PORTFOLIO

AS
FINAL REQUIREMENT

FOR

EDUC 412(THE TEACHING PROFESSION)

SUBMITTED BY: DAISY A. DENIAL

BSED ENGLISH 3

SUBMITTED TO: NIDA PASTOR

Chapter 6 Ensuring Teacher Quality Through Competency Framework and standards

A country that doesn’t have confidence in its teachers will have difficulty in improving education.

SUMMARY

A. Quality teachers are characterized by the different skills needed in the 21st century education.
These are the following
1. Global awareness
2. Financial, economic, business, and entrepreneurial literacy
3. Civic literacy
4. Health literacy and included are knowledge and values.

With these themes in mind, the 21st century skills framework are clustered into three

• Learning and innovation skills framework include critical thinking and problem solving,
creativity and innovation and communication and collaboration and technology skills.
• Information, media, and technology skills framework include information literacy, media
literacy, ICT (information, communication, & technology literacy
• Life and career skills framework

The core elements of teachers- quality standards should include the ff:

• Planning and preparation

• Classroom environment
• Instruction
• Professional responsibilities

Quality teachers are defined by their traits and characteristics while teacher quality is defined by the
standards set for the profession and are verify by the student’s learning outcomes.

B. Competency frameworks for teachers in Southeast Asia (CFT ASIA)

Four essential competencies for teaching in Southeast Asia
1. Knowing and understanding what to teach
2. Assessing students to learn
3. Engaging the community
4. Becoming a better teacher everyday
C. The Philippine qualifications framework (PQF)
As part of the ASEAN convergence and in the light of adopts national standards and levels for
outcomes in education. PQF is provided by law (RA 10968, S. 2018). Based on the level of
education as PQF level 6, PQF is a legal document that adopts national standards and levels for
outcomes of education in the country.
D. Philippines professional standards for teachers (PPST)
National competency-based teacher standards (NCBTS, 2006) now known as Philippine
professional standards for teachers (PPST)
Teachers’ quality, n a broader sense is attuned the demand and changes in the educational local and
global landscape to include the reforms of K to 12, the outcomes- based education of higher education,
the ASEAN integration, the UNESCO’s SDGs 2030and the Ambisyon Natin 2040.

Newly qualified to teach as professional are the beginners’ teachers.

7 domains in the PPST

1. DOMAIN 1: Content knowledge pedagogy

2. DOMAIN 2: Learning environment
3. DOMAIN 3: Learner’s diversity
4. DOMAIN 4: Curriculum and planning
5. DOMAIN 5: A assessment and reporting
6. DOMAIN 6: Community linkages and professional engagement
7. DOMAIN 7: Personal growth and professional development

REFLECTION: without quality teacher, teachers’ quality will never be existed. Quality teachers are
defined by individual knowledge, skills, and values on the other hand teacher quality are defined by
teachers’ standards set for teaching profession. Quality teachers are talent or innate of a teacher
because it is individual, the quality of teacher in teaching can never be copied by others. Teachers are
diverse, they can be delivering a quality education by being devoted to their profession, if you love or
enjoy what you do, its not hard for you to become a quality teacher. On the other hand, teachers’
quality, a teacher must possess and practice, there are some teachers who are not competent enough
to teach, for them to become effective and competent, they shall undergo training, seminar, or what we
call CPD (CONTINUOUS PROFESSIONAL DEVELOPMENT).

CHAPTER 7: CONTINUING PROFESIONAL DEVELOPMENT THE LIFEBLOOD OF THE TEACHING PROFESSION

SUMMARY

The historical and legal bases of continuing professional development in the Philippines

Batas Pambansa 232, the education act of 1982 chapter 4 section 16, states as one of the teachers’
obligations to assume the responsibility to maintain and sustain his professional growth and
advancement.

RA9155, An Act instituting a framework pf governance for basic education, establishing authority and
accountability, renaming the department of education, culture, and sports as the department of

R.A. 7863, The teachers’ professionalization act. provided for mandatory and continuing professional
education (CPE) now as referred to continuing professional development (CPD).

The board for professional teachers (BPT), resolution no. 435, s. 177 adopt the code of ethics for
professional teachers pursuant to the provision to the of paragraph article 11 R.A 7836, known as
Philippine’s professionalization act of 1994

Executive order # 266 institutionalization of the continuing professional education (CPE) Programs of
various professional regulatory boards (PRBs) under the supervision of the professional regulation
commission (PRC). This was signed and issued by the office of then President Fidel V. Ramos on July 5,
1995
Ways by which professional teachers can earn credit unit

1. Professional tract
2. Academic tract
3. Self-directed tract
4. Productive scholarship

Characteristics of effective CPD

1. Continuous
2. Collaborative
3. Focused on specific teacher need
4. Job-embedded
5. Given enough time
6. Funded

REFLECTION:

according to Kevin Peter Hall, to teach is to show, you can’t teach what you don’t know. You can’t guide
where you don’t go, and you can’t grow what you don’t sow.

A teacher must adopt continuous professional development

A teacher is required to undergo CPD stands for continuous professional development, the CPD act of
2016 requires every professional teacher for continuous gain more knowledge or insight to impart in
student’s minds.

CPD has a big contribution in teachers’ effectiveness and be more competent and morally upright. The
purpose of CPD is to train teachers what strategy or approach are suitable for learners to assess them.

CHAPTER 8: PHILOPHIES OF EDUCATION

To philosophies is so essentially human- and in a sense to philosophize means living a truly human life- J.
Pieper

We are successor to rich philosophical heritage. Passed on to us are several philosophies of various
thinkers who live before us. These thinkers reflected life in this planet. They occupied t hemselves
searching for answers to questions about human existence.
SUMMARY

LESSON 1: SEVEN PHILOPHIES OF EDUCATION

1. Constructivism- knowledge is not just a thing that can simply acquired by students from
teachers. Rather knowledge is built the students through active mental process of development;
knowledge are builders and creators of meaning and knowledge. Their minds is not tabularasa,
but their minds are full of ideas waiting to be unlocked by the teacher by assessing them.
2. Essentialism – essentialist teachers emphasize mastery of subject matter. Teachers are relying
heavily on the use of prescribed textbooks, drill method. There is stress on memorization and
discipline.
3. Progressivism – progressivist teachers teach to develop learners into becoming enlighten and
intelligent citizens of democratic country.
4. Perennialism -students engaged in Socratic dialogues, or mutual inquiry sessions to develop
understanding of history’s most timeless concepts.
5. Existentialism – existentialist method focusses on the individual. Learning self-directed. It
includes a great deal of individual contact with the teacher.
6. Behaviorism- behaviorist teachers to make the stimuli clear interesting to capture and hold the
learner’s attention. They ought to provide appropriate incentives to reinforce positive responses
and weaken por eliminate negative ones.
7. Linguistic philosophy- The most effective way to teach language and communication is the
experiential way make them experience sending and receiving messages through verbal, non-
verbal, para verbal, manner.

REFLECTION: As a future educator, its very important to make a clear, concise philosophy of
education. my philosophy of education is my aperture and to the society and direction in life.
My philosophy is my own perspective and experimentation, no one can take it away from me, it
stored in my mind. I believe that my philosophy is a product of concrete not in abstract theory
because this is my representation to daily life.

In education, it’s very rich in philosophical legacy. In which we can apply to become a highly
competent and morally upright educator, there are seven philosophies of education to help
sharpen our mind essentialism, progressivism, perennialism, existentialism, behaviorism,
constructivism, and linguistic philosophy. These seven philosophies are varied in each other, the
idea of the learners and values. It’s a must for us future mentor to learn all this concept,
familiarize, apply it into real world to become a competent teacher and hit the target for every
learning session.
CHAPTER 9: TEACHING, THE NOBLEST OF ALL PROFESSION

SUMMARY

teaching is noble profession. A teacher is highly respected in society. Parents attach their children to
teachers to teach them good manners, discipline, good behavior, how to be and settle in life. Hence,
teaching is considered as noble profession.

A career in teaching can be rewarding. It not only offers you a chance to impact young minds but also
makes you immensely satisfied with the work you do. Teaching as a profession is immensely gratifying
as it gives you the satisfaction of working towards empowering young minds.

REFLECTION: Teaching is indeed uncorrupted profession, because in teaching we help student to

sharpen their mind, we operate with mortal minds and hearts to help anybody become righteous.
Teaching is affecting soul and mold the future of every learner. We as future educator are agent of
change. We teach students not only become knowledgeable but also to become a good citizen and have
a harmonious life in the future.

Chapter 6: lesson 2 self- check questions page 155

1. A
2. C
3. A
4. A
5. A

Chapter 7: check for understanding page 172

1. A
2. C
3. A

Chapter 8: lesson 1 check for understanding of the philosophies page 185

Essentialism

1. No, they aim to transmit the traditional moral values and intellectual knowledge that students
need to become model citizens.
2. No, the model student is the one who shows mastery of the basic skills and that one who lives
by traditional moral values.
3. No, they teach subject matter even if students are not interested. They are more subject
matter- oriented than student- centered.
4. No, they need long academic calendar and core requirements for mastery of basic skills.

Progressivism
 1. No, they look at education as life.
2. Yes
3. No, they focus more on problem solving skills
4. Yes

Perennialism

1. No. They are more concerned with the study of great books. If ever, they are interested in the
fundamental skills; it is because these skills are needed to study the great books.
2. Yes
3. No. it is geared towards general or liberal education.
4. No. like the essentialist, subject matter is foremost to perennials.

Existentialism

1. No. They are more concerned in helping students appreciate themselves as unique individuals
who accept responsibility over their thoughts, action, and life.
2. Yes
3. No. Students are given choice.
4. Yes, to allow each student to learn

Behaviorism

1. Yes
2. Yes
3. Yes
4. Yes

Linguistic philosophy

1. Yes
2. No
3. No
4. Yes

Constructivism

1. No
2. Yes
3. Yes
4. No

Chapter 8: lesson 1 test your mastery page 187

1. Behaviorism
2. Existentialism
3. Essentialism and Perennialism
4. Behaviorism
5. Existentialism
6. Behaviorism
 7. Behaviorism
8. Perennialism
9. Essentialism and perennialism
10. Existentialism
11. Progressivism
12. Linguistic philosophy
13. Constructivism
14. Constructivism

Chapter 8: lesson 2 check for understanding page 196

1. A
2. A
3. B

Chapter 8: check for understanding

1. A
2. B

My personal philosophy of education as an English teacher

As a future educator, an IP (INDIGENOUS PEOPLE) I believe that formulating my own philosophy of

education will help me become a competent, dignified and morally upright teacher.

I believe that every learner

• Deserve to be treated equally with just and fair, respecting their cultural background.
• Regardless of their race, social group, ethnicity, teach them fairly.
• Learners can easily learn by doing, by collaborating with other students,
• Learners are full of ideas that needs to be unlocked by the help of teachers.
• If there’s a will, there’s a way. All students have a one common goal, to finish studies and
alleviate themselves from poverty line.

As a future English mentor, I believe

• I am an agent of change
• I possess a quality teacher and teachers’ quality to impart knowledge for my future students
• I am globally competent as well as glocal teacher
• Teaching is my vocation
• Be fair, just and treat my student equally, no to bias and prejudice
• Respect and collaborate with my community to become an effective teacher.
• Mastery of subject matter
• I will not accept any gift from my student, it was written in the code of ethics for professional
teacher article VIII Section 4
• When I finish my degree, I will take a board exam and pass to be called as professional teacher,
for I know that you can’t be professional teacher without taking the LET exam.