Comprehensive Study Guide on the Teaching Profession and Professional Standards

Nature and Foundations of Teaching

  • Teaching as a Profession

    • Requires long and arduous years of preparation, completion of a university degree, passing a licensure examination, and adherence to a strict code of ethics.
    • Demands continuous skill upgrade and adherence to professional standards set by regulatory bodies.

  • Teaching as a Vocation

    • Derived from the Latin word vocare, which translates to "to call".
    • Represents a dedication or calling to serve others through the educational development of youth.

  • Teaching as a Mission

    • Derived from the Latin word missio, meaning "to send".
    • Refers to a specific assigned task that an educator is sent to accomplish.
    • Involves preparing thoroughly to carry out the assigned responsibilities of educating learners.

  • Teaching and Life Meaning

    • Encompasses three core dimensions: teaching the minds, touching the hearts, and transforming the lives of students.

  • The "Pwede Na" Mentality: Enemy of Excellent Mission Preparation and Accomplishment

    • Represents indicators of defeatism and mediocrity that impede professional excellence.
    • Common expressions reflecting this negative mindset include:
      • "Di ko na 'yan sagot" (That is no longer my responsibility)
      • "Dagdag trabaho" / "Gastos lang 'yan" (Additional work / Just an added expense)
      • "Wala na tayong magawa" (There is nothing more we can do)
      • "Ganyan na 'yan pagpasok ko" (It was already like that when I arrived)

Elements of a Profession

Competence Components

  • Initial Professional Education

    • Involves completing a degree program at a recognized university within a chosen field.
    • Requires long and arduous years of academic and practical preparation.
    • Serves merely as the beginning of a professional journey, as practitioners are expected to engage in endless learning.

  • Accreditation

    • Programs must be approved by a government regulatory body, such as the Commission on Higher Education (CHED) in the Philippines, to ensure official recognition and quality standards.

  • Licensing

    • Mandatory requirement (not voluntary) administered by a government authority, specifically the Professional Regulation Commission (PRC).
    • Grants legal authorization to practice the teaching profession.

  • Professional Development

    • Systematic, ongoing process aimed at maintaining and improving professional knowledge, skills, and practices.
    • Mandated by Republic Act No. 10912 (Continuing Professional Development Act of 2016).

  • Professional Societies

    • Organizations that define certification criteria, manage professional certification programs, establish accreditation standards, and define codes of ethics.
    • Responsible for executing disciplinary actions when members violate established ethical codes.

  • Code of Ethics

    • A set of moral and behavioral standards designed to ensure that every practitioner behaves responsibly.
    • Explicitly outlines what professionals should do and avoid in their practice.

Code of Ethics for Professional Teachers

  • Legal Bases and Preamble

    • Legal Framework: Adopted by the Board for Professional Teachers pursuant to Paragraph (e), Article 11 of Republic Act No. 7836 (Philippine Professionalization Act of 1994) and Paragraph (a), Section 6 of Presidential Decree No. 223, as amended.
    • Preamble: Teachers are duly licensed professionals possessing dignity and reputation with high moral values, technical competence, and professional capabilities. They strictly adhere to, observe, and practice ethical and moral principles, standards, and values.

  • Article XI: The Teacher as a Person

    • Section 1: A teacher is, above all, a human being endowed with life, holding the highest obligation to live with dignity at all times—in school, in the home, or elsewhere.
    • Section 2: A teacher shall place a premium upon self-discipline as the primary principle of personal behavior in all relationships and situations.
    • Section 3: A teacher shall maintain at all times a dignified personality that serves as a model worthy of emulation by learners, peers, and others.
    • Section 4: A teacher shall always recognize the Almighty God as the guide of his own destiny and the destinies of men and nations.

  • Article VIII: The Teachers and Learners (Internal Stakeholders)

    • Section 1: Teachers have the right and duty to determine academic marks and promotions according to generally accepted evaluation and measurement procedures. Complaints must be addressed immediately with due process.
    • Section 2: The interest and welfare of learners are the teacher's primary concern; teachers must deal justly and impartially with every student.
    • Section 3: Under no circumstance shall a teacher be prejudiced against or discriminated against by the learner.
    • Section 4: Teachers shall not accept gifts or favors from learners, parents, or representatives in exchange for requested concessions, especially if undeserved.
    • Section 5: Teachers shall not accept direct or indirect remuneration for tutorials beyond what is officially authorized.
    • Section 6: Evaluation of student work must be based solely on merit and quality of academic performance.
    • Section 7: If mutual attraction and love develop between a teacher and a learner, the teacher must exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment.
    • Section 8: Corporal punishment is strictly prohibited. Deductions from scholastic ratings cannot be used as punishment for non-academic offenses.
    • Section 9: Teachers must ensure adequate conditions for maximum learner development and extend assistance in solving student difficulties.

  • Relationships with Colleagues and Higher Authorities

    • Colleagues (The Teaching Community):
      • Teachers must maintain professional loyalty, mutual confidence, self-sacrifice for the common good, and full cooperation.
      • Plagiarism is prohibited; proper credit must always be attributed to others' work.
      • Organize complete records and data for successors before leaving a position.
      • Maintain strict confidentiality regarding official school records and associates' personal information.
      • Seek correctives for unprofessional conduct of associates only with incontrovertible evidence, presenting justifiable criticisms in writing to proper authorities.
    • Higher Authorities (School Heads, Supervisors, Superintendents):
      • Faithfully carry out legitimate administrative policies regardless of personal views.
      • Avoid making false or anonymous charges against superiors; valid charges must be presented under oath before a competent authority.
      • Transact official business through established administrative channels, appealing directly to higher authority only when special circumstances justify doing so.
      • Raise grievances through democratic processes without disrupting student learning.
      • Appointments, promotions, and transfers must be based solely on merit and service requirements.
      • Honoring contractual agreements with full knowledge of employment terms.

  • Relationships with Secondary and Tertiary Stakeholders

    • Article II: The Teacher and the State:
      • Schools serve as nurseries of future citizens; teachers are trustees of cultural and national heritage, obligated to instill love of country, obedience to laws, and allegiance to the constitution.
      • Teachers and school officials must take an oath to carry out state policies.
      • Teachers must maintain physical, mental, and moral fitness.
      • Prohibited from soliciting or receiving funds/materials for political or religious partisan interests.
      • Must exercise the right to vote and refrain from using authority to coerce political actions from others.
      • Enjoy academic freedom in research; however, findings inimical to state policy must be submitted to proper authorities for remedial action.
    • Article III: The Teacher and the Community:
      • Act as facilitators of learning and youth development by creating conducive growth environments.
      • Provide leadership in community movements for social, educational, economic, and moral betterment.
      • Refrain from gambling, smoking, drunkenness, illicit relations, or other excesses to merit social recognition.
      • Study local customs and traditions to maintain a sympathetic attitude without disparaging the community.
      • Keep the community informed about school accomplishments, needs, and challenges.
      • Serve as intellectual leaders in the barangay and extend counseling services when appropriate.
      • Maintain harmonious relations with other professionals and government officials.
      • Possess freedom of worship but refrain from using position or influence to proselytize others.
    • Article IX: The Teacher and Parents:
      • Establish and maintain cordial relationships with parents to earn confidence and respect.
      • Inform parents of student progress and deficiencies through proper authorities with candor and tact.
      • Hear parental complaints with sympathy and understanding while discouraging unfair criticism.

  • The Teacher and Business

    • Teachers have the right to engage in legitimate income-generating activities provided they do not conflict with or impair teaching duties.
    • Must maintain a solid financial reputation by settling debts and managing personal financial affairs satisfactorily.
    • Prohibited from acting as agents or holding financial interests in commercial ventures selling textbooks or commodities to their school, except through recognized teachers' cooperatives or inherent assignment duties.

The Global and Glocal Teacher Professional

  • Global Education Context

    • Refers to connectivity without losing local cultural foundations.
    • Concept of a "flat world" or "one planet schoolhouse" resulting from technology-driven geographical compression.
    • Demands understanding cultural diversity to align local teaching with international standards.

  • Glocal Education and the Glocal Teacher

    • Glocal Education: Blends global perspectives with local traditions, providing equal access to knowledge and learning tools as fundamental rights of every child.
    • Characteristics of a Glocal Teacher:
      • Equipped with both traditional and modern instructional technologies.
      • Thinks and acts both locally and globally with worldwide perspectives.
      • Possesses a clear vision for the future of learners and society.
      • Understands global interconnectedness and values rich cultural diversity.
      • Creative, innovative, and tolerant of diverse cultural practices.
      • Facilitates digitally-mediated learning and demonstrates effective communication skills.
      • Aligns classroom practice with international teacher standards and the Beginning Teacher indicators of the PPST.

The Global Landscape for 21st Century Teachers

  • Key Changes in 21st Century Teaching and Learning

    • New Learning Environment: Learner-centered, borderless, tech-infused spaces that enhance creativity and innovation.
    • New Learning Contents: Interdisciplinary, demand-driven curricula focused on teaching tools for knowledge retrieval while balancing technological, cultural, local, and global concepts.
    • New Learning Processes: Flexible modalities including face-to-face, distance, blended, experiential, and lifelong learning.
    • New Types of Learners: Highly diverse, multi-cultural, and multi-generational students.
    • New Types of Teachers: Educators who integrate ICT effectively, utilize broad evidence-based pedagogies, conduct action research, and apply assessment to guide instruction.

  • Essential 21st Century Student Life Skills

    • Flexibility and Adaptability
    • Initiative and Self-Direction
    • Social and Cross-Cultural Skills
    • Productivity and Accountability
    • Leadership and Responsibility

  • The Four Pillars of Education (UNESCO / Jacques Delors Report)

    • Report Title: "Learning: The Treasure Within"
    • Learning to Know: Acquiring general and domain-specific knowledge; learning how to learn by developing concentration, memory, and critical thinking.
    • Learning to Do: Applying knowledge practically to develop occupational skills, teamwork, and problem-solving abilities.
    • Learning to Be: Developing the whole person (mind, body, spirit, emotional intelligence, personal autonomy) to reach full potential; considered the most complex pillar.
    • Learning to Live Together: Developing empathy, understanding interdependence, managing conflicts peacefully, and respecting pluralism and common values.

Quality Teachers vs. Teacher Quality

  • Quality Teachers

    • Defined by personal attributes, 21st-century skill sets, and global competencies.
    • Learning and Innovation Skills: Critical thinking, problem-solving, creativity, innovation, communication, and collaboration.
    • Information, Media, and Technology Skills: Information literacy, ICT literacy, and media literacy.

  • Teacher Quality

    • Defined by formal standards, credentials, and demonstrated student learning outcomes under Outcomes-Based Education (OBE).
    • Core Framework Domains:
      • Planning and Preparation
      • Classroom Environment
      • Instructional Delivery
      • Professional Responsibilities

Educational Philosophies

  • Pragmatism / Experimentalism

    • Proponent: John Dewey
    • Objective: Prepare the child for a well-adjusted life in a changing society.
    • Teaching Strategies: Project-based learning, real-life problem solving, learning by doing.
    • Teacher Role: Facilitates action and structures resource-rich, hands-on learning experiences.
    • Student Role: Learns problem-solving, cooperation, and social negotiation skills.

  • Constructivism

    • Proponent: Jean Piaget
    • Objective: Equip learners with skills to construct their own knowledge and meaning.
    • Teaching Strategies: Inquiry-based activities, manipulation of objects, hypothesis testing, research, and invention.
    • Teacher Role: Promotes active learning and dialogue; prompts critical discussions rather than lecturing.
    • Student Role: Actively engages, investigates, and constructs mental models.

  • Behaviorism

    • Proponents: John B. Watson, B. F. Skinner
    • Objective: Modify and shape student behavior through structured environmental stimuli.
    • Teaching Strategies: Clear stimuli, repetition, positive reinforcement, and extinction of negative behavior.
    • Teacher Role: Arranges environmental conditions and applies appropriate reinforcement schedules.
    • Student Role: Responds to instructional stimuli and demonstrates required performance levels.

  • Progressivism

    • Proponents: John Dewey, Johann Heinrich Pestalozzi
    • Objective: Develop learners into enlightened, active, and intelligent citizens of a democratic society.
    • Teaching Strategies: Experiential methods ("hands-on, minds-on, hearts-on"), field trips, thought-provoking games, and puzzles.
    • Teacher Role: Stimulates curiosity and guides real-life problem solving.
    • Student Role: Participates actively in democratic problem-solving and social activities.

  • Existentialism

    • Proponents: Jean-Paul Sartre, Søren Aabye Kierkegaard
    • Objective: Help students define their own essence and personal identity through free choice.
    • Teaching Strategies: Values clarification, self-paced and self-directed learning, exposure to diverse pathways.
    • Teacher Role: Assists students in discovering personal meaning, authenticity, and individual responsibility.
    • Student Role: Exercises personal choice, takes responsibility for decisions, and develops self-reliance.

  • Essentialism

    • Proponent: William Bagley
    • Objective: Teach basic academic knowledge, essential skills, and traditional values needed for citizenship.
    • Teaching Strategies: Subject-matter mastery, direct instruction, drill, and practice.
    • Teacher Role: Serves as an intellectual authority and moral role model.
    • Student Role: Works hard to master core academic content and disciplined behavior.

  • Perennialism

    • Proponent: Robert Hutchins
    • Objective: Cultivate rational intellect and universal truths that withstand time.
    • Teaching Strategies: Socratic dialogue, mutual inquiry sessions, lectures, and studying classical texts.
    • Teacher Role: Mentors students and cultivates independent, critical thinking skills.
    • Student Role: Engages in intellectual discussions to develop logical reasoning.

Competency Frameworks and Professional Standards

  • Competency Framework for Teachers in Southeast Asia (CFT SEA)

    • Development: Developed in 2017 through collaborative efforts of Thailand's Teacher Education Council, SEAMEO Secretariat, and SEAMEO INNOTECH.
    • Purpose: Revitalize teacher education and promote the teaching profession across Southeast Asia.
    • Four Essential Competencies:
      1. Knowing and understanding what to teach.
      2. Helping students to learn.
      3. Engaging the community.
      4. Becoming a better teacher every day.

  • Philippine Qualifications Framework (PQF)

    • Legal Basis: Enacted under Republic Act No. 10968 (s. 2018); joint program of DepEd, TESDA, CHED, PRC, and DOLE.
    • Structure: 8 qualification levels based on learning outcomes across three domains: Knowledge, Skills, and Values; Application; and Degree of Independence.
    • Level 6 (Baccalaureate / Teacher Level):
      • Knowledge, Skills, and Values: Possess a broad, coherent level of knowledge and skills for professional work and lifelong learning.
      • Application: Apply professional work in a broad range of discipline areas or further study.
      • Degree of Independence: Work independently as a teacher or collaboratively in professional teams.

The PHL Qualifications Framework

  • Philippine Professional Standards for Teachers (PPST)
    • Policy Mandate: DepEd Order 42, s. 2017 (formerly National Competency-Based Teacher Standards, NCBTS 2006).
    • Alignment: Aligned with K to 12 Basic Education Reform, HE Outcomes-Based Education, ASEAN Integration, UNESCO SDGs 2030, and AmBisyon Natin 2040.
    • 7 Domains of PPST:
      1. Content Knowledge and Pedagogy
      2. Learning Environment
      3. Diversity of Learners
      4. Curriculum and Planning
      5. Assessment and Reporting
      6. Community Linkages and Professional Engagement
      7. Personal Growth and Professional Development

Expectations from each career stage of the PPST

  • PPST Career Stages
    • Career Stage 1: Beginning Teachers
      • Newly qualified educators who possess recognized entry-level qualifications and passed the Licensure Examination for Teachers (LET).
      • Require ongoing support and mentoring from experienced colleagues.
    • Career Stage 2: Proficient Teachers
      • Professionals who independently apply teaching principles, strategies, and instructional skills vital to learning.
    • Career Stage 3: Highly Proficient Teachers
      • Educators who consistently display high-level teaching performance, mentor colleagues, and work collegially with staff.
    • Career Stage 4: Distinguished Teachers
      • Leaders who embody the highest standards for teaching grounded in global best practices and lead educational improvements across school divisions and regions.

Continuing Professional Development (CPD)

  • Legal Requirement

    • Governed by Republic Act No. 10912, known as the Continuing Professional Development Act of 2016.
    • Mandates continuous learning for professional license renewal.

  • Four Pathways/Tracks to Earn CPD Credits

    1. Professional Track: Training programs, seminars, workshops, and conferences offered by accredited providers.
    2. Academic Track: Post-baccalaureate diploma programs, Master's degrees, or Doctoral studies.
    3. Self-Directed Track: Online courses, professional authorship, or informal learning recognized by the CPD Council.
    4. Productive Scholarship: Research publications, patented educational innovations, or development of peer-reviewed instructional materials.