Module

RATIONALE This module on The Teaching Profession is a humble response to the need of an instructional material in the Teaching Profession. It is formulated to be used in other forms of learning process which is online and distant learning. This has been very challenging because of the need to continue meeting and exceeding teacher educators’ and education students’ expectations despite the situation we are experiencing right now. This instructional material covers all necessary contents in the course. The Teaching Profession is aligned with the Philippine Professional Teaching Standards (PPST), the standard of quality teaching in the Philippines. The PPST are focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which was implemented by the Department of Education in 2012. The PPST domains are used as guideposts in developing the content, pedagogy and implementation scheme of this module. This module is aligned to the current trends in education such as constructivist, integrative, interactive, collaborative, inquiry-based, research-based and reflective teaching-learning. It is meant to increase active learning and improve critical thinking, as well as problem solving skills. This is an instructional design for task-based and workflow e-learning that fits into today’s current context.

OVERVIEW MODULE 1: The Teaching Profession Module 1 consists of two lessons. Lesson 1 dwells on teaching as profession. It starts with a discussion of the elements of a profession followed by an analysis of teaching to determine if it has all the elements of a profession. It ends with a presentation of the historical development of teaching as a profession in the Philippines. Lesson 2 discusses teaching as a vocation and mission. It describes teaching as a mission not just a job. It also explains teaching as a vocation, a special calling.

MODULE 2: The Demands of Society from the Teacher as a Professional and as a Person Module 2 consists of two lessons. Lesson 1 is focused on the demands of society from the teacher as a professional. It discusses the professional competencies that a teacher ought to demonstrate. Four models of effective teaching are used to present these professional competencies. It also presents the Philippine Professional Standards for Teachers in the Philippines. Lesson 2 is a discussion on the demands of society from the teacher as a person. It presents personal qualities expected of a teacher as a person.

It presents personal qualities expected of a teacher anchored on professionalism as contained in the Code of Ethics for Professional Teachers both past and present.

MODULE 3: The Code of Ethics for Professional Teachers Module 3 is a thorough and detailed study of the Code of Ethics for Professional Teachers promulgated in 1996 by the Board for Professional Teachers of the Professional Regulation Commission. It consists of four lessons that discuss the Preamble and Articles (I to XI) all aimed at helping would-be professional teachers internalize the Code of Ethics.

MODULE 4: The Rights and Privileges of Teachers in the Philippines After having learned the demands that learners, parents, school officials, the academic community, the larger community and the state put on teachers, Module 4 will discuss the rights and privileges of teachers in the Philippines.

MODULE 5: On Becoming a Glocal Teacher Module 5 is consists of three lessons. Lesson 1 will introduce the general concept of global or glocal education and define the global and glocal teacher. This introductory lesson will give you a clear perspective on how you would become that kind of teacher. Lesson 2 will describe the teacher professionals in the ASEAN and beyond. It will also discuss the current situation, circumstances, teaching work place, qualifications, career pathways, benefits and other factors that influence quality education. This lesson will provide a clear landscape of how it is to be a teacher here and abroad. Lesson 3 is about the changing global landscape in teaching and learning brought about by the factors such as the learning environment, content and processes of learning, types of learners and other parameters of learning in the 21st century.

MODULE 6: Ensuring Teacher Quality Through Competency Framework and Standards In Module 5 Lesson 3, we have discussed much about the attributes of teachers in the 21st century. This Module will discuss the teacher competency standards framework which provides the guidance to meet this need. It documents clear and concise profiles of what teachers are expected to know and be able to do and how well at the different stages of their career.

MODULE 7: Continuing Professional Development: The Lifeblood of the Teaching Profession This module is devoted to a discussion of Continuing Professional Development. It traces the history of CPD for professional teachers in the Philippines and also discusses its philosophical basis with the aim of instilling in teachers the genuine desire for CPD.

MODULE 8: Philosophies of Education This module is consists of two lessons. Lesson 1 is focused on at least seven philosophies of education. Each philisophy has its own answer to questions like "what is the nature of the learner", "how does he/she learn", "what should I teach him/her". Lesson 2 is revolving mainly on the articulation of one's thoughts concerning the learners and on how to teach which will lead to the formulation of one's own philosophy of education. It will give direction on what one should do and be to their students to ban agent of change.

MODULE 9: Teaching, The Noblest of All Professions This module will have a thorough and deep internalization about teaching and will answer the question, "Why teaching is said to be the noblest of all professions?".

THE TEACHING PROFESSION INTRODUCTION This Module consists of two lessons. Lesson 1 dwells on teaching as profession. It starts with a discussion of the elements of a profession followed by an analysis of teaching to determine if it has all the elements of a profession. It ends with a presentation of the historical development of teaching as a profession in the Philippines. Lesson 2 discusses teaching as a vocation and mission. It describes teaching as a mission not just a job. It also explains teaching as a vocation, a special calling.



Explained the meaning of teaching as a profession

3 hours

LESSON 1: TEACHING AS A PROFESSION A. Teaching as a Profession

Read the following instances when the word “professional” is used and explain what the word “professional” means in each case. 1. One night, cellphones were stolen right there from your home while you were asleep. There was no indication of forced entry, so you claimed that the manner by which your cellphone was stolen was highly professional. 2. Father tells floor tile setter whom he asked to work on a newly constructed bathroom “Gusto ko yong gawang propesyonal, malinis at maganda.” 3. She is highly professional in her ways. She deals with everyone including her daughter-employee professionally. 4. “How unprofessional of her to act that way. Teacher pa naman din.” 5. Medical doctors, lawyers, education consultants are entitled to professional fees for expert services rendered. 6. After his oath taking as a professional teacher, he was congratulated as was told “now you are truly a professional.”



What does the word “professional” mean as used in the instances given above?

In the words “professional manner”, “gawang propesyonal”, “professional fee for expert services rendered” the word “professional” implies one who possesses skill and competence/expertise. “Highly professional”, “unprofessional… to act that way” imply a code of ethics by which a professional person abide. In short, a professional is one who conforms to the technical or ethical standards of a profession. So two elements of a profession are competence and Code of Ethics. The other elements of a profession are: 1. Initial professional education 2. Accreditation 3. Licensing

4. Continuing professional development 5. Membership in a professional society 6. Code of Ethics The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the Code of Ethics for professional teachers is one of the grounds for the revocation of the professional teacher’s Certificate of Registration and suspension from the practice of the teaching profession (Sec. 23, RA. 7836).

1. By the use of a graphic organizer, present the elements of a profession. 2. Why does a profession like teaching require long years of initial professional development after that long arduous initial professional education? 3. By way of an acrostic, explain the elements of a profession.

P R O F E S S I O N Submit your answers at our Google classroom. (Submission #1)

1. Based on the elements of a profession given in this Module, can the taxi driver be considered a professional? a. b. c. d.

No, because driving is not a college/university degree. Yes, because there is such a term professional driver. It depends on the technical and ethical competence of the taxi driver. Yes, if the taxi driver is competent and honest.

2. Which are the elements of a profession like teaching? I. Long years of professional education II. Passing the competency-based examination to obtain a diploma from TESDA III. Continuing Professional Development IV. Adherence to a Code of Ethics for the professional group a. I, II, and III b. II, III, and IV

c. I, III, and IV d. I, II, and IV

Teaching is a profession. It requires: 1. Long years of initial professional education 2. The attainment of a college/university degree recognized by a regulatory body, CHED 3. A licensure examination called the Licensure Examination for Teachers (LET) 4. Continuing Professional Development and 5. Adherence to the Code of Ethics for Professional Teachers

B. The Historical Development of Teaching as a Profession in the Philippines

Let’s find out how much you know about the history of teaching in the country. Write TRUE if the statement is correct and FALSE if it is wrong. 1. 2. 3. 4.

As early as the Spanish Period, teaching was considered a profession. It was the Americans who elevated teaching in the Philippines as a profession. Teaching was elevated to a profession only in 1994 with the passage of RA 7836. There is no other legal document that professionalized teaching other than The Teaching Professionalization Act of 1994.

Share your answers with a learning partner by calling each other or through video conferencing. Then the two of you pair with another pair and discuss your answers. Arrive at a consensus if you can.

All the True-False items above in the Activity are false. The first legal document that professionalized teaching was Presidential Decree 1006 issued by then President Ferdinand E. Marcos. It was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized. The need to professionalized teaching was felt “to insure that in the immediacy and urgency of teacher recruitment, qualitative requirements are not overlooked…” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered a profession” (PD 1006). Furthermore ... "in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession." (P.D.1006) Then in 1994, R. A 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, was passed to ... "promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession." (Section 2) During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal preparation for teachers, too. The mothers and fathers and tribal leaders served as teachers at home and in the community. During the Spanish period and by virtue of Educational Decree of 1863 free public school system was established. There was one school for boys and another school for

girls in every municipality. The Spanish missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal schools. Paz Ramos, once Dean of the College of Education of the University of the Philippines, Diliman, claims: The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a "maestro." On November 28, 1772, another Royal Decree specified the qualifications of teachers. However, it was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers. At the end of Spanish rule, schools during the Spanish era were closed for a time by Aguinaldo's government. So there was no teacher preparation that took place. During the American regime, American soldiers served as the first teachers. In 1901, the Philippine Commission enacted into law Act 74 which created the Department of Public Instruction, laid the foundations of the public school system and offered free primary education for Filipinos. There was a shortage of teachers. The Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They were the Thomasites. Due to urgent need for teachers, the Americans gave bright young Filipino students opportunity to take up higher education in American colleges and universities financed by the Phil. Government. They were the pensionados. Act 74 of 1901 also provided for the establishment of Philippine Normal School (PNS) in Manila. The Philippine Normal School formally opened in September 1901, as an institution for the training of teachers. For more than two decades, PNS offered a two-year general secondary education program. In 1928, it became a junior college offering a two-year program to graduates of secondary schools. In 1949, the Philippine Normal School, renamed Philippine Normal College, offered the four-year Bachelor of Science in Elementary Education. Other four year teacher education courses followed after. This means that the present four-year preparation for the professional teacher began as a two-year program only. Teacher preparation became four years only in 1949 and thereafter.

Present the historical development of teacher preparation and professionalization in the Philippines from pre-Hispanic Philippines to 1996 by way of a graphic organizer. Submit your answers at our Google classroom. This will be by pair but the turning in of your outputs will be individual. (Submission #2)

1. In the Philippines there was no teacher preparation since the Spanish regime. Is the statement correct? a. No c. There was but informal. b. Yes d. There was and for men only. 2. Which is the first legal document that professionalized teaching in the Philippines? a. R.A. 7836 c. R.A. 9192 b. PD 1006 d. R.A. 8981 3. Did teacher preparation in the Philippines begin with 4 years? a. Yes c. Yes, 4 years but informal b. No d. No, it began with 1 year

Teaching became a profession in 1976 with PD. 1006. The requirement of a licensure examination for teachers that puts teaching at par with the other professions was enacted only in 1994 with the passing of RA. 7836, otherwise known as The Teachers' Professionalization Act. There was no formal preparation for teachers during the pre-Hispanic times. The formal training of teachers began during the Spanish period when men were trained as maestros by The Jesuits,. A few years later maestras were also trained. In 1901, a two-year preparation for teachers was given by Philippine Normal School. Tim the two years became four years since the two-year academic preparation was mum inadequate. To ensure quality teachers and to make teaching at par with other professions, in addition to a four-year teacher education course, passing a licensure examination was made mandatory by RA. 7836.

LESSON 2: TEACHING AS A VOCATION AND MISSION "Keep interested in your own career; however humble; it is a real possession in the changing fortunes of times." -Desiderata



Explained teaching as a vocation and mission

1 1/2 hours

Group yourselves by 5 then discuss your answers to these questions: 1. When a mother says, "I think my son has a vocation," what does she mean? 2. A soldier reports and says "Mission accomplished." What does this imply? What does he mean? 3. Some teachers regard teaching as just a job. Others see it as their mission. What's the difference? Read Teaching: Mission and/or Job below.

1. What is meant by vocation? mission? 2. Are these two (vocation and mission) related? 3. Teaching as a job or a mission. What's the difference? Submit your answers at our Google classroom. (Submission #3)

Teaching as a Vocation Vocation comes from the Latin word "vocare" which means to call. Based on the etymology of the word, vocation, therefore, means a call. If there is a call, there must be a caller and someone who is called. There must also be a response. For Christians, the Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the Supreme being will look at this voiceless call to have a vertical dimension. For non-believers, the call is also experienced but this may viewed solely along a horizontal dimension. It is like man calling another man, never a Superior being calling man. Most often, when people use the word "vocation," they refer to a religious vocation, like the mother in the Activity phase of this Lesson. Vocation includes other big callings like marriage and single blessedness. It does not only refer to a religious vocation. It can also refer to a call to do something like to teach, to heal the sick, etc. Whatever is our calling or station in life, the call is always to serve. The Christians among you realize that the Bible is full of stories of men and women who were called by God to do something not for themselves but for others. We know of Abraham, the first one called by God, to become the father of a great nation, the nation of God's chosen people. We recall Moses who was called while in Egypt to lead God's chosen people out of Egypt in order to free them from slavery. In the New Testament, we know of Mary who was also called by God to become the mother of the Savior, Jesus Christ. In Islam, we are familiar with Muhammad, the last of the prophets to be called by Allah, to spread the teachings of Allah. All of them responded positively to God's call. Buddha must have also heard the call to abandon his royal life in order to seek the answer to the problem on suffering. From the eyes of those who believe, it was God who called you to teach, just as God called Abraham, Moses, and Mary, of the Bible. Among so many, you were called to teach. Like you, these biblical figures did not also understand the events surrounding their call. But in their great faith, they answered YES. Mary said: "Behold the handmaid of the Lord. Be it done to me according to your word". (Of course, it is difficult explaining your call to teach as God's call for one who, in the first place, denies God's existence, for this is a matter of faith.) The fact that you are now in the College of Teacher Education signifies that you said YES to the call to teach. Perhaps you never dreamt to become a teacher! But here you are now preparing to become one! Teaching must be your vocation, your calling. May this YES response remain a YES and become even firmer through the years.

Teaching as a Mission Teaching is also a mission. The word mission comes from the Latin word "mission" which means "to send." The Webster's New Collegiate Dictionary &fines mission as "task assigned." You are sent to accomplish an assigned task. The phrase "mission accomplished" from the soldier in the Activity phase of this lesson suggests that you were sent to do an assigned task, a mission and so if you faithfully accomplish the assigned task, you proclaim "mission accomplished." You responded to the call to be a teacher and so your mission in the world is to teach, the task entrusted to you in this world. These are how vocation and mission are related. You were called for a purpose, i.e. to accomplish a mission while on earth which is to teach. If it is your assigned task then naturally you've got to prepare yourself for it. From now on you cannot take your studies for granted! Your four years of pre-service preparation will equip you with the knowledge, skills and attitude to become an effective teacher. However, never commit the mistake of culminating your mission preparation at the end of the four-year pre-service education. You have embarked in a mission that calls for a continuing professional development As the saying goes "once a teacher, forever a student." Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your own unique way. Your unique and most significant contribution to the humanization of life on earth is in the field for which you are prepared - teaching. What exactly is the mission to teach? Is it merely to teach the child the fundamental skills or basic r's of reading, 'riling, `rithmetic and right conduct? Is it to help the child master the basic skills so he/she can continue acquiring higher-level skills in order to become a productive member of society? Is it to deposit facts and other information into the "empty minds" of students to be withdrawn during quizzes and tests? Or is it to "midwife" the birth of ideas latent in the minds of students? Is it to facilitate the maximum development of his/her potential not only for himself/herself but also for others? In the words of Alfred North Whitehead, is it to help the child become "the man of culture and of expertise?" Or is it "to provide opportunities for the child's growth and to remove hampering influences" as Bertrand Russell put it? You will be made to answer this question again when you will be made to write down your philosophy of education in a later lesson. To teach is to do all of these and more! To teach is to influence everychild entrusted in your care to become better and happier because life becomes more meaningful. To teach is to help the child become more human. Teaching is indeed your mission: - If you are doing it not only for the pay but also for service, - If you keep on teaching out of love, it's a mission. - If you are committed to teaching even if it means letting go of other activities, - If you remain teaching even though nobody recognizes your efforts, It makes you get excited - If your concern is success plus faithfulness, it a mission. Teaching and a life of meaning Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately in teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching Award in an international competition, said in a speech delivered before a selected group of teachers, superintendents, DepEd officials and consultants, to wit: Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing your personal time, energy, and resources. Sometimes it means

disappointments, heartaches, and pains. But touching the hearts of people and opening the minds of children can give you joy and contentment which money could not buy. These are the moments I teach for. These are the moments I live for. There may be times, when you will feel like giving up (many leave teaching after 3 or 5 years for varied reasons). Remember you responded to the call to teach and that you have accepted the mission to teach. May you be found faithful to your vocation and mission till the end. The "Pwede na" Mentality: Enemy of Excellent Mission Preparation and Accomplishment For a professional teacher who looks at teaching as his/her mission, he/she will do everything to arm himself/herself for an excellent accomplishment of that mission. The striving for excellent accomplishment sometimes brings us to our "pwede na" mentality, Which is inimical to excellence. This mentality is expressed in other Ways like "talagang ganyan `yan," "wala na tayong magawa," "di na mahalata," "di ko na `yan sagot," "dagdag trabaho/gastos lang yan" - all indicators of defeatism and resignation to mediocrity. If we stick to this complacent mentality, excellent mission accomplishment eludes us. In the world of work whether here or abroad, only the best and the brightest make it. (At this time, you must have heard that with the rigid selection of teacher applicants done by DepEd, only a few make it!) The mortality rate in the Licensure Examination for Teachers for these past years is a glaring evidence that excellence is very much wanting of our teacher education graduates. If we remain true to our calling and mission as a professional teacher, we have no choice but to take the endless and the "less traveled road" to excellence.

The Humanizing Mission of Teaching 1. Read this letter given by a private school principal to her teachers on the first day of a new school year. It may make your humanizing mission in teaching crystal clear: Dear Teacher: I am a survivor of a concentration camp. My eyes saw what no man should witness:    

Gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot and burned by high school and college graduates.

So I am suspicious of education. My request is: Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, and *Eichmanns. Reading, writing, arithmetic are important only if they serve to make our children more human.

Explain your mission as a professional teacher by helping children become more human. 2. Watch "Discovering Your Life's True Calling" at Youtube (https://www.youtube.com/watch?v=Z39yyx_8JY4). Based on the video that you have watched, What is our life's true calling? How can you apply that in your calling to teach? Submit your answers at our Google classroom. (Submission #4)

1. Teaching is a vocation. What does this mean? I. Teaching is a calling to serve. II. Everyone is called to teach. III. The response to the call to teach is a must. a. I only c. II only b. II and III d. I, II, and III 2. If teaching is considered as your mission, which applies/apply? I. You will be faithful to teaching no matter what. II. You will teach for recognition of efforts. III. You will be faithful to your mission and you want to succeed. a. I, II, and III c. I and II b. II and III d. I and III

Bilbao, P.P.., Corpuz, B.B. Llagas A., G. G.Salandanan, G (2018). The teaching profession (4th ed.), Quezon City: Lorimar Publishing Lubeck, S. (1999) Teachers and the Teaching Profession in the United States Case Study Findings: Educational Systems of USA Marzano, R. (2007). The art and science of teaching. Alexandria, Va: ASCD McConnell, Steve http://www.alexsbrown .com/prof9.html