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INTRODUCTION

This learning module is prepared for the course EDUC 012- The Teaching Profession. It
is based on the prescribed course syllabus developed by an assigned course specialist in the
Department of Elementary and Secondary Education.

The Teaching Profession is a three-unit course is designed to provide students with a

field-based experience and orientation to the profession of teaching. It will help the prospective
professional teachers develop skills and understand the profession, as it could be a vocation and
a mission. It is focused on philosophies of education, the role of education and educators, teacher
preparation programs, effective and efficient teaching, employability, rewards and challenges of
teaching. Emphasis will be on relevant laws, which have bearings on the life of a teacher (Rosales,
2023).

Furthermore, course deals with the understanding of the roles of teacher as a person and
as a professional within the context of national and global teachers’ standards, educational
philosophies and legal bases. It includes knowledge of core values that uphold the dignity of the
teaching profession, discussion of the code of ethics for professional teachers, and awareness
and understanding of existing laws and jurisprudence governing professional rights privileges and
responsibilities, and teachers’ roles in the society as transformative agents of change
(Professional Education Courses Compendium, 2019)

In this module, the subject teacher summarized the learning contents into six (6) major
topics:

Module 1: An Overview of the Teaching Profession

This module will discuss the concepts of teaching and the characteristics of teachers. Teaching
is not just a profession, but also a vocation and a mission. It will also tackle what makes up the
passion for teaching.

Module 2: The Socially Responsible Teacher

This module focuses on the social responsibilities of professional teachers. This includes having
rich background on the philosophical foundations of education, the different social institutions
where teachers are involved and the ethical standards for teachers.

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Module 3: The Competent Teacher

This module concentrates on the effective classroom management practices of teachers, the roles
of teachers in the community and the Philippine Professional Standards for Teachers which
defines teacher quality in the country.

Module 4: the Global Teacher

This module deals on the essence of a global teacher who is armed with adequate skills,
appropriate attitude and universal values. It will discuss the current basic education curriculum
and the teachers in the 21st century world with the application of technology in teaching.

Module 5: The Professional Teacher

This module is about the teaching profession itself and the characteristics of professional
teachers. The discussion will concentrate on the professionalization of teaching, the legal
practices, and other relative to the teaching profession.

Module 6: Building a High-Quality Teaching Profession

This final module of the course emphasizes the important considerations to ensure high-quality
teaching profession. The topics involved are teacher induction program, the characteristics of a
21st century professional and the provisions of continuing professional development.

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 TABLE OF CONTENTS

MODULE TOPIC
Module 1 A Passion for Teaching
An Overview of the Teaching
Teaching as a Profession
Profession
Teaching as a Vocation and Mission

Philosophical Backgrounds of Education

Module 2:
Social Responsibilities of Teachers
The Socially Responsible
Teacher Ethical Standards for Teachers

Module 3: Effective Classroom Management

The Competent Teacher
The Teacher and the Community
Philippine Professional Standards for Teachers

Module 4: On Becoming a Glocal and Global Teacher

The Global Teacher
Teacher Professionals in the ASEAN and Beyond
The Changing Global Landscape and the 21st
Century Skills for Teacher
The Professionalization of Teaching
Module 5:
Legal Practices of the Teaching Profession
The Professional Teacher
Other Laws Relevant to the Teaching Profession

Module 6:
Building a High-Quality Teaching Teacher Induction Program
Profession
The 21st Century Professional
Continuing Professional Development

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Module 6: Building a High-Quality Teaching Profession

Introduction:

The final module of the course emphasizes the important considerations to ensure high-quality
teaching profession. Moreover, it discusses about teacher induction program in the country, the
characteristics of a 21st century professional, how technology becomes a useful tool of 21st century
teachers in the new curriculum and the different provisions of continuing professional
development.

Objectives

At the end of this module, you are able to:

• discuss the process of teacher induction in the Philippines

• determine how technology works for 21st century teachers;
• explain the significance of continuing professional development to teachers

Course Materials:

Teacher Development

Teacher development refers to the process of how a teacher becomes the best version of
him or her. According to Ashgar and Ahmad (2014), teaching is an on-going professional activity
rather than something that can be mastered once and for all through the acquisition of a restricted
set of skills. Furthermore, Dean (1991) puts in that professional development for teachers is a
process which enables teachers to become more qualified by providing long training and
experiences that uses theory as a background to practice

One of the means to improve the quality of teacher effectiveness is through in-service
training. According to Omar (2014), in-service training serves as a catalyst for teacher’s
effectiveness. Moreover, in-service training is essential since it updates the skills and knowledge
of teachers for better teaching and learning performance and it helps upgrade teacher
professionalism.

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 In the Teacher Education and Development map discussed in Module 1, it shows that
the heart of the TEDP is the NCBTS or National Competency-Based Teacher Standards
(presently the Philippine Standard Qualifications for Teachers or PPST), together with the
different essential elements in the attainment of the national teacher standards. The map begins
with an aspiring teacher’s entry to teacher education through CHED-TEIs, followed by the quality
of pre-service teacher education provided by CHED, TEIs and cooperating schools.

In the Philippines, after finishing the BEEd or BSEd program, the education program
graduate will take the teacher licensure examination conducted by the Professional Regulation
Commission (PRC). Once the teacher has assumed a teaching slot in the Department of
Education, he/she will undergo Teacher Induction by the Department of Education, and
continuous in-service education and professional development. Therefore, it is evident that one
important element that could help achieve national teacher standards is through providing
quality pre-service training by the Commission on Higher Education through the TEIs and the
Department of Education through the cooperating schools.

Teacher Induction Program

The Teacher Education Council (TEC) launched DepEd Order No. 43, s. 2017—also
known as The Teacher Induction Program (TIP)—in August 2017 with the goal of giving newly
hired teachers a comprehensive and organized support system to help them transition smoothly
into the public school system.

In his article, Antonio (2018) discussed that the Teacher Induction Program (TIP) was
implemented in order to achieve the Department of Education's (DepEd) goal of having teachers
play a crucial role in providing high-quality education to all students.

The purpose of the Teacher Induction Program (TIP) is to establish a structured and
thorough support system for recently employed educators to fully integrate into the public school
system, which focuses on providing primary education.

The purpose of this program is to provide novice educators with the skills necessary to
effectively guide instruction and promote learning within the classroom setting. The TIP will also
function as a platform to educate and enhance the knowledge, abilities, and attitude of every
teacher, enabling them to be academically and emotionally prepared with enhanced
competencies as professional educators.

During the process, they will receive guidance on the organizational structure, which
includes the mandates and programs of DepEd. The program also emphasizes the legal
foundations that define the rights, duties, and obligations of professional instructors.

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 The Teacher Induction Program employs different activities such as:

1. use of modules either through organized in-service training or self-directed

learning
2. job-embedded learning
3. mentoring
4. differentiated supervision;
5. School Learning Action Cell (SLAC) sessions; and
6. other In-Service Training for Teachers (INSET) activities in different modes of
learning (face-to-face, online, and blended)

The module topics provided by the department of education to newly hired teachers are the
following:

Module 1: The Department of Education

Module 2: The Filipino Teacher
Module 3: The K to 12 Curriculum
Module 4: The Teaching Process
Module 5: The Learning Process
Module 6: The School and Community Linkages

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The Innovative 21st Century Teacher

The term 21st century learning refers to the transformation in education from conventional
approaches to a contemporary approach. This novel method focuses on equipping students with
the necessary abilities to thrive in a global market, therefore preparing them for future success.
More precisely, 21st century learning does not involve the mere act of memorizing or reciting
information, but rather emphasizes the development of critical thinking, creativity, and cooperation
skills. Hence, the objective is to provide students with the necessary skills and knowledge to
navigate the actual world, rather of solely focusing on exam performance.

Source: Partnership for 21st Century Skills (P21)

The Partnership for 21st Century Skills (P21) developed the widely recognized framework
for 21st century skills, specifically for the purpose of 21st century learning. The framework
encompasses the essential competencies, including topic knowledge, particular skills, expertise,
and literacies, that students must acquire in order to thrive in both their professional and personal
lives. In addition, P21 asserts that the fundamental aspect of 21st century education is in the
attainment of essential academic subject knowledge. Furthermore, schools should supplement
this foundation by including supplementary abilities such as Learning Skills, Life Skills, and
Literacy Skills.

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 The learning skills also known as the "four Cs" of 21st century learning, these include
critical thinking, communication, collaboration, and creativity. Next, the life skills include flexibility,
initiative, social skills, productivity, and leadership. Then, the literacy skills are composed of
information literacy, media literacy, technology literacy.

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Medrano (2022) in the instructional materials for BENLAC enumerated the attributes of 21st
Century Education as follows:

1. Integrated and Interdisciplinary

2. Technologies and Multimedia
3. Global Classrooms
4. Creating/Adapting to Constant Personal and Social Change and Lifelong Learning
5. Student-Centered
6. 21st Century Skills
7. Project-Based and Research Driven
8. Relevant, Rigorous and Real World

In line with the shift of teaching and learning process from traditional classroom setting to
modern classroom setting, here are the implications of 21st century learning:

1. Teachers should practice cross-disciplinary skills

2. Schools and teachers should use a variety of applied skills, multiple technologies and
new
ways of analyzing and processing information
3. Students are need to be taught how to process, analyze and use information
meaningfully.
4. Schools need to adapt and develop new ways of teaching and learning that reflect a
changing world.

The Technology and Digitized Teachers

Nowadays, the classroom is seen as an interactive world where the teacher and the
students actively engage in technology aided instruction. Some of the tools used are:

1. Projectors
2. Interactive White Boards
3. Websites and Blogs
4. Audio and Video
5. Computers, Tablets and Mobile Devices
6. Social Networks
7. Videoconferencing Platforms

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 In addition, Lim, et. al (2014) presented how teachers can benefit from technology aided
instruction:

1. Teacher can save time and money because of the easy access to course materials-

2. Students are motivated by computer base, screens and digital materials and
technology aided instruction.

3. Teachers can use technology as an avenue for extending learning.

4. Technology can also cater to personalized and differentiated instruction.

5. Technology allows teachers creativity in organizing and presenting lessons.

Continuing Professional Development

In general, Continuing Professional Development (CPD) is a commitment to ongoing

lifelong learning. It encourages looking forward and identifying opportunities to learn something
new, refresh existing knowledge, improve skills, or simply keep up-to-date with the latest
developments within a particular profession or industry.

Moreover, Continuing Professional Development refers to the process of tracking and

documenting the skills, knowledge and experience that you gain both formally and informally as
you work, beyond any initial training. It's a record of what you experience, learn and then apply.

On March 15, 2017, the Senate of the Philippines commenced the implementation of
Republic Act 10912, or the Continuing Professional Development Act of 2016, a measure
mandating professionals to attend additional formal and informal learning programs before they
may renew their licenses, following the effectivity of Resolution No. 1032, or the Implementing
Rules and Regulations (IRR) of R.A. No. 10912.

The CPD Act of 2016 defines continuing professional development (CPD) as the
integration of advanced knowledge, skills, and ethical values into a specialized field of study or a
multidisciplinary area after obtaining a professional license. The purpose of CPD is to enhance
professional practice, engage in self-directed research, and promote lifelong learning.

In other words, it refers to the act of consistently updating and maintaining your knowledge
and skills in order to progress in your professional career and achieve your maximum potential.

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 According to Bilbao, et. al (2018), even before the enactment of CPD Act of 2016, the
concept of continuing professional development was already alluded to in the 1987 constitution
where Section 5 Paragraph 5 states that, “The State shall enhance the right of teachers to
professional advancement”.

Below are other laws which also cited continuing professional development:

1. Batas Pambansa 232 or Education Act of 1982

2. RA 9155- Governance of Basic Education Act of 2001

3. RA 7836- Philippine Teachers Professionalization Act of 1994

Article III, Section 10 of the CPD Act states: The CPD is made as mandatory requirement in the
renewal of the Professional Identification Card of all registered and licensed professionals. CPD
units can be earned through the following ways:
1. Professional Track- This includes trainings provided by CPD providers accredited by
PRC.

2. Academic Track- This refers to the completion of master’s degree, doctorate program or
post doctorate diploma. However, this must be earned five years before renewal of
professional license.

3. Self-Directed Track- This includes trainings offered by non-accredited CPD providers.

The learning activities involved are online training, local and international seminars,
institution-sponsored t raining programs, etc.

4. Productive Scholarship- This means that the professional teacher has developed
program/training module, curriculum guide, or any other resource material.

Continuing Professional Development in Other Countries

Below is a short information about the CPD practices in some countries:

1. Finland- CPD guidelines require annual amount of 24 CPD points. In addition, the society
recommends attendance to at least three meetings of the society annually, and at least
once in every five years, participation to an international seminar.

2. Singapore- Much of the professional development is school-based and each school also
has a fund through which it can support teacher growth, including the development of fresh
perspectives by going abroad to examine aspects of education in other countries.

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 3. Japan- All teachers with 10 years of experience receive training, according to their
individual abilities and aptitudes, in areas such as course instruction and student
guidance.

4. New Zealand- A professional leader must testify that a teacher has undertaken
satisfactory professional development at each three-year certificate renewal. Schools are
responsible for ensuring that teachers participate regularly in some form of professional
development, the majority of which occurs in school contexts.

5. Malaysia- Most CPD for in-service English teachers uses the cascade model, wherein the
first pool or level of teachers will then train another group of teachers. It uses a chain effect
and there is no limit to the number of groups trained by those trained in each link.

References

Antonio, J.D. (2018). New DepEd program empowers new teachers

https://www.manilatimes.net/2018/07/31/news/regions/new-deped-program-empowers-new-
teachers/425035
Bilbao, P.P., Corpuz, B.B., Llagas, A.T., and Salandaan, G.G. (2018). The Teaching Profession,
Fourth Edition. Lorimar Publishing
Continuing Professional Development. Retrieved from https://pinoybuilders.ph/a-primer-on-
republic-act-no-10912-what-you-need-to-know-about-the-cpd-law/
Corpus, R.A., Silin, M.S., Galano, E.A., and Sarce, J.P. (2021). EDUC 30023-The Teaching
Profession. PUP College of Education
Lim, L.S., Caubic, R.A., and Casihan, L.L. (2014). The Teaching Profession. Adriana Printing
C., Inc.
Medrano, S.A. (2022). EDUC 30113-Building and Enhancing Literacies Across the Curriculum,
PUP College of Education

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Learning Activity/Assessment

Activity 1: My Personal Teacher Development Plan

Formulate your own Personal Teacher Development Plan. You are free to create a format of your
own timeline. In developing your plan, please make sure that:

1. It will highlight your growth from pre-service teacher to professional teacher.

2. It will present plans to improve yourself as a person and as a professional teacher through
continuing professional development.

3. Your objectives are clear and specific.

4. The activities are aligned to your objectives.

5. Your plan is specific doable.

6. Be innovative in presenting your personal teacher development plan.

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