UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan

Philippines

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

MODULE FOR DISTANCE EDUCATION PROGRAM

Course Title: The Teaching Profession

Credit Units: 3 units
Couse Description:

This course deals with the teacher as a person and as a professional within the
context of national and global teachers’ standards and philosophies. It includes an
articulation of the rootedness of education in the philosophical and historical context, the
four pillars of learning, 21st Century skills, Professional Ethics, core values, professional
rights, privileges and responsibilities, and the teacher’s role in society as an agent of
change. It will make use of methods and strategies of teaching that enhance the
development of learners’ life and career skills and higher-order-thinking skills.

Course Outcomes:

At the end of this module, students are expected to:

Knowledge

1. Explain the elements of teaching as a profession

2. Discuss the demands of the teaching profession from the teacher as a professional
3. Discuss the demands of the teaching profession from the teacher as person
4. Discuss the provisions of the Code of Ethics for Professional Teachers
5. Cite the rights and privileges of professional teachers in the Philippines
6. Describe the global and the glocal teacher and the demands of globalization in the
21st century
7. Describe the professional teacher in the ASEAN and beyond
8. Explain the life and career skills of learners and teachers in the global landscape
of the 21st century
9. Discuss that teacher competency framework and professional standards assure
teacher quality
Skills

1. Trace the historical development of teaching as a profession in the Philippines

2. Formulate a personal learner-centered philosophy of education
Values

1. Internalize the provisions of the Code of Ethics for Professional Teachers

2. Commit to continuing professional development
3. Commit to the teaching profession, the noblest of all professions

Philippine Professional Standards for Teachers (PPST)

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 1. Demonstrate awareness of existing laws and regulations that apply to the teaching
profession, and become familiar with the responsibilities specified in the Code of
Ethics for Professional Teachers
2. Articulate a personal philosophy of teaching that is learner–centered
3. Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and integrity
4. Seek opportunities to establish professional links with colleagues
5. Demonstrate an understanding of how professional reflection and learning can be
used to improve practice
6. Demonstrate motivation to realize professional development goals based on the
Philippine Professional Standards for Teachers

Competency Framework for Southeast Asian Teachers for the 21st century

1. Facilitating the development of learners’ life and career skills

a. Equip oneself with knowledge, skills, values and attitudes (KSVAs) of the 21st
century
b. Facilitate the development of students Learning to Know KSVAs
c. Facilitate the development of students Learning to Do KSVAs
d. Facilitate the development of students Learning to Be KSVAs
e. Facilitate the development of Learning to Live Together KSVAs
f. Assess students’ KSVAs on the four pillars of education
2. Enhancing ethical and moral values
a. Internalize teachers’ professional code of ethics as specified in one’s country
b. Uphold and model teacher’s professional code of ethics
c. Educate learners and co-teachers with ethics and moral values
3. Engaging in professional development
a. Conduct development needs analysis
b. Prepare one’s professional development plan
c. Engage in professional development
d. Reflect on the relevance of professional development undertaken
e. Apply, share and disseminate new knowledge and skills gained from
professional development activities, study visits and exchange programs
f. Mentor, coach novice student teachers
g. Assess the impact of development activities

Course Content:

LESSON 1: THE TEACHING PROFESSION

Intended Learning Outcomes:

1. Examine the teaching profession against the elements of a profession;

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

3. Explain teaching as a mission and as a vocation;

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 4. Discuss the meaning of a teacher as a professional;

5. Explain the professional competencies that a teacher should possess; and

6. Explain what a teacher must do, must have and must be to cope with society’s

high expectations from a teacher as a person;

Learning Activities:

Introduction

Welcome to the Teaching Profession!

“Teaching is the noblest profession in the world,” stated President David O. McKay. But
teaching is a profession that only appeals to a special type of person—a person who is
concerned about others, one who has a desire to touch the lives of his students and
somehow leave them better than they were. The richest rewards of teaching come when a
teacher can observe growth.

TEACHING AS A PROFESSION

Read the article on the “Nine Elements of a Profession” by Steve McConnell

http://www. alexsbrown .com/prof9.html

HISTORICAL DEVELOPMENT OF TEACHING AS A PROFESSION

Watch and analyse the slide presentation on the History of Philippine Education

https://www.slideshare.net/mjlabog/historical-foundations-of-philippine-education

TEACHING AS A VOCATION AND A MISSION

Watch the video on Teaching as a Vocation, Mission and Profession

https://www.youtube.com/watch?v=6jHFl2xVXqo

THE DEMANDS FROM A TEACHER AS A PROFESSIONAL

There are many models/frameworks of effective teaching. There are four models
of effective teaching that will be considered: Robert Marzano’s Causal Teacher
Evaluation Model, Charlotte Danielson Framework for Teaching, James Stronge Teacher
Effectiveness Performance Evaluation System (TEPES) and the McREL Model (Mid-
Continent Research for Education and Learning)
For comparison of details, visit:

http://www.rowan.edu/colleges/education/ofe/documents/DanielsonCrosswalk.pdf

https://resilienteducator.com/classroom-resources/overview-of-robert-marzanos-model-
of-teaching-effectiveness/

https://www.mtoliveboe.org/cmsAdmin/uploads/nj-stronge-tepes-hb-(1-11-16).pdf

http://www.ncae.org/wp-content/uploads/AR-Mini-Session-McREL-Handout-2.pdf

https://msblasebrown.weebly.com/danielson-framework-for-teaching.html

Watch the video on the 21st century teacher:

https://www.youtube.com/watch?v=Bbe_CWHQRZQ

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DEMANDS OF SOCIETY FROM THE TEACHER AS A PERSON

The personal qualities which a person brings to the teaching profession are as

important as their education and experience.  A wonderful teacher is one who could be

heard saying, “I teach because being around children makes my heart sing!”

Research activity: What are the expectations of the society from a teacher as a person?

https://www.catholiceducation.org/en/education/catholic-contributions/ten-traits-of-a-
great-teacher.html

Assessment Strategies:

1. Make a reflection paper on the differences of professionalization and

professionalism.
2. Using a diagram, show the historical development of the teaching profession in
the Philippines.
3. Song/poem composition on Teaching as a Vocation and Mision
4. Discuss the challenges of the teaching profession in the 21st century.
5. The following education experts gave models of an effective teaching.
a. Robert Marzano
b. Charlotte Danielson
c. James Stronge
d. McREL Model
Compare their models on effective teaching.
6. Poetry Integration – You are a Teacher
Make a four stanza poem on the personal traits of a teacher.

LESSON 2: CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Intended Learning Outcomes

1. Discuss the Preamble and Article I of the Code of Ethics for Teachers in the

Philippines;

2. Explain why schools are considered as the nurseries of the citizens of the state;

3. Demonstrate how to elevate national morality and national pride and how to

cultivate love of country;

4. Give different activities in the community where a teacher may provide

leadership; and

5. Explain how professional teachers should relate to parents and all education

stakeholders.

Learning Activities

CODE OF ETHICS FOR TEACHERS: PREAMBLE, ARTICLES I, II, III, IX

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 The Code of Ethics for Professional Teachers serves as guide for teachers
specifically to new teachers for them to exhibit proper behavior to the learning
community at all times. It is imperative that you observe and practice this set of ethical
and moral principles, standards, and values.

In everyday life, you are confronted with the challenges to do the right thing.
When you are faced with professional decisions that seem to have ethical implications,
there are conditions and provisions of the Code of Ethics that will guide you to determine
the best actions.

Teachers have the responsibility to push their learners to their full potential and
to develop their personality.

Read the following sections in the Code of Ethics for Professional Teachers: Preamble,
Articles I – III, IX

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Assessment Strategies:

1. Why should a teacher possess high moral values?

2. What is technical competence? Why is this skill very important in the 21 st
century?
3. What is nursery in the field of agriculture? Why are schools called the “nurseries
of the citizens of the state?’
4. How can a teacher show respect for community customs and traditions?
5. View How to: A Teacher’s Guide to Parent Teacher Conferences at YouTube
https://www.youtube.com/watch?video
Do you agree with everything that was shared in the video? If yes, give at least 2.
If not, state that or those that you do not agree with and explain why you do not
agree.
6. Research on “helicopter” parents. What is meant by “helicopter” parents? How
should you relate to them?

LESSON 3 : CODE OF ETHICS FOR PROFESSIONAL TEACHERS (CONT.)

Intended Learning Outcomes:

1. Explain how the professional teacher should relate to the learners, the

teaching community and higher authorities;

2. Explain how a professional teacher should conduct himself/herself as a

person, in the teaching profession and in business;

3. Describe the teacher’s ethical response in given situations;

Learning Activities

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 The learners are our primary internal stakeholders. They have no choice over
the kind of teacher given them. Fortunate are the learners who are in the classes of
professional caring teachers. Unfortunate are those whose teachers are a contrast of the
caring and compassionate teachers.

Read the following sections in the Code of Ethis for Professional Teachers: Articles
VIII, IV-VI, X, XI

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Assessment Strategies:

1. Research on the steps a professional teacher should take if she decides to raise her
grievances against her superior.
2. Will filing a justified complaint against a fellow teacher do well for a community
of professional teachers? If you were the one intending to file a complaint, would
you do so? Explain your answer.
3. How do you want your teachers to be? Give five wishes on how you want your
teachers to be. After doing this activity read Article VIII. Are your wishes found
in article VIII?
4. Open this website: https://www.ted.com/talks/rita_pierson_every_kid_needs a
champion
Based on the video, discuss how a teacher can make a difference in the life of
students.

LESSON 4: RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES

Intended Learning Outcomes:

1. Discuss the rights and privileges of teachers in the Philippines;

2. Explain the provisions of Commonwealth Act No. 578;

3. Explain the significance of the 1987 Constitution to professional teachers;

4. Discuss the provisions of RA 4670.

Learning Activities:

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

The 1987 Philippine Constitution states: …The state shall enhance the right of
teachers to professional advancement. It shall “assign the highest budgetary priority to
education to “ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of job satisfaction and
fulfilment.”

Research on the Rights and Privileges of Teachers in the Philippines in the website
below: Read the content very carefully.

https://www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
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Assessment Strategies:

1. Pretend that you belong to a team that campaigns for Senior High School
graduates to enrol in teacher education. Mention the privileges and benefits as
stated in the Magna Carta for Teachers.
2. What if a teacher who is transferred to another school believes there is no
justification for the transfer. What must he/she do?
3. Research on the budget allocated to education by the government for the past five
years. Based on the figures, has the government been true to the Constitution?
4. Interview teachers who have been in the service for ten or more years. Find out if
there are still benefits that they wish the government should provide.

LESSON 5: ON BECOMING A GLOCAL TEACHER

Intended Learning Outcomes:

1. Describe global and glocal teachers;

2. Infer the demands of globalization in the 21st century on teacher professionals;

3. Draw a holistic picture of the teachers and the teaching profession in the ASEAN;

4. Appreciate the similarities of the characteristics of the ASEAN teachers and

teaching profession as these respond to global standards;

5. Compare the ASEAN teachers and teaching profession with three other countries

in the world: Japan, China and the United States of America; and

6. Review the Global Teacher Status Index and learn lessons from it.

Learning Activities:

Our world has been called a “global village”. Satellite communications make
possible television, telephone and documents transmitted through fax and electronic
mails across thousands of miles in thousandths of a second. Global education poses a
variety of goals ranging from increased knowledge about the peoples of the world to
resolutions of global problems, from increased fluency in foreign languages to the
development of more tolerant attitudes towards other cultures and peoples. Global
education embraces today’s challenges as national borders are opened. It paves the way
for borderless education to respond to the needs of educating children of the world they
are entering. It offers new curricular dimensions and possibilities, current scientific and
technological breakthroughs for completely new frontiers in education.

Hence, future teachers like you should prepare to respond to these multiple
challenges. To become a global teacher you should be equipped with a wider range of
knowledge of the various educational systems outside the country; master skills and
competencies which can address global demands; and possess attitudes and values that
are acceptable to multicultural communities.

Read and reflect about the global and glocal teacher in the websites below:
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https://www.waikato.ac.nz/globalstudies/research/the-glocal-teacher

https://www.slideshare.net/EduardOrsal/global-education-and-global-teacher

Assessment Strategies:
1. Can one be a global teacher without teaching abroad? Explain your answer in 4-5
sentences.
2. Reflect on the statement: As a glocal teacher, act locally but think globally.” Give
examples.
3. As a future teacher how can you prepare yourself to become globally
competitive?
4. If you were given the chance to teach abroad, which country will you choose?
Why?
5. Interview two Filipino teachers. One teaches in the Philippines and the other
teaches abroad or has taught outside the country. Ask their reasons for the choice
of where they should teach. What do they like most where they are teaching at
present. Do they consider themselves as global or glocal?
6. In song or a poem describe a global village.

LESSON 6 : THE CHANGING GLOBAL LANDSCAPE FOR THE 21 ST

CENTURY TEACHERS

Intended Learning Outcomes:

1. Identify the different changes occurring in the global teaching-learning

landscape;

2. Identify the 21st century life and career skills for learners and teachers;

3. Demonstrate understanding of the UNESCO’s Four Pillars of Learning as

these apply to the 21st century;

Learning Activities:

Research on the changing global landscape. Read reflectively using the websites below.

https://www.scribd.com/presentation/438314315/The-Changing-Global-Landscape-for-
the-21st-Century-Teachers-ppp

https://er.educause.edu/articles/2011/2/the-changing-landscape-of-higher-education

Assessment Strategies:

1. Reflection Paper on the Changing Global Landscape

2. Mini – portfolio describing the global landscape in teaching and learning

3. Prepare an analysis and reflection on the four pillars of learning and the
st
21 century career skills.

LESSON 7: ENSURING TEACHER QUALITY THROUGH COMPETENCY

FRAMEWORK AND STANDARDS

Intended Learning Outcomes:

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 1. Distinguish between teacher quality and quality teachers.

2. Relate the Competency Framework for Teachers in Southeast Asia (CFT

SEA) to teacher quality.

3. Discuss the Philippine Professional Standards for Teacher (PPST) Career

Stage 1 – Beginning Teachers Competencies and how it can assure teacher

quality in the Philippines.

Learning Activities:

Make an analysis of the Competency Framework of Teachers in Southeast Asia found in

the website below.

https://www.seameo-innotech.org/wp-content/uploads/2019/04/SEA-TCF_Nov2017.pdf

Assessment Strategies:

1. Study the Competency Framework for Teachers in

Southeast Asia. Compare the framework with the Philippine Qualifications

Framework. What are their similarities? differences?

2. When you become a professional teacher in the future, how can you enhance

the state of quality teachers in your country?

LESSON 8: CONTINUING PROFESSIONAL DEVELOPMENT

Intended Learning Outcomes:

1. Explain why Continuing Professional Development (CPD) is necessary for

professional teachers;

2. Discuss pertinent provisions of the CPD Act of 2016 and other related legal

documents;

3. Compare the Continuing Professional Development of high performing

countries; and

4. Commit to continuing professional development;

Learning Activities:

Research Activity:

Philippine Professional Standards for Teachers (PPST)

https://www.academia.edu/37380098/Philippine_Professional_Standards_for_Teachers

Historical and Legal Bases of Continuing Professional Education (CPD)

https://laws.chanrobles.com/republicacts/

110_republicacts.php?id=10697

Assessment Strategies:
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 1. How does this proverb relate to CPD? “A much-used plow shines; stagnant waters
stink.”
2. Teaching is a “learning profession.” What does this mean?
3. What qualities are expected of teachers based on the domains of the PPST?
4. When you become a professional teacher in the future, how can you enhance the
state of quality of teachers in your country?
5. After studying the different domains and competencies of the PPST, which
domain do you find easy to master? Why? Which domain seems to be difficult for
you to master? Why?

LESSON 9: PHILOSOPHIES OF EDUCATION

Intended Learning Outcomes:

1. Explain at least seven philosophies of education.

2. Compare the seven philosophies in terms of the following questions: why teach,

what to teach and how to teach.

Learning Activities:

Research activity:

Seven Philosophies ( Constructivism, Essentialism, Progressivism, Perennialism,

Existentialism, Behaviorism, Linguistic Philosophy)

Video Analysis on Philosophies of Education

https://www.youtube.com/watch?v=2wYVrPPpzrQ

Analysis of sample philosophies of education (get from the net)

Assessment Strategies

1. Which philosophy of education is very relevant in the 21 st century? Choose three

and explain their relevance to 21st century teaching and learning.
2. Search for a sample philosophy of education in the internet. Formulate your own
philosophy of education in 7-10 sentences.

LESSON 10: TEACHING: THE NOBLEST OF ALL PROFESSIONS

Intended Learning Outcomes:

1. Cite reasons why teaching is said to be the noblest of all professions.

2. Commit to the teaching profession, the noblest of all profession.

Learning Activities:

Teaching has a lot of demands. That is why only a few answer the call to teach.
You are in a very noble profession where you help others become what they want to be.
You are in a profession where you can touch lives and so affect eternity. A teacher has

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the power to touch lives and make a difference in people’s lives. “The influence of a
good teacher can never be erased,: says one quotable quote.

Viewing of a short fill: Three Letters from Teddy

https://www.youtube.com/watch?v=U5mw9W-_70c

Assessment Strategies:

1. In the moving story of Teddy and Ms. Thompson entitled “Three Letters from
Teddy,” what do you like most in the story? Why? Did you ever have a “Ms.
Thompson” in your life?
2. In two to three sentences, connect the line below to the teaching profession
being the noblest of all professions.
“One looks back with appreciation to the brilliant teachers but with
gratitude to those who touched our human feelings.” – Carl Jung
3. Prepare a reflection paper on the short film.

Congratulations, you chose the noblest of all professions. May you find
fulfilment in your profession!

Other References for further readings: (1&2)

https://www.slideshare.net/dionybanez7/the-teaching-profession-37449929

https://www.slideshare.net/71414/teaching-profession-powerpoint

https://www.cem.org/blog/6-elements-of-great-teaching/

https://www.slideshare.net/marzelle31/teaching-profession-historical-perspective-of-
philippine-educational-system

https://www.slideshare.net/loreinmay/spanish-period-strategies-of

http://www.msdwt.k12.in.us/wp-content/uploads/2011/11/HR-LSI-Marzano-Causal-
Model-Presentation.pdf

https://www.mtoliveboe.org/cmsAdmin/uploads/nj-stronge-tepes-hb-(1-11-16).pdf

http://www.ncae.org/wp-content/uploads/AR-Mini-Session-McREL-Handout-2.pdf

https://msblasebrown.weebly.com/danielson-framework-for-teaching.html

https://isminc.com/advisory/publications/the-source/the-importance-of-positive-
parent-teacher-relationships

https://ph.search.yahoo.com/search?
p=Code+of+Ethics+for+Teachers+in+the+Philippines+preamble&fr=yfp-
t&fp=1&toggle=1&cop=mss&ei=UTF-8

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

https://work.chron.com/professional-code-ethics-teachers-4132.html

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https://teach.com/blog/five-ways-teachers-can-establish-positive-relationships-with-
parents/

Other References for further readings: (3,4,5)

https://www.reference.com/business-finance/global-teacher-c43911c59a8ee207

https://www.slideshare.net/EduardOrsal/global-education-and-global-teacher

http://blogs.edweek.org/edweek/global_learning/2015/08/the_top_10_characteristics_
of_globally_competent_teachers.html

https://www.worldlearning.org/programarea/global-education/

https://www.globaleducation.edu.au/global-education/what-is-global-ed.html

https://www.britannica.com/topic/education/Global-trends-in-education

https://education.stateuniversity.com/pages/277/China-TEACHING-
PROFESSION.html

References for frther readings: (7-10)

https://www.thejakartapost.com/academia/2020/05/18/the-changing-global-landscape-
post-covid-19-and-its-implications.html

https://er.educause.edu/articles/2011/2/the-changing-landscape-of-higher-education

https://www.slideshare.net/sirclav/the-four-pillars-of-learning

https://www.acadshare.com/four-pillars-education/

http://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf

https://www.teacherph.com/philippine-professional-standards-for-teachers/

https://www.seameo.org/SEAMEOWeb2/images/stories/Publications/Centers_pub/2012T
eachingCompetencyStandards/TeachingCompetencyStd.pdf

https://www.slideshare.net/JohnAdrianCA/philippine-professional-standards-for-
teachers-125410012

http://www.eddirect.com/resources/education/essentialism-in-education

https://www.thoughtco.com/progressive-education-how-children-learn-today-2774713

https://education.seattlepi.com/apply-behaviorist-philosophy-classroom-3322.html

https://www.theedadvocate.org/edupedia/content/what-is-perennialism/

Textbook

Bilbao, P., et al., (2018). The teaching profession. Lorimar Publishing Inc.

Prepared by:

Professional Education Teachers

Recommending Approval:
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NORMA GUILLERMO, Ph. D
Dean, School of SLATE

Approved by:

VISITACION C. ROLA, Ph.D, DPA

VP for Academics

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