Module 7

Professionalism and
Transformative Education

In this Module
1. The 21st Century Teacher
a. The Changing Global Landscape and the 21st Century Skills for
Teachers
b. 21st Century Teacher Competencies / Standards
2. Transformative Education
3. Qualifications Framework
a. ASEAN Qualifications Framework (AQRF)
b. Philippine Qualification Framework (PQF)
4. The Philippine Professional Standard for Teachers
a. Development and Characteristics
b. Salient Features and Components
- Career Stages
- Domains
- Strands
- Indicators
c. Approaches of Curriculum Improvement

Introduction

Globalization changed the educational landscape of the Philippines. Because of

the fast and easy transfer of information, knowledge, and culture, teachers should be
able to develop essential skills needed in the 21st century. Thus, standards and
competencies should be established in order to create a transformative leaning
environment.
At the completion of this module, you should be able to:
• describe the evolution of competencies and standards in response to
changing societal demands on the teaching profession; and
 • set plans for personal growth and professional development based on the
Philippine Professional Standards for Teachers (PPST).

Are you ready? Then start the lessons now!

 Lesson The 21st Century
1 Teacher

Objectives:

• Identify some key categories of the different changes and

development in the 21st century teaching and learning.
• Identify the Competencies of the 21st century teacher

Introduction
In this fast-changing world, education plays an important role in empowering
students. Teachers also play a critical role in preparing the learners for the future, taking
into consideration the different learning styles and multiple intelligences of every
learner in the 21st century.
This topic will tackle the changing global landscape in teaching and learning in
the 21st century that is brought about by several factors such as learning environment,
content and process of learning, types of learners, and other parameters. The 21st
century teacher needs to be prepared to provide technology-supported learning
opportunities for their students and must know how technology can support students’
learning. In addition, this topic will also present how these changes will be addressed
by the principles underpinning the UNESCO’s Pillars of Learning such as Learning to
Know, Learning to Do, Learning to Be, and Learning to Live Together.

Activity

List down some

qualities that you
think an ideal 21st
century teacher
should possess.
You can discuss
you answer with a
partner.
 Analysis

ABSTRACTION
A.The Changing Global Landscape and the 21st Century Skills
for Teachers

Globalization has opened opportunities for nations to become interdependent. Through

new information and communication, walls have been broken between countries and
allowed the smooth transfer of skills, knowledge, and values.

As future educators of the 21st century, it is crucial to understand the new landscape
brought about by the changes in leaps and bounds of the century. Furthermore, future
teachers need to obtain and develop 21st century skills. Without these skills, no teacher
can survive. Zhou (2006) in the SEAMEO, INNOTECH 2011, identified some key
categories of the different changes and development in the 21 st century teaching and
learning.

The New Learning Environment

• Learner-centered
• New spaces and borderless
• Enhanced opportunity for creativity and innovations
• Use of ICT.

The New Learning Contents

a.Integrated/interdisciplinary
b.Demand-driven
c.Emphasis on learning tools on how to retrieve knowledge
d.Balance of scientific, technological, cultural, global, and local concept.
 The New Process of Learning and How These will be Facilitated
a.Face-To-Face
b.Distance Learning
c.Blended modalities
d.Experiential and Lifelong
The New Types of Learners
a.Flexible and Adaptive
b.Initiates and Self-directed
c.Have Social and Cross-cultural skills
d.Productive and accountable
e.Leads and Responsible
The New Type of Teachers
a.Clear standards and accountability
b.Use broad pedagogies
c.Skillful in the use of assessment
d.Great understanding of local and global cultures
e.Skillful in action research
f. Practice the core values of inspiring teachers
g.Develop life and career skills for the 21st century and beyond.

B. 21st Century Teacher Competencies / Standards

The UNESCO 21st Century Approach to Education Reform, which is based on

human capacity development is applied on the six (6) components of the education
system namely: policy, curriculum, pedagogy, Information and Communications
Technologies (ICTs),organization, and teacher training.

In addition, according to UNESCO 21st Century Approach to Education

Reform, the following are the expected 21st Century teacher competencies based on the
UNESCO 21st Century Approach to Education Reform:
1. Technology Literacy
2. Knowledge Deepening
3. Knowledge Creation

Components Technological Knowledge Knowledge

Literacy Deepening Creation
On Policy be aware and must must have deep must understand the
practice these knowledge of intention of national
policies in practice national policies and policies and be able
social priorities, and to contribute to the
must be able to discussion of
design, modify, and education reform
implement policies and
classroom practices participate in the
that support these design,
policies implementation, and
revision of programs
intended to
 implement these
policies

On Curriculum & have firm must have deep must know about the
Assessment knowledge of the knowledge of their complex cognitive
curriculum and subject and the thought process,
assessment ability to apply it know how students
standards of a flexibly in a variety learn, and
subject and must be of situations understand the
able to integrate use difficulties students
of technology and encounter
technology
standards
On Pedagogy must know when, must have the skills role is to overtly
where, and how to to help students model learning
use technology in create, implement, processes, structure
the classroom and monitor project situations in which
(activities, plans and solutions students apply their
presentation, etc.) (since teaching is cognitive skills, and
“student-centered” assist students in
and the teacher’s their acquisition
role is to structure
problem tasks, guide
student’s
understanding, and
support student’s
collaborative
projects)
On ICT must be well verse must be aware of a must be able to
with basic software variety of subject design ICT- based
& hardware specific tools and knowledge
operations, different applications, and communities and use
applications, web able to flexibly use ICT to support the
browsing, etc. this in a variety of development of
problem-based and students’ knowledge
project-based creation skills and
situations; also must their continuous,
use network reflective learning
resources to help
students collaborate,
access information,
and communicate
with external
experts to analyze
and solve their
selected problems
On Organization & must be able to use must be able to should be able to
Administration technology with the create flexible play a leadership
whole class, small classroom role in training
groups, and environment colleagues and in
individual activities creating and
to assure equitable implementing a
access vision of their school
as a community
based on innovation
and continuous
 learning, enriched by
ICT
On Teacher must have the must have the skills must have the ability
Professional technological skill and knowledge to and inclination to
Development and knowledge of create and manage experiment and
Web resources complex projects, continuously learn
necessary to collaborate with and use ICT to
improve subject other teachers, and create professional
matter expertise and make use of knowledge
pedagogical networks to access communities
knowledge in information,
support to own colleagues, and
development. outside experts in
supporting their
own professional
development

Wrap up!
Instruction: Summarize the lesson using the letters of the word TEACHER.

T-

E-

A-

C-

H-

E-

R-

Application
Instruction: The class will be divided into 5 groups. Groups will illustrate
the competencies of a 21st century teacher though a graphic organizer. The
graphic organizer can be created using manual or digital art, depending on
the availability of resources.
CONGRATULATIONS!!!!! You have just finished Lesson 1
of this module. Should there be some parts of the lesson which
you need clarification, please ask your teacher during the face-to-
face interactions.

You may now proceed to Module 7, Topic 2.

 Lesson Transformative
2 Education
Objectives:

a. Discuss transformative learning theory; and

b. Identify guiding principles in the application of
transformative education in the 21st century.

Introduction
Transformative learning gives adult learners the ability to think independently,
that is, to think as individuals. It provides the learners freedom to develop their sense
of meaning in the world free from the accepted purposes, beliefs, judgments, values,
and feelings that we received from our cultures, religions, family beliefs, personalities,
and life experiences.
In this topic, we will discuss transformative learning theory, its application and
principles, and its importance in the 21 st century teaching and learning. We will also
identify several teaching strategies we can use in the classroom, which are
recommended by those that study the effectiveness of transformative learning.

Activity

With a partner,
write the words
that pop into your
mind when you
think of
transformative
education. Discuss
your answer with
your partner.
 Analysis

ABSTRACTION

A.Transformational Learning Theory

The Transformational Learning Theory initially developed
by Jack Mezirow is described as being “constructivist, an
orientation which holds that the way learners interpret and
reinterpret their sense experience is, central to making
meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of
learning: instrumental and communicative learning.

a. Instrumental learning- focuses on learning through task-oriented

problem solving and determination of cause and effect relationships.
b. Communicative learning- involves how individuals communicate their
feelings, needs and desires

Reasons Why We Teach with Transformative Education Theory

• Transformative learning allows adult learners to develop their sense of meaning

free from the accepted purposes, beliefs, judgments, values, and feelings that
we received from our cultures, religions, family beliefs, personalities, and life
experiences. It gives learners the ability to think autonomously, that is, to think
as individuals.

• Autonomous thinking is vital for full participation in a democratic society and

for moral decision making (Mezirow, 1997, p. 7); thus, it is the goal of higher
education to produce autonomous thinkers (Mezirow, 1997, p. 5).
 • Transformative learning allows students and educators to develop genuine
relationships in which the educator makes a difference in the students’ lives and
feels a difference in their own lives (Cranton, 2006, p. 8).

• Adult learners will inevitably join the workforce after they complete their
college education, or more likely, while they are completing their college
education. The workforce's identified learning needs implicitly recognize the
importance of autonomous learning (Mezirow, 1997, p. 7).

• For adults to truly take ownership of social and personal roles, developing this
self-authorship goes a long way towards helping our society and world become
a better place (TLT Website).

B. Strategies and Resources Use in Transformative Education (Classroom Setting)

Oral/Verbal Group Process Individual

Deliberation Group Projects/Presentations Reading

Discussion Action Learning Personal
Speech Collaborative Inquiry (CI) Journaling
Case Studies Service Learning Writing
Life Histories/Narratives/ Concept Mapping
Storytelling/Critical Discovery/Inquire
Incidents Based Learning
Role Play/Simulations Learning
Contracts

C. Stances of Transformative Learning

Cultural-Spiritual Focus of • Focuses on how learners construct

the Theory knowledge (narratives) as part of the
transformative learning experience
(Taylor, 2008, p. 8)
• Concerned with the connections
between individuals and social
structures (Tisdell, 2005 as cited in
Taylor, 2008, p. 8)
Approach • Engaging storytelling on a personal and
social level through group inquiry
(Taylor, 2008, p. 9)
• Teacher takes on the role of
collaborator with an emphasis on group
inquiry and narrative reasoning
(Taylor, 2008, p. 9)
Purpose • Helps learners develop cross-cultural
relationships as well as spiritual
awareness (Taylor, 2008, p. 9)
Neurobiological Focus of the • Based on the discovery that the brain
Theory structure actually changes during the
learning process (Taylor, 2008, p. 8)
• Learning is seen as volitional,
curiosity-based, discovery-driven, and
mentor-assisted (Janik, 2005 as cited in
Taylor, 2008, p. 8)
Approach • Learners must feel discomfort prior to
discovery (Janik, 2005 as cited in
Taylor, 2008, p. 8)
• Learning is rooted in the individuals
experiences, needs, and interests (Janik,
2005 as cited in Taylor, 2008, p. 8)
• Strengthened by emotive, sensory, and
kinesthetic experiences (Janik, 2005 as
cited in Taylor, 2008, p. 8)
Purpose • Helps individual learners restructure
the ways that they make meaning in the
world
Phenomenological Focus of the • Intellectual, psychological, and moral
Theory dimensions of learning foster personal
and social change (Wyandotte and
Huh, 2012)
Approach • Learners prepare themselves as
knowers, doers, and beings to live
meaningfully in the world with others
(Wyandotte and Huh, 2012)
Purpose • Develop learners’ consciousness of
their own and others’ thoughts,
language, and reasoning, allowing them
to direct their thinking more
strategically to specific intentions
(Wyandotte and Huh, 2012, p. 8)
Planetary Focus of the • Address fundamental issues in the field
Theory of education as a whole (O’Sullivan,
1999 as cited in Taylor, 2008, p. 9)
• Recognizes the interconnectedness
among universe, planet, natural
environment, human community, and
personal world (Taylor, 2008, p. 9)
Approach • Reorganization of the political, social,
and educational systems in which
learners belong (Taylor, 2008, p. 9)
Purpose • Helps the learner identify how they
view human counterparts as well as
how they relate with the physical world
(Taylor, 2008, p. 10)
Psychoanalytic Focus of the • A process of individuation, a lifelong
Theory journey of coming to understand
oneself (Taylor, 2008, p. 7)
 • Psychoanalytic theories originated with
the work of Sigmund Freud
Approach • Individuals come to understand their
identity through reflection on psychic
structures (Taylor, 2008, p. 7)
Individuals come to understand their
identity through reflection on psychic
structures (Taylor, 2008, p. 7)
Purpose • Helps individuals discover new talents
• Gives individuals a sense of
empowerment and confidence, a deeper
understanding of one’s inner self, and a
greater sense of selfresponsibility
(Taylor, 2008, p. 7)
Psychocritical or Focus of the • Aims at effecting change in a frame of
Cognitive-Rational Theory reference which develops autonomous
thinking in adult learners (Mezirow,
1997, p. 5)
• Focus is on the individual learner
• Cognitive and rational process
Approach • Learners must first become critically
reflective of their own assumptions
underlying intentions, values, beliefs,
and feelings (Mezirow, 1997, p. 6).
• Learners must then engage in discourse
with one another, which is an
opportunity for them to critically
examine evidence, arguments, and
alternate points of view in support of
competing interpretations (Mezirow,
1997, p. 6)
Purpose • Develops autonomous thinking in
adults, the ability for adults to think
independently
Psychodevelopmental Focus of the • Results in epistemological change,
Theory change in how we make meaning
(Taylor, 2008, p. 7)
• Examines how education can help
students make sense of their lives
(Baumgartner, 2001, p. 17)
Approach • Intuitive, holistic, and contextually
based (Baumgartner, 2001, p. 17)
• Mentor guides students in a learning
journey affected by the student’s social
environment (Baumgartner, 2001, p.
17)
Purpose • Students are able to move through
developmental transitions and are
changed in the process (Baumgartner,
2001, p. 17)
 Race-Centric Focus of the • People of African descent, most often
Theory black women, are the subjects of the
transformative experience (Taylor,
2008, p. 9)
• Emphasizes the social-political
dimensions of learning (Taylor, 2008, p.
9)
Approach • Engages polyrhythmic realities, the
students’ lived experience within a
sociocultural, political, and historical
context (Sheared, 1994 as cited in
Taylor, 2008, p. 9)
Purpose • Promotes inclusion and empowerment
• Gives the learner the ability to negotiate
effectively between and across cultures
Social-Emancipatory Focus of the • Aims at fostering Critical
or Consciousness- Theory Consciousness – a process in which
Raising learners develop the ability to analyze,
pose questions, and take action on the
social, political, cultural, and economic
contexts that influence and shape their
lives (Dirkx, 1998, p. 3)
• Focuses on political liberation and
freedom from oppression of individuals
and groups
Approach • Learners engage in praxis with one
another, which included dialog and
problem-posing, which is intended to
help learners develop awareness of
structures within their society that may
be contributing to inequality and
oppression (Dirkx, 1998, p. 3)
Purpose • Fosters freedom among learners by
enabling them to reflect on their world
and change it (Dirkx, 1998, p. 3)

Bumper Stickers:
Based on the discussion we have today, write a slogan-like bumper sticker to illustrate
transformative education. Explain your slogan in 2-3 sentences only.
 Application
Instruction: Write down three specific classroom scenarios that
would reveal the importance of transformative education in the 21st
century. What stances of transformative learning are applied in the
chosen scenarios? Explain in 2-3 sentences.

Scenario 1:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Scenario 1:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Scenario 1:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Explanation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

CONGRATULATIONS!!!!! You have just finished Lesson 2

of this module. Should there be some parts of the lesson which
you need clarification, please ask your teacher during the face-to-
face interactions.

You may now proceed to Module 7, Topic 3.

 Lesson Qualifications
3 Framework
A. ASEAN Qualifications Framework (AQRF)
B. Philippine Qualifications Framework (PQF

Objectives:

a. Compare common features of the AQRF with the PQF

b. Discuss implications of the AQRF and the PQF to Higher
Education.

Introduction
Tuck (2007) described a qualifications framework as an instrument for the
development, classification and recognition of skills, knowledge and competencies
along a continuum of agreed levels. It is a way of structuring existing and new
qualifications, which are defined by learning outcomes.

Institutions are all working towards producing quality products, and providing
quality services. Educational institutions have to go with the tide if they want to be
significant at these present times. To have a common reference, quality frameworks are
established to anchor the curriculum of schools. In this lesson on qualifications
framework, you will consider two frameworks that are at work in your institutions. You
will analyze and compare these two frameworks: the ASEAN Qualifications
Framework (AQRF) and the Philippine Qualifications Framework (PQF).

Activity

Below are two KWL charts. The first chart is for your answers
on the ASEAN Qualifications Framework (AQRF), while the
second chart if for your answers on the Philippine
Qualifications Framework (PQF).
 Analysis

Let us answer these questions.

1. Look at your answers under, What I know? What significance do your answers
have on you as a pre-service teacher?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Why do you want to find answers to your questions under, What I want to
know?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. What are your bases for asking those questions?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

ABSTRACTION

ASEAN Qualifications Reference Framework (AQRF)

The ASEAN Qualifications Reference Framework, a

common reference framework, functions as a device to
enable comparisons of qualifications across ASEAN
Member States.

Scope
AQRF addresses education and training sectors (Education and training
incorporates informal, non formal and formal learning. Formal learning includes but is
not limited to post compulsory schooling, adult and community education, TVET and
higher education) and the wider objective of promoting lifelong learning.
Purpose
The purpose of the AQRF is to enable comparisons of qualifications across AMS that
will:
• Support recognition of qualifications
• Encourage the development of qualifications frameworks that can facilitate lifelong
learning
• Encourage the development of national approaches to validating learning gained
outside formal education
• Promote and encourage education and learner mobility
• Promote worker mobility
• Lead to better understanding of qualifications systems
• Promote higher quality qualifications systems

Components of the Framework

Globally, there has been a shift to learning outcomes as the basis of NQFs and
regional common reference frameworks. Learning outcomes emphasize ‘the results of
learning rather than focusing on inputs such as length of study’ (EC 2008), and support
the transfer of qualifications, including credit transfer and recognition of non-formal
and informal learning.
The AQRF is a hierarchy of levels of complexity of learning which use learning
outcomes as the metric for the hierarchy.
Level descriptors
The level descriptors of the AQRF aim to provide a reference point for the levels
in NQFs and national qualifications systems. To facilitate the referencing process, the
AQRF is based on broad level descriptors which include eight levels of complexity of
learning outcomes.
The level descriptors include the notion of competence, which is the ability that
extends beyond the possession of knowledge and skills. It includes:

The level descriptors include two domains:

The Knowledge and Skills domain includes the various kinds of knowledge such as
facts and theories as well as the skills used, such as practical and cognitive skills.

The Application and Responsibility domain defines the context in which the
knowledge and skills are used in practice as well as the level of independence including
the capacity to make decisions and the responsibility for oneself and others.

Linking national qualifications frameworks

To establish the comparability of ASEAN country framework levels or
qualifications types, countries will need to refer their qualification framework levels or
qualification types to the AQRF.

Philippine Qualifications Framework (PQF)

• The past President, Benigno S. Aquino III, signed Executive Order No. 83 dated
October 1, 2012, entitled, The Institutionalization of the Philippine
Qualification Framework

SECTION 1. Establishment of the Philippine Qualifications Framework. The Philippine

Qualifications Framework (PQF) is hereby established with the following objectives: 1) To
adopt national standards and levels for outcomes of education; 2) To support the development
and maintenance of pathways and equivalencies which, provide access to qualifications and
assist people to move easily and readily between the different education and training sectors
and between these sectors and the labor market; and, 3) To align the PQF with international
qualifications framework to support the national and international mobility of workers through
increased recognition of the value and comparability of Philippine qualifications.
SECTION 5. Level Descriptors. The PQF shall incorporate an 8-level Qualifications
Descriptors defined in terms of the following: knowledge, skills and values,
application, and degree of independence.

SECTION 7. Review of Licensure Examinations. The PRC and CHED shall review
the framework and contents of the licensure examinations of each of the professions
and align them with that of the PQF.

Alignment of the PQF to the ARQF

PQF AQRF
It is a national policy that describes the This is a common reference framework
levels of educational qualifications and that will fuction as a device to enable
sets the corresponding standards for comparisons of qualifications across
qualification outcome ASEAN countries. It will:
Quality assured national system for the 1. Support recognition of
development, recognition and award of qualifications
qualifications based on standards 2. Encourage the development of
acquired indifferent ways and methods qualifications framworks that can
by learners & workers facilitate lifelong learning
It is a contemporary-based; labor 3. Encourage the development of
market driven, and assessment-based approaches to validating learning
qualifications recognition gained outside formal education
4. Promote education and learner
mobility
Its objective is to alogn with 5. Lead to a better understood
international qualifications framework qualifications system
 to support the national and international 6. Promote higher quality
mobolity of workers through increased qualifications system
recognition of the value and
comparability of Philippine
qualifications

Scope
PQF AQRF
Covers all qualifications from lower Covers all qualifications from upper
secondary education, vocational secondary education, vocational
education and higher education educational and higher education
ASEAN member countries
Promotes lifelong learning Accomodates lifelong learning as well
as learner mobility
Recognizes prior learning, formal, Is used to link learning paths of each
home-based or work experience-based level of education & referencing in all
experience sections of education

Levels and Domains

PQF AQRF
Includes 8 levels of complexity of learning Includes 8 levels of complexity of learning
outcomes based on 3 domains: outcomes based on 2 domains:

1. Knowledge and Skills – kind of 1. Knowledge and skills

knowledge involved
2. Application – context in which the 2. Application and responsibility –
knowledge and skills are applied contexts in which knowledge and skills
3. Responsibility and accountability – are demonstrated
level of independence

Benefits

Persons Employers Education & Training Authorities

1. Encourages Assures that standards 1. Ensures 1. Provides the
lifelong and qualifications are transparency standards
learning consistent with job in training taxonomy
requirements/demands provision that and typology
2. Provides conforms with of
access to standard & qualifications
certification preciseness of as basis for
and licenses accountability granting
recognized for learning approval to
by the outcomes providers and
government 2. Provides stakeholders
common 2. Harmonizes
understanding qualifications
of policies & in education
guidelines in and training
credit transfer across the
articulation, country
portability,
bridges
pathways &
 recognition of
prior learning

Application

Answer the given questions:

1. What are the implications of these qualification frameworks to Higher Education?
a. AQRF
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________

b. PQF
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

2. Considering the Philippine Qualifications Framework, what could be the

challenges that Higher Education institutions might experience?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

CONGRATULATIONS!!!!! You have just finished Lesson 2

of this module. Should there be some parts of the lesson which
you need clarification, please ask your teacher during the face-to-
face interactions.

You may now proceed to Module 7, Topic 4.

Lesson Philippine Professional
4 Standards for Teachers (PPST)

Objectives:
a. Demonstrate an understanding of the Philippine Professional
Standards for Teachers
b. Discuss the Philippine Professional Standards for Teachers
(PPST) Career Stage-1 Beginning Teachers Competencies
c. Discuss how the PPST can assure teacher quality in the
Philippines.

Introduction
In August 2017, DepEd Secretary, Leonor Magtulis Briones signed into policy
Department Order No. 42, s. 2017, stipulating the National Adoption and
Implementation of the Philippine Professional Standards for Teachers. According to
Secretary Briones, this PPST can be utilized to help you further find out and develop
better ways of teaching your various fields.

This professional standards for teachers is a framework for teacher quality and
quality education. The PPST defines teacher quality through well-defined domains,
strands, and indicators that provide measures of professional learning, competent
practice, and effective engagement. As pre-service teachers, you are expected to have
the competencies of a Beginning Teacher, thus it is important that you learn by heart
what these competencies are.

Activity

Think of a teacher who

has made a positive
impact in your life as a
student. Write his/her
name in the middle of
the bubble map. Write
descriptions in the
surrounding bubbles,
that made you like
him/her.
 Analysis

1. What positive qualities of your teachers, motivate you to perform well in

school? Elaborate on these qualities.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________

2. Do you think you can also cultivate similar qualities? How ?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________

ABSTRACTION

The Philippine Professional Standards for Teachers

A. Development and Characteristics

The PPST was developed after major consultations with key stakeholders,
particularly the senior officials of the Department of Education. The wide consultations
emphasized the rethinking of the National Competency-Based Teacher Standards
(NCBTS) because of changes brought about by various national and global frameworks
such as the K to 12 Reform and ASEAN Integration, as well as globalization and the
changing character of the 21st century learners.
The Department of Education through the Joint Advisory Board chaired by the
Secretary of Education approved the development and validation of developmental
teacher standards comprising distinct career stages.
The Philippine National Research Center for Teacher Quality (RCTQ) based at the
Philippine Normal University led the research development work, with support from
the SiMERR National Research Centre in Australia.
B. Salient Features and Characteristics
The PPST captures teacher quality requirements in the K to 12. Among others,
it gives a focus on: (i) mother tongue to facilitate teaching and learning; (ii) learners in
difficult circumstances; (iii) strategies for promoting literacy and numeracy; (iv)
positive use of ICT; and (v) classroom communication strategies.

PPST has a domain called Content Knowledge and Pedagogy. This is at the core
of the K to 12 Program, and sends a message to teachers that for them to be considered
quality teachers, they should know what to teach and how to teach it, among others.

C. Career Stages

Beginning Teachers (Career Stage 1) are those who have gained the qualifications
recognized for entry into the teaching profession. Teachers at this stage are supported
to reach Career Stage 2 within two to three years.

Proficient Teachers (Career Stage 2) are professionally independent in the application

of skills vital to the teaching and learning process. This stage shows the acceptable
standards for all teachers, which should be reached within the first two or three years
of teaching.

Highly Proficient Teachers (Career Stage 3) consistently display a high level of

performance in their teaching practice. They are accomplished practitioners who
mentor and work collegially with other staff. This is the stage that Master Teachers are
expected to be at.

Distinguished Teachers (Career Stage 4) embody the highest standards for teaching
grounded in global best practice. They are recognized as leaders in education,
contributors to the profession and initiators of collaborations and partnerships.

D. Domains
E. Strands and Indicators
Newly qualified to teach as professional teachers are the Beginning Teachers. You will
soon be in this career stage. Let us look at the detailed competency indicators on the
domains and strands for the Beginning Teachers.
Domain 1, Content Knowledge and Pedagogy
Strands Competency Indicators for Beginning
Teachers
Strand 1.1 1.1.1 Demonstrate content knowledge and its
Content knowledge and its application application within and/or across curriculum
within and across curriculum areas teaching areas.
Strand 1.2 1.2.1 Demonstrate an understanding of
Research-based knowledge and principles of research-based knowledge and principles of
teaching and learning teaching and learning
Strand 1.3 1.3.1 Show skills in the positive use of ICT
Positive use of ICT to facilitate the teaching and learning
process.
Strand 1.4 1.4.1 Demonstrate knowledge of teaching
Strategies for promoting literacy and strategies that promote literacy and
numeracy numeracy skills.
Strand 1.5 1.5.1 Apply teaching strategies that develop
Strategies for developing critical and critical and creative thinking, and/or other
creative thinking, as well as other higher- higher-order thinking skills.
order thinking skills
Strand 1.6 1.6.1 Use Mother Tongue, Filipino and
Mother Tongue, Filipino and English in English to facilitate teaching and learning.
teaching and learning
Strand 1.7 1.7.1 Demonstrate an understanding of the
Classroom communication strategies range of verbal and non-verbal classroom
communication strategies that support
learner understanding, participation,
engagement and achievement

Domain 2, Learning Environment

Strands Competency Indicators for Beginning
Teachers
Strand 2.1 2.1.1 Demonstrate knowledge of policies,
Learner safety and security guidelines and procedures that provide safe
and secure learning environments
Strand 2.2 2.2.1 Demonstrate understanding of learning
Fair learning environment environments that promote fairness, respect
and care to encourage learning.
Strand 2.3 2.3.1 Demonstrate knowledge of managing
Management of classroom structure and classroom structure that engages learners,
activities individually or in groups, in meaningful
exploration, discovery and hands-on
activities within the available physical
learning environments
Strand 2.4 2.4.1 Demonstrate understanding of
Support for learner participation supportive learning environments that
nurture and inspire learner participation
Strand 2.5 2.5.1 Demonstrate knowledge of learning
Promotion of purposive learning environments that motivate learners to work
 productively by assuming responsibility for
their own learning.
Strand 2.6 2.6.1 Demonstrate knowledge of positive and
Management of learner behavior non-violent discipline in the management of
learner behavior

Domain 3, Diversity of Learners

Strands Competency Indicators for Beginning
Teachers
Strand 3.1 3.1.1 Demonstrate knowledge and
Learners’ gender, needs, strengths, interests understanding of differentiated teaching to
and experiences suit the learners’ gender, needs, strengths,
interests and experiences.
Strand 3.2 3.2.1 Implement teaching strategies that are
Learners’ linguistic, cultural, socio- responsive to the learners’ linguistic,
economic and religious backgrounds cultural, socio-economic and religious
backgrounds.
Strand 3.3 3.3.1 Use strategies responsive to learners
Learners with disabilities, giftedness and with disabilities, giftedness and talents.
talents
Strand 3.4 3.4.1 Demonstrate understanding of the
Learners in difficult circumstances special educational needs of learners in
difficult circumstances, including:
geographic isolation; chronic illness;
displacement due to armed conflict, urban
resettlement or disasters; child abuse and
child labor practices
Strand 3.5 3.5.1 Demonstrate knowledge of teaching
Learners from indigenous groups strategies that are inclusive of learners from
indigenous groups.

Domain 4, Curriculum and Planning

Strands Competency Indicators for Beginning
Teachers
Strand 4.1 4.1.1 Prepare developmentally sequenced
Planning and management of teaching and teaching and learning process to meet
learning process curriculum requirements.
Strand 4.2 4.2.1 Identify learning outcomes that are
Learning outcomes aligned with learning aligned with learning competencies.
competencies
Strand 4.3 4.3.1 Demonstrate knowledge in the
Relevance and responsiveness of learning implementation of relevant and responsive
programs learning programs.
Strand 4.4 4.4.1 Seek advice concerning strategies that
Professional collaboration to enrich teaching can enrich teaching practice.
practice
Strand 4.5 4.5.1 Show skills in the selection,
Teaching and learning resources including development and use of a variety of teaching
ICT and learning resources, including ICT, to
address learning goals.

Domain 5, Assessment and Reporting

Strands Competency Indicators for Beginning
Teachers
Strand 5.1 5.1.1 Demonstrate knowledge of the design,
Design, selection, organization and selection, organization and use of diagnostic,
utilization of assessment strategies formative and summative assessment
strategies consistent with curriculum
requirements.
Strand 5.2 5.2.1 Demonstrate knowledge of monitoring
Monitoring and evaluation of learner and evaluation of learner progress and
progress and achievement achievement using learner attainment data.
Strand 5.3 5.3.1 Demonstrate knowledge of providing
Feedback to improve learning timely, accurate and constructive feedback to
improve learner performance.
Strand 5.4 5.4.1 Demonstrate familiarity with a range of
Communication of learner needs, progress strategies for communicating learner needs,
and achievement to key stakeholders progress and achievement.
Strand 5.5 5.5.1 Demonstrate an understanding of the
Use of assessment data to enhance teaching role of assessment data as feedback in
and learning practices and programs teaching and learning practices and
programs.

Domain 6, Community Linkages and Professional

Strands Competency Indicators for Beginning
Teachers
Strand 6.1 6.1.1 Demonstrate an understanding of
Establishment of learning environments that knowledge of learning environments that are
are responsive to community contexts responsive to community contexts.
Strand 6.2 6.2.1 Seek advice concerning strategies that
Engagement of parents and the wider school build relationships with parents/guardians
community in the educative process and the wider community.
Strand 6.3 6.3.1 Demonstrate awareness of existing laws
Professional ethics and regulations that apply to the teaching
profession, and become familiar with the
responsibilities specified in the Code of
Ethics for Professional Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge and
School policies and procedures understanding of school policies and
procedures to foster harmonious relationship
with the wider school community.

Domain 7, Personal Growth and Professional Development

Strands Competency Indicators for Beginning
Teachers
Strand 7.1 7.1.1 Articulate a personal philosophy of
Philosophy of teaching teaching that is learner-centered.
Strand 7.2 7.2.1 Demonstrate behaviors that uphold the
Dignity of teaching as a profession dignity of teaching as a profession by
exhibiting qualities such as caring attitude,
respect and integrity
Strand 7.3 7.3.1 Seek opportunities to establish
Professional links with colleagues professional links with colleagues.
Strand 7.4 7.4.1 Demonstrate an understanding of how
Professional reflection and learning to professional reflection and learning can be
improve practice used to improve practice.
 Strand 7.5 7.5.1 Demonstrate motivation to realize
Professional development goals professional development goals based on the
Philippine Professional Standards for
Teachers.

From this lesson on Philippine Professional Standards for

Teachers, complete the following:

1. I learned …
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2. I want to remember …
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B. Answer these questions.

1. What are your reasons and motivations in taking a career in teaching?
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2. What are your action plans to finish the pre-service program?

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3. What are your action plans to continue your professional development based on the
PPST?
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Module Summary

• It is crucial to understand the new landscape brought about by the changes in

the dynamics of the century. Thus, future teachers need to obtain and develop
21st century skills to succeed in the profession.

• 21st century teachers should incorporate new methods of teaching because the
learners are also changing.

• It is important that 21st century teachers should be able to understand the

UNESCO 21st Century Approach to Education Reform to further enhance their
skills in teaching.

• Transformative Learning Theory focuses on learning through task-oriented

problem solving and determination of cause and effect relationships and
involves how individuals communicate their feelings, needs, and desires.

• Several available resources can be used in the classroom in teaching through

transformative education.

• Several views concerning transformative education have been identified,

allowing greater appreciation in the said concept.

• Professionalism is a call in every field of work. Teachers are to demonstrate

professionalism in any aspect of their career. Concerns about the quality of
teachers has led to the development of quality frameworks. As member of the
ASEAN community, Philippine education has to keep at par with its partner
countries. The ASEAN Quality Reference Framework is cascaded to our own
Philippine Professional Standards for Teachers.

• With the onset of these quality frameworks, comes transformative education.

The world continuously moves forward. This is the reason why pre-service
teachers are to be equipped with the needed competencies to be attuned with the
changing times. There has been a paradigm shift from teaching-focused
education to competency-focused education. Pre-service teachers are the 21st
Century teachers. Thus, this module is a great help in preparing pre-service
teachers for future teaching opportunities.