recent developments in education and in the specific
disciplinary and multi-cultural teams (PO.I.) field to enrich learning.
■ Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse
learners. (PO.O.)
■ Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning
processes and outcomes. (PO.Q.)
■ Contribute to the generation of new knowledge by
participating in various research and development
projects. (PO.Z.)

■ Demonstrate through institutional mechanisms, Provide examples from real life to make learning meaningful.
system, policies, and processes which are reflective of
transparency, equity, participatory decision making,
and accountability. (PO.A.)
■ Engage in relevant, comprehensive, and sustainable
development initiatives through multiple perspectives
in decisions and actions that build personal and
professional credibility and integrity. (PO.B.)
■ Set challenging goals and tasks with determination
and sense of urgency which provide continuous
improvement and producing quality outputs leading to
inclusive growth. (PO.C.)
■ Exhibit life-long learning and global competence
proficiency in communication skills, intra/interpersonal
skills, entrepreneurial skills, innovative mindset,
research and production initiatives and capability in
meeting industry requirements of local, ASEAN and
international human capital market through. (PO.D.)

■ Demonstrate mastery of subject matter/discipline. Utilize appropriate teaching-learning methods and technology for
(PO.M.) specific subject matter content.
■ Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to
specific learners and their environments. (PO.N.)
■ Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse

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learners. (PO.O.)
■ Apply skills in the development and utilization of ICT
to promote quality, relevant, and sustainable
educational practices. (PO.P.)
■ Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities. (PO.S.)
■ Apply skills in the development and utilization of ICT Design authentic assessment, evaluation instruments and
to promote quality, relevant, and sustainable alternative assessment tools.
educational practices. (PO.P.)
■ Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning
processes and outcomes. (PO.Q.)
■ Utilize appropriate assessment and evaluation tools to
measure learning outcomes. (PO.V.)

■ Apply skills in the development and utilization of ICT Interpret assessment results and use these to improve learning
to promote quality, relevant, and sustainable and teaching.
educational practices. (PO.P.)
■ Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning
processes and outcomes. (PO.Q.)
■ Utilize appropriate assessment and evaluation tools to
measure learning outcomes. (PO.V.)

■ Apply skills in the development and utilization of ICT Keep accurate and updated records of the learners’ performance
to promote quality, relevant, and sustainable using technology tools where feasible and appropriate.
educational practices. (PO.P.)
■ Utilize appropriate assessment and evaluation tools to
measure learning outcomes. (PO.V.)

■ Demonstrate through institutional mechanisms, Create learning experiences that develop the learners’ higher
system, policies, and processes which are reflective of order thinking skills.
transparency, equity, participatory decision making,
and accountability. (PO.A.)
■ Set challenging goals and tasks with determination
and sense of urgency which provide continuous
improvement and producing quality outputs leading to
inclusive growth. (PO.C.)
■ Exhibit life-long learning and global competence
proficiency in communication skills, intra/interpersonal

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skills, entrepreneurial skills, innovative mindset,

research and production initiatives and capability in
meeting industry requirements of local, ASEAN and
international human capital market through relevant
and comprehensive programs. (PO.D.)
■ Practice professional and ethical teaching standards
sensitive to the changing local, national, and global
realities. (PO.R.)
■ Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities. (PO.S.)
■ Apply skills in the development and utilization of ICT Use tolls and technology to enhance learning and teaching.
to promote quality, relevant, and sustainable
educational practices. (PO.P.)
■ Manifest skills in communication, higher order thinking
and use of tools and technology to accelerate learning
and teaching. (PO.W.)
3. Community Developer Utilize appropriate assessment and evaluation tools to Provide timely feedback of assessment results to parents and
measure learning outcomes. (PO.V.) other stakeholders.

■ Display, socially and environmentally responsive Observe integrity and professionalism in handling issues, conflicts
organizational culture, which ensures higher and controversies related to student’s welfare as well as parents
productivity among the university constituents and and community concerns.
elevates the welfare of the multi-sectoral communities.
(PO.E.)
■ Practice spiritual values and morally upright behavior
which promote and inspire greater harmony to project
a credible public image. (PO.F.)
■ Demonstrate positive attributes of a model teacher,
both as individual and as a professional. (PO.X.)
■ Engage in relevant, comprehensive, and sustainable Provide opportunities that develop the learners’ communication
development initiatives through multiple perspectives skills.
in decisions and actions that build personal and
professional credibility and integrity. (PO.B.)
■ Set challenging goals and tasks with determination
and sense of urgency which provide continuous
improvement and producing quality outputs leading to
inclusive growth. (PO.C.)
■ Exhibit life-long learning and global competence
proficiency in communication skills, intra/interpersonal

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skills, entrepreneurial skills, innovative mindset,

research and production initiatives and capability in
meeting industry requirements of local, ASEAN and
international human capital market through relevant
and comprehensive programs. (PO.D.)
■ Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities. (PO.S.)
■ Manifest skills in communication, higher order thinking
and use of tools and technology to accelerate learning
and teaching. (PO.W.)

■ Display, socially and environmentally responsive Act according to the norms of the teaching profession in dealing
organizational culture, which ensures higher with students, parents, colleagues and other stakeholders.
productivity among the university constituents and
elevates the welfare of the multi-sectoral communities.
(PO.E.)
■ Practice spiritual values and morally upright behavior
which promote and inspire greater harmony to project
a credible public image. (PO.F.)
■ Act in recognition of professional, social, and ethical
responsibility. (PO.J.)
■ Demonstrate positive attributes of a model teacher,
both as individual and as a professional. (PO.X.)

■ Display, socially and environmentally responsive Participate actively in the school’s community outreach activities.
organizational culture, which ensures higher
productivity among the university constituents and
elevates the welfare of the multi-sectoral communities.
(PO.E.)
■ Work effectively and independently in multi-
disciplinary and multi-cultural teams (PO.I.)
■ Manifest a desire to continuously pursue personal and
professional development. (PO.Y.)

COURSE DESCRIPTION

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This course deals with the understanding of the roles of teacher as a person and as a professional within the context of national and global teachers’ standards, educational
philosophies and legal bases. It includes knowledge of core values that uphold the dignity of the teaching profession, discussion of the code of ethics for professional
teachers, and awareness and understanding of existing laws and jurisprudence governing professional rights privileges and responsibilities, and teachers’ roles in the
society as transformative agents of change.

COURSE OUTCOMES

COURSE OUTCOMES (C0) PROGRAM OUTCOMES CODE (PO)

At the end of the course, the student a b c d e f g h i j k l m o p q r s t u v w x y z
should be able to:

CO1 Demonstrate content knowledge on D P P D P P D P D D D D P D P P D D P D D P D

the structure of English language that
refers to grammar in both oral and
written form.
CO2 Demonstrate understanding of D P D D P P D P D D D D P D P P D D P D D P D
research-based knowledge and
principles of teaching and learning
fundamental in language arts
education.
CO3 Prepare developmentally sequenced P P P P P P P P P P D P D P P I P P D D P P P
teaching and learning processes to
meet curriculum requirements and
respond to the learner’s linguistic
backgrounds.
CO4 Select, develop and use varied P P P P I D P D P P D P D P D P P P D D P P P
teaching and learning resources in
Language Arts to promote literacy
and English language fluency.
CO5 Design, select, organize and use P P P P D D P D P P D P D P D P P P D D P P P
appropriate and varied assessment
strategies consistent with the
curriculum requirements and
communicate learner progress and
achievement.

I. (Introduced) P. (Practiced) D. (Demonstrate)

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COURSE LEARNING PLAN

Learning Activities
Course (Synchronous, Learning Materials and
Learning Outcomes Topics Hours Assessment
Outcome/s Asynchronous and Platform
In-person)
CO1, CO2 Explain what teaching is and Unit 1 – Nature of Teaching and 6 Synchronous Synchronous Synchronous
describe the various roles of a Teacher Roles ● Class Orientation on ● MS Teams ● Performance
teacher A. What is teaching? VMGO, Class Student Handbook Task
B. The Roles of a Teacher 1. As Policies, Computation Prepared (Recitation
a Person of Grades, Course PowerPoint on VMGO)
2. As a Professional 3. As a Requirements, etc. Presentation
Community Leader and Social Asynchronous
Advocate In-person Asynchronous ● Written
4. As a Model of Character 5. As ● Self-introduction ● Pre-test Activity Activity
an Expert (Students will share
C. Challenges in Teaching three facts about In-person In-person
1.Multicultural classrooms them) ● MS Teams ● Formative
2. Learner-centered teaching Prepared Test
3. Multi-grade classes 4. ICT PowerPoint
integration Presentation
5. Brain-based education
6. Multiple intelligences 7.
Children with special needs
D. UNESCO’s 4 Pillars of
Education
CO1, CO3 Trace and explain the Chapter 2 7 Synchronous Synchronous Synchronous
evolution and development of Unit 2 – Historical-Legal Brainstorming ● MS Teams Class Recitation
the Philippine educational Foundations of Education - (Sharing of one’s ● Prepared - Students will be
A. Historical Foundations Experiences/ PowerPoint asked questions
system in the historical and
1. Global Observations) Presentation/Study and deliver their
legal context. a. Ancient Period insights
Guide
b. Middle/Medieval Period Asynchronous Asynchronous
c. Renaissance Period InfoTok Activity ● MS Teams Asynchronous
d. Modern/Contemporary Period - (Using TikTok, the ● Prepared Learning Activity
student will choose one PowerPoint - Students will
2. Local macro skill and discuss Presentation/Study answer Learning
a. Pre-colonial Period the importance of it within Guide Activities found
b. Spanish Period the Teaching Profession ● Facebook/ in the Study
c. American Period teaching area) Messenger Guide provided.
d. Post-colonial Period In-person

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In-person ● Prepared In-person

2. Sources of Philippine Group Activity PowerPoint ● Paper and
Educational Jurisprudence - (Students will present a Presentation/Study Pencil Test
a. Constitution teaching strategy that Guide ● Unit Test
b. Statutes promotes the five macro
c. Case Law or Jurisprudence skills/any of the macro
d. Regulatory Laws skills)
e. Ordinance
f. Legal Opinion
g. Resolutions

3. Legal Underpinnings
Philippine Education a.
Educational Structure b.
Educational Policies
c. Curriculum and Instruction

CO1, CO2 Discuss the philosophical Unit 3 – Philosophy of 7 Synchronous Synchronous Synchronous
foundations of the present Education and Personal ● Shared discussion ● MS Teams Class Recitation
educational system; Philosophy of Teaching (Student will point out ● Prepared - Students will be
one approach for PowerPoint asked questions
Make connections between A. What is Philosophy of language arts Presentation/Study and deliver their
philosophy, education and the Education? teaching/method of Guide insights
teaching profession; 1. Definition and nature Teaching Profession and Asynchronous
2. Philosophy and Education explain the effectiveness ● MS Teams Asynchronous
Formulate and express a of this in teaching ● Prepared Learning Activity
personal, learner-centered B. Philosophical Foundations of children) PowerPoint - Students will
philosophy of teaching. Education 1. Western Presentation/Study answer Learning
Philosophies a. Idealism Guide Activity/ies found
b. Realism Asynchronous ● Facebook/ in the Study
c. Pragmatism/ ● Graphic Organizer Messenger Guide provided.
Experimentalism Activity In-person
(Student will show how a ● Prepared In-person
2. Eastern Philosophies specific approach for PowerPoint ● Paper and
a. Hinduism teaching/ method of Presentation/Study Pencil Test
b. Buddhism Teaching Profession Guide ● Unit Test
c. Confucianism happens)
d. Taoism – e.Zen Buddhism
f. Christian Philosophy In-person
g. Saracen Philosophy ● Oral recitation
(Teacher will provide

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•Contemporary Philosophies questions and the

a. Perennialism student is given minute/s
b. Essentialism to deliver his/her answer.
c. Existentialism Rubric will be utilized.
d. Progressivism ● Group Facilitation
e. Social Reconstructionism Students are grouped,
and each group is
• Post-modern Philosophies assigned one approach
C. Principles and Philosophy of for language art
Philippine Education teaching/methods of
• Art. II, Sec.17 (1987 Phil. Teaching Profession to
Constitution) • Art. XIV, Sec. 1-2 discuss. Students also
(1987 Phil. Constitution) cite classroom practices
that are reflective of the
D. Personal Philosophy of different
Teaching approaches/methods.
•Importance of a personal
philosophy of teaching
• How to write a personal
philosophy of teaching?
MIDTERM EXAMINATION 1
Total no. of Hours 21
CO2, CO3 Manifest a caring attitude, Unit 4 – Teacher as a Person in 6 Synchronous Synchronous Synchronous
respect, integrity and dignity Society A. Morality and the Lecture Discussion ● MS Teams Class Recitation
in teaching Foundational Moral Principle - Students will actively ● Prepared - Students will be
listen and share their PowerPoint asked questions
B. Teachers as Persons of Good insights on the topic Presentation/Study and deliver their
Moral Character Guide insights
Asynchronous Asynchronous
C. Value Formation Group Project ● MS Teams Asynchronous
1. Cognitive, affective and - Students are grouped ● Prepared Graphic Organizer
psychomotor dimensions and create appropriate PowerPoint Activity
2. Training the Intellect and Will instructional materials for Presentation/Study - Graphic
3. Max Scheler’s Hierarchy of Teaching Profession in Guide organizer on
Values the elementary guided on ● Facebook/ principles in
4. Values Hierarchy the principles in Messenger selecting,
selecting, designing and In-person designing and
D. Teaching as Vocation, Mission developing IMs. ● Prepared developing IMs.
and Profession PowerPoint
In-person Presentation/Study In-person

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E. Universal Declaration - Lecture demonstration on Guide Class Exhibit

of Human Rights how Instructional - Students will
materials in subject the showcase the
Teaching Profession are different
prepared and be utilized language
in the class. learning
materials they
Interactive Class have designed
Discussion through
- Students are expected to PowerPoint
actively participate in the Presentation.
class and share their (The instructor
insights in each topic. will provide a
rubric for group
evaluation)

CO1, CO2, Discuss on the various laws Unit 5 – The Teacher as a 6 Synchronous Synchronous Synchronous
CO3 governing teacher rights, Professional Active Class Discussion ● MS Teams Class Recitation
privileges, welfare and - Lecture presentation on ● Prepared - Students will be
A. The Professionalization of parts of the Lesson Plan PowerPoint asked questions
responsibilities and reflect on
Teaching Presentation/Study and deliver their
how they apply in real life. 1. Decree Professionalizing Asynchronous insights
Guide
Teaching (PD 1006) Peer Lesson Plan Asynchronous
2. The Philippine Teachers’ Construction ● MS Teams In-person
Professionalization Act (RA 7836) - (Students will design a ● Prepared Output
3. Amendments to certain lesson plan for a given PowerPoint Presentation
Sections of R.A. 7836 (RA 9293) subject matter in the Presentation/Study - (Students will
Teaching Profession. Guide present the
B. Professional Ethics Rubric will be used to ● Facebook/ designed
1. Code of Conduct for check the student’s Messenger Lesson Plan in
Professional Teachers output) In-person the class)
2. Code of Conduct for Public ● Prepared
Officials and Employees (RA In-person PowerPoint
6713) Individual Lesson Plan Presentation/Study
C. Teacher Welfare and Construction Guide
Privileges - (Students will design a ● Sample Detailed
- The Magna Carta for Public lesson plan for a given Lesson Pan
School Teachers (RA 4670) subject matter in the
Teaching Profession.
D. Teachers’ Rights, Duties and Rubric will be used to
Responsibilities – The Education check the student’s

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Act of 1982(BP 232) output)

E. Teachers as Persons in
Authority (CA 578)
CO3, CO4 Discuss the details and Unit 6 – Other Laws Relevant to 8 Synchronous Synchronous Synchronous
provisions of laws significant the Teaching Profession Active Class Discussion ● MS Teams Class Recitation
to the teaching profession and - Instructor will discuss the ● Prepared - Instructor will
A. R.A. 6728 -Government types of Demonstration PowerPoint provide
how they apply to the
Assistance to Students and Teaching Presentation/Study classroom
teaching profession. Teachers in Private Education Act scenario and
Guide
Asynchronous Asynchronous student identifies
B. R.A. 8545 - Expanded Homebased Activity ● MS Teams appropriate
Government Assistance to - (Students will teach the ● Prepared assessment and
Students and Teachers in Private subject the Teaching PowerPoint strategies in
Education Act Profession to their Presentation/Study teaching
chosen learner, it could Guide English.
C. RA 7877 – Anti Sexual be their niece, nephew, ● Facebook/
Harassment Act of 1995 or neighbor, and apply Messenger
appropriate assessment In-person Asynchronous
D. R.A. 8190 – Granting Priority to and teaching strategies) ● Prepared E-Portfolio
Residents of the Barangay, PowerPoint - Students will
Municipality or City where the In-person Presentation/Study compile
School is Located, in the Peer Demonstration Guide necessary
Appointment or Assignment of Teaching documents
Classroom Public Schoolteachers - (Students will execute the (pictures before,
E. RA 9262 – Anti Violence lesson based on his/her during and after
Against Women and their Children prepared DLP) the session;
Act of 2004 learning
F. RA 9710 – The Magna Carta of materials) as
Women regards to their
homebased
G. RA 8491 – Flag and Heraldic activity.
Code of the Philippines (Reflection
paper every
H. RA 10157 – The Kindergarten after session)
Education Act

I. R.A. 10533 – Enhanced Basic In-person

Education Act of 2013 Individual
Demonstration
J. R.A. 10931 – Universal Access Teaching

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to Quality Tertiary Education Act - (Student will

execute the
lesson based on
his/her prepared
DLP)
CO1 ,CO3 Describe the evolution of Unit 7 – Professionalism and 6 Face-to-Face Book Collaborative
competencies and standards Transformative Education Homework
in response to changing  Presentation of Web-linked
societal demands on the A. The 21st Century Teacher Group work
teaching profession; • Ways of thinking  Essay Paper and pencil
• Ways of working Test
Set plans for personal growth • Tools for working
and professional development • Skills for living in the world
based on the Philippine
B. Transformative Education
Professional Standards for
C. Qualifications Frameworks
Teachers (PPST) • ASEAN Qualifications
Framework (AQRF)
• Philippine Qualifications
Framework (PQF) Remote Teaching Module Paper and pencil
D. The National Competency-  Film Analysis Test
Based Teacher Standards  Reflection paper
(NCBTS)

E. The Philippine Professional Individual

Standards for Teachers (PPST) Homework

FINAL EXAMINATION 1
Total no. of Hours 27
COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books C. Electronic Sources

Salandanan, Gloria G.Methods of Teaching . LORIMAR Publishing, INC. https://www.facultyfocus.com/articles/philosophy-ofteaching/six-

questions-will-bring-teaching-philosophy-focus/
Salandanan,Gloria G.Elements of Good Teaching LORIMAR Publishing, INC.
http://www.qu.edu.qa/static_file/qu/offices%20and
Salandanan, Gloria G.Teaching and the Teacher. LORIMAR Publishing, INC. %20departments/OFID%20office/Documents/Online%20Training/
19-
Pawilen ,Greg T..Copyright 2019.Teaching Profession Passion and Mission Second Edition.REX

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Bookstore Publishing Co.

BilbaoPurita et.al.Copyright 2012.The Teaching Profession,Second Edition.LORIMAR Publishing, Inc.

BilbaoPurita et.al.Copyright 2018.The Teaching Profession, Fourth Edition.LORIMAR Publishing, Inc.

BilbaoPurita et.al.Copyright 2006.The Teaching Profession,LORIMAR Publishing, Inc.

DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional
Standards for Teachers (PPST)
Lacuesta, Manuel G.,et .al Historical, Philosophical, and Legal Foundations of Education. Copyright
1986. Katha Publishing Co.,Inc.
B. OTHER SUPPLEMENTAL READINGS
Beatty, J. E., Leigh, J. S. A., & Dean, K. L. (2008). Philosophy Rediscovered. Journal of Management
Education, 33(1), 99–114.doi:10.1177/1052562907310557. Available online at
sci-hub.tw/10.1177/1052562907310557

Haave, N. 2014. Developing students’ learning philosophies. The Teaching Professor, 28(4): 1 & 4.

An_example_template_of_teaching_philosophy.pdf
Brubacher, John S. (1978). Modern Philosophies of Education. New York: McGraw – Hill Book Co.

Holmes. (2015). Creative education handbook: Vol. 5. CLANRYE INTERNATIONAL.

Orteza, Evelina M. (2001). Philosophy of Education: A Collection of Essay. Rex Book Store, Inc.

Custodio, Lourdes J. (2003) Philosophy of Education and Values. UST Publishing House. Tehie,

Janice B. (2007). Historical foundations of education: Bridges from the ancient world to the present.
Pearson/Merrill Prentice Hall Publications

COURSE REQUIREMENTS

● Passed Midterm and Final Examination

● Quizzes/Activities
● Active Class Participation
● Home-Based Requirements (Project, etc.)
● Active Class Reporting (f there’s any)

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ASSESSMENT AND GRADING

1 1
Final Grade = Midterm Grade + Final Term Grade
2 2
Midterm Grade=
Midterm Examination- 40%
Quizzes, Attendance, and Recitation - 30%
Home-based Requirements – 30%

Final Term Grade=

Final Examination- 40%
Quizzes, Attendance, and Recitation - 30%
Home-based Requirements – 30%

RUBRICS

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COURSE POLICIES AND EXPECTATIONS

Class Attendance (Article 2, Section 14 of PSU Student Handbook)

1. A student who has a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours
without any valid reason is automatically dropped from the subject.
2. Approved absences are limited only to illness as certified by a physician, death of a family member, official and authorized representation of Campus/ University
in official function/ activities and other reasons as may be deemed justified by the faculty concerned.
3. For excused absences, it is the student’s responsibility to seek out missed assignments. Students should check the class FB page or group messenger and
other students for notes, hand-outs, etc.
Lecture Class Policies (Face-to-face Class)
1. Please wear your face masks at all times. Bring your own alcohol, soap, pen, paper and other materials. Strictly no borrowing of things.
2. Please stay home if you are unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. A student is responsible for his/her absence
5. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
6. Requirements must be submitted within the designated date of submission.
7. NO CELL PHONES OR ELECTRONIC DEVICES AT ANY TIME. All school rules will be followed as stated in the student handbook
8. Late work: Deductions will be given however; leniency will be observed.
9. Others (agreed upon by the class)

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Lecture Class Policies (Online Class)

1. Wear a decent casual dress during web conference.
2. No foul words during online discussions.
3. Observe punctuality and courtesy (group of 5 individuals per batch; usually group leaders)
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed for the teacher and students
6. Cheating and plagiarism not tolerated
7. On-time submission of requirements as agreed during class orientation
Additional Information:
1. A Messenger Group Chat will be created for the subject specifically which will be used for immediately answering queries.
2. A closed Facebook group and Google classroom will be created for posting of announcements, syllabus, assignments, rubrics, directions, laboratory manuals,
videos or links of instructional materials.
3. All assignments shall be submitted to the teacher’s email: [email protected] or unless otherwise indicated by the instructor.

Your attendance is a must and your participation during lecture-discussion is highly enjoined.

Other hours will be utilized in your remote learning (home-based) activities and other hours will be face to face. Instructions for home-based activities will be specified in the
exercises that will be given to you.
REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
2023-01 February 13-16, 2023 February 20,2023

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the: AMADO C. RAMOS, PhD
Focal Person (Common Program) SALLY A. JARIN, PhD
Faculty (Stand-alone Program) AMELA T. CAYABYAB, PhD
GEMMA D. ESCAÑO, MAEd
Reviewed by the Committee for Common AMADO C. RAMOS, PhD
Programs EMMANUEL ROSS B. TOMAS, EdD
PERLA G. DELOS SANTOS, MAEd

Endorsed by the Council of Deans and Department Chairs on : __February 17, 2023______

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FACULTY CONTACT INFORMATION

NAME Amado C. Ramos
DESIGNATION Faculty/Chair, Professional Education
E-MAIL ADDRESS [email protected]
CONSULTATION SCHEDULE Monday 9:00-10:00 AM, 2:00-3:00 PM
OFFICE LOCATION Professional Education Office
Adopted and enhanced by:
Checked by: Recommended by: Approved:
SALLY A. JARIN, PhD

AMELA T. CAYABYAB, PhD AMADO C. RAMOS, PhD MITZY M. MACARAEG, PhD GUDELIA M. SAMSON, DPA
GEMMA DC. ESCAÑO, MAEd Department Chairperson College Dean Campus Executive Director

AMADO C. RAMOS, PhD

Faculty

Certified for Campus/University Utilization for A.Y. 2023-2024

DR. WEENALEI T. FAJARDO MANOLITO C. MANUEL Ed. D

Director for Curriculum and Instruction Vice President for Academic and Student Affairs

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