REPUBLIC OF THE PHILIPPINES

REGION IX
PROVINCE OF ZAMBOANGA DEL SUR
PAGADIAN CITY
ZAMBOANGA DEL SUR PROVINCIAL GOVERNMENT COLLEGE
POBLACION, AURORA ZAMBOANGA DEL SUR

COURSE PACKET
IN
Educ. 201 TEACHING PROFESSION

Prepared by:

GENERAL EDUCATION INSTRUCTORS

2020
 Zamboanga del Sur Provincial Government College
Facilitating Learner-Centered Teaching
1st Semester S.Y 2020-2021

COURSE CODE: EDUC 201

COURSE TITLE: Teaching Profession

COURSE DESCRIPTION: This course helps students learn about the teaching profession, the professional
teacher, and the learner. The roles and responsibilities of the educator and the educational system.
Students will also learn about diverse learners and learning styles and theories and other education
psychologist as these apply to facilitate various teaching-learning delivery modes to enhance learning.
Creating a positive learning environment, managing classrooms effectively, and developing and
conducting standards-based lesson plans will be covered.

UNIT CREDIT: 3 Units

PRE REQUISITE: None

CO-REQUISITE: None

OUTLINE OF TOPICS

1. You, the teacher, as a Person in Society

 Philosophical Heritage
 Formulating your Philosophy of Education
 The Foundational Principles of Morality and You
 Teaching as Your Vocation, Mission and Profession
2. The Teacher in the Classroom and Community
 The National Competency-based Teacher Standards (NCBTS)
 The 21st Century Teacher
 School and Community Relations
3. On Becoming a Global Teacher
 Global Education and the Global Teacher
 Multicultural Diversity: A Challenge to Global Teachers
 Broadening Teaching Perspectives: Teacher Exchange Programs
 Bringing the World Into the Classroom Through Educational Technology
4. The Professionalization of Teaching
 Basic Laws on the Professionalization of Teaching
 Presidential Decree No. 1006
 Republic Act No. 7836
 Republic Act No. 9293
5. Becoming a Professional Teacher
 Code of Ethics for Professional Teachers
6. Other Education and Teacher-Related Laws
 The 1987 Constitution
 Republic Act No. 4670
The Magna Carta for Public School Teachers
 Batas Pambansa Blg. 232
An act providing for the establishment and maintenance of an Integrated System of
Education
 Republic Act No. 9155
An act instituting a Framework of Governance for Basic Education, Establishing
Authority and Accountability, Remaining the Department of Education, Culture and
Sports as the Department of Education and for Other Purposes.
  Organizational Structure of the Department of Education Field Offices
 Excerpts from the Family Code of the Philippines
 UNESCO
 First Call for Children

GRADING SYSTEM

Major Exams 50%

Performance, Quizzes, Outputs 50%

Total: 100%
THE
TEA
CHIN
G
PRO
FESS
 VISION AND MISSION

VISION

The Zamboanga del Sur Provincial Government College (ZDSPGC) is envisaged to be a leading institution
of higher learning in the Province, continually pursuing the excellence in the formation of globally –
competitive local professionals and techniques who are dedicated and committed to uplift the quality of
life among all Zambosurians.

MISSION

The ZDSPGC shall endeavor to provide quality higher Professionals, Technical and Special Instructions in
various academic fields and discipline, all geared towards enhancing the level of global competitiveness
among its graduates, especially in the area of applied research, extension and community services
teaching and proactive educational leadership, guided by values anchored on integrity and firm morals
needed in sustaining a strong Philippine Republic.

PHILOSOPHY

The ZDSPGC believes that higher learning liberates one from the clutches of poverty while fostering
respect for the environment and humanity through activism that promotes positive change.

GOAL

The ZDSPGC aims in reducing poverty through college education while fostering environmental
awareness to alleviate climate change and respect for humanity through activism that promotes positive
change.

OBJECTIVES
To realize its Vision, accomplish its Mission, and attain its Goal, the college endeavors to:

 Help Zambosurians to obtain quality yet affordable academic degrees on relevant programs and
field of studies;
 Conduct highly relevant research that addresses current problems and issues besetting the
society and the environment.
 Collaborate with various stakeholders from both government and private sectors in pursuit of
social and economic community development
 Mitigate the effects of climate change by promoting organic agriculture.

PAGADIAN CAMPUS
Instructor :MARIA HYDE L. LOOD
Email: ihydeshin@gmail.com
Facebook: Princess Haelaris
09071741152
 LETTER TO STUDENT

Hello dear students! Welcome to this module on Teaching Profession. This module helps
you to learn about the teaching profession, the professional teacher, and the learner. The
roles and responsibilities of the educator and the educational system. Students will also
learn about diverse learners and learning styles and theories and other education
psychologist as these apply to facilitate various teaching-learning delivery modes to
enhance learning. Creating a positive learning environment, managing classrooms
effectively, and developing and conducting standards-based lesson plans will be covered.
This module is self-instructional and allows you to learn in your own space and pace. So,
relax and enjoy learning!

To get the most out of this module, here are few reminders:
1. Take your time in reading the lessons.
2. Write down points for clarification. Feel free to contact me if you wish to discuss
these points with me.
3. Perform all the activities and answer all the worksheets. These activities and
worksheets are designed to enhance your understanding of the ideas and concept
being discussed.
4. COMMUNINCATE. Don’t hesitate to contact me thru my mobile number and my e-
mail.

Enjoy learning with this module. Keep safe! 

CHAPTER 1
LESSON 1: YOUR PHILOSOPHICAL HERITAGE

Seven (7) Philosophies of Education

1. ESSENTIALISM
- This philosophy contends that teachers teach for learners to acquire basic
knowledge, skills and values. The emphasis is on academic content for students to
learn the basic skills of the fundamental r’s – reading, ‘riting, ‘rithmetic, right
conduct – as these are essential to the acquisition of higher or more complex skills
needed in preparation for adult life.
- Essentialist teachers emphasize mastery of subject matter. They are expected to be
intellectual and moral models of their students. With mastery of academic content
as primary focus, teachers rely heavily on the use of prescribed textbooks, the drill
method and other methods that will enable them to cover as much academic
content as possible like the lecture method. There is a heavy stress on memorization
and discipline.
2. PROGRESSIVISM
- Progressivist teachers teach to develop learners into becoming enlightened and
intelligent citizens of democratic society. This group of teachers teaches learners so
they may live life fully NOW not to prepare them for adult life. This is a curriculum
that “responds to students’ personal lives and experiences.”
- Progressivists accept the impermanence of life and inevitability of change. They
employ experiential methods. They believe that one learns by doing. For John
Dewey, the most popular advocate of progressivism, book learning is no substitute
for actual experience.
3. PERENNIALISM
- School, therefore, develop the students’ rational and moral powers. The perennialist
classrooms are “centered around teachers”. The teachers do not allow the students’
interest or experiences to substantially dictate what they teach, thus, this
curriculum is centered around teachers.

SOCRATIC DIALOGUE

 Is there something you would like to know?

 Would you like to go on a journey of discovery?
 Can you imagine the possibilities?
 Do you know what you would like to do next?

4. EXISTENTIALISM
- The main concern of essentialist teachers is to help students understand and
appreciate themselves as unique individuals who accept complete responsibility for
their thoughts, feelings, and actions. Teacher’s role is to help students define their
own essence by exposing them to various paths they take in life and by creating an
environment in which they freely choose their own preferred way.

5. BEHAVIORISM
- Concerned with the modification and shaping of students’ behavior by providing for
a favorable environment, since they believe that they are a product of their
environment.
 Physical Variables - light, temperature, arrangement of furniture, size and
quantity of visual aids have to be controlled to get the desired responses
from the learners.
  Incentives – appropriate incentives are provided to reinforce positive
responses and weaken or eliminate negative ones.
6. LINGUISTIC PHILOSOPHY
- To develop communication skills of the learner because the ability to articulate, to
voice out the meaning and values of things that one obtains from his/her experience
of life and the world is the very essence of man. Hence, learners should be taught to
communicate clearly. Communication takes place in three (3) ways:
 Verbal Component – refers to the content of our message, the choice and
arrangement of our words.
 Nonverbal Component – refers to the message we send through our body
language.
 Para verbal Component – refers to how we say what we say – the tone,
pacing and volume of our voices.
7. CONSTRUCTIVISM
- Constructivist sees to develop intrinsically motivated and independent learners
adequately equipped with learning skills for them to be able to construct knowledge
and make meaning of them. Moreover, learners are taught how to learn. They are
taught learning processes and skills and the teacher provides students with data or
experiences that allow them to hypothesize, predict, manipulate objects, questions,
research, investigate, etc. The teacher’s role is to facilitate this process.

Activity 1

This activity will help you to determine your life philosophy. To which philosophy does each theory of
man belong?

A person:

_______________ 1. Is a product of his environment.

_______________ 2. Has no universal nature
_______________ 3. Has rational and moral powers
_______________ 4. Has no choice; he is determined by his environment
_______________ 5. Can choose what he can become
_______________ 6. Is a complex combination of matter that responds to physical stimuli
_______________ 7. Has no free will
_______________ 8. Has the same essential nature with others
_______________ 9 .First exists then defines him/herself
_______________ 10. Is a social animal who learns well through an active interplay with others
_______________ 11. Is a communicating being
_______________ 12. Is a maker of meaning
_______________ 13. A constructor of knowledge
 LESSON 2: FORMULATING YOUR PHILOSOPHY OF EDUCATION
Students, you have been acquainted with various philosophies. With which do you identify yourself?
What is your personal philosophy of education? You are expected to formulate it in this second lesson.
Activity 1

Direction: Analyze the given example, then answer the following questions:

1. Which philosophies studied in Lesson 1 are reflected in the given philosophy?

______________________________________________________________________________

2. What are the teacher’s concept/s of the learner?

______________________________________________________________________________

3. Who, according to the Grade school teacher’s philosophy, is good and educated person?

______________________________________________________________________________

4. What is the teacher’s concept on values?

______________________________________________________________________________
5. What does the teacher believe to her primary task?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Do his/her concepts of the learner and the educated person match with how he/she will go
about his/her task of facilitating every child’s full development?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. You notice that the teacher’s thought on the learner, values and method of teaching begin with
the phrase “I believe”. Will it make a difference if the Grade school teacher writes his/her
philosophy of education in paragraph form using the third person pronoun?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

8. Why is one’s philosophy of education said to be one’s ‘window’ to the world or ‘compass’ in life?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity 2
 I. Formulate your personal philosophy of education. Do it well for this will form part of
your teaching portfolio which you will bring along with you when you apply for a
teaching job. Write it down here.

Activity 3

Reflect on your own philosophy using the following questions as guide:

1. With that educational philosophy:

 How will you treat your student?

 What will you teach?

 How will you teach?