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Module 1The Teaching Profession: Elements,Meaning and its HistoricalDevelopment in the Philippines-Criselda NgislawanIntroductionTeaching Professionhas been established to benot a job but a calling, amission and a form of greatservice. Teaching hasbecome very complex anddemanding of the teachers’kno...

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Module 1

The Teaching Profession: Elements, Meaning and its Historical Development in the Philippines -Criselda Ngislawan

Introduction Teaching Profession has been established to be not a job but a calling, a mission and a form of great service. Teaching has become very complex and demanding of the teachers’ knowledge, skills and values needed in the discharge of their duties and st responsibilities for the 21 century teaching – learning arena. Teachers must have global skills and perspectives in their teaching approaches for they are the key players in ensuring high quality education skills and career preparedness for all young people. Teachers must not only be knowledgeable, competence, skillful but also behaviour and multi-culture specialists to be able to apply differentiated instruction and understand diverse learning needs.

Learning Outcomes In this module, you are expected to: 1. explain the meaning of teaching as a profession. 2. compare PD 1006 and RA 783, laws that professionalized teaching. 3. demonstrate deep appreciation for the professionalization of teaching and for the teaching profession itself. 4. relate the impact of the professionalization of teaching on your future life as a full-fledge professional teachers. 5. trace the historical development of teaching as a profession in the Philippines. 6. discuss and internalize teaching as a vocation and mission. 7. explain how a professional teacher should conduct himself/herself as a person, in the teaching profession and in business.

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Learning Contents This module contains the following lessons for you to be able to meet the expected learning outcomes: 1. Teaching as a Profession 2. Teaching as a Vocation and Mission

Teaching and Lear Learning ning Activities Each of the lessons in this module contains activities that can be done individually, by pair, and by group in an asynchronous or synchronous mode of learning.

Recommended learning materials and re resources sources ffor or supplementary reading. The recommended learning materials and resources in this module include the URL of the resources from the Internet (PDF, youtube, slideshare, etc.).

Flexible T Teaching eaching Lear Learning ning Modality (FTLM) This module adopts the synchronous and asynchronous learning modalities for you to have better access and learning of the lessons. This may include google classroom, moodle, schoology, edmodo, Podcast, printed materials and other resources depending on your needs and capacity to use the material.

Assessment T Task ask At the end of each lesson, you have to answer the given questions for your teacher to check your understanding. This will help your teacher determine if you need additional explanation and/or activity before proceeding to the next lesson.

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Module 1

The Teaching Profession

Lesson 1 Teaching as a Profess Profession ion

Introduction Module 1 dwells on the teaching profession. Lesson 1 discusses the elements of a professional and examines the teaching profession to determine if it possesses all the elements of a profession. It also presents the laws in the professionalization of teaching (P.D. 1006 & RA 7836). It also traces the historical development of teaching as a profession in the Philippines. Lesson 2 is a further discussion on teaching in the light of a vocation and mission.

Learning Outcom Outcomes es 1. Explain the meaning of teaching as a profession. 2. Compare PD 1006 and RA 783, laws that professionalized teaching. 3. Demonstrate deep appreciation for the professionalization of teaching and for the teaching profession itself. 4. Relate the impact of the professionalization of teaching on your future life as a full-fledge professional teachers. 5. Trace the historical development of teaching as a profession in the Philippines. 6. Discuss and internalize teaching as a vocation and mission.

Learning Contents The Teac Teaching hing Profession Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical and moral principles, standard, and values (Udtujan, 2014). First thing that you must know about teaching as a profession is that teaching is about inspiring and motivating students to realize and exceed their potentials. The greatest teachers of all time have devoted their life in inspiring and empowering their students to achieve great things and be a good human being. Verma , 2020) (V

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In the words “ professional manner” , “ gawang propesyonal,” “professional fee foe expert services rendered “ the word “professional” implies one who possesses skill and competence/expertise. “Highly professional” “unprofessional” … to act that way imply a code of ethics by which a professional person abide. In short, professional is one who conforms to the technical or ethical standards of a profession.so the two elements of a profession are COMPETENCE and a COD CODE E OF ETHICS. The other elements of a profession are: 1. Initial Professional Education – Professionals generally begin their professional lives by completing a university program in their chosen fields ---teacher education, engineering, nursing accountancy. This means long and ardous years of preparation. Take note this is just initial which means only the beginning because a professional is expected to learn endlessly.. 2. Accreditation – University programs are approved by a regulatory body like the Commission on Higher Education (CHED) in the Philippines to ensure that graduates from these recognized programs start their professional lives with competence. 3. Licensing – Licensing is mandatory, not voluntary and is administered by a government authority. In the Philippines, this government authority is the Professional Regulation Commission (PRC). ). 4. Professional Development This is an ongoing professional organization that maintains or improves professionals’ knowledge and skills after they begin their professional practice. In the Philippines this is a continuing Professional Development mandated by RA 10912, otherwise known as the CPD act of 2016. 5. Professional Societies Professionals see themselves as part of a community of like-minded individuals who put their professional standards above the individual self – interest or their employer’s self – interest These professional societies put dedication to the public interest and commitment to moral and ethical values .Professional societies define certification criteria, manage certification programs , establish accreditation standards and define a code of ethics and disciplinary action for violations of that code. 6. Code of Ethics Each profession has a code of ethics to ensure that its practitioner behave responsibly. The code states what professionals should do. Professionals can be ejected from their professional societies or lose their licenses to practice for violating the code of ethics. http://w ww .alexsbrown .com /prof9.h tm l.Retrieved ( 6 -3-18)

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The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the Code of Ethics professional teachers is one of the grounds for the revocation of the professional teacher’s license Certificate of Registration and suspension from the practice of the Teaching Profession ( Sec. 23 .,RA 7836 ) The Historical Develop Development ment of Teach Teaching ing as a Profession in the Phil Philippines ippines The first legal document that professionalized teaching was Presidential Decree 1006 issued by then President Ferdinand E. Marcos. It was only in 1976 with PD 1006 KNOWN AS THE Decree Professionalizing Teaching that teachers in the Philippines became professionalized. The need to professionalize teaching was felt “ to ensure that in the immediacy and urgency of teacher recruitment , qualitative requirements are not overlooked , and although teaching requires a number of years of collegiate study , it is the only course that is not yet considered a profession (PD 1006).Furthermore , in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers , it is imperative that they be considered as professionals and teaching be recognized as a profession “ (PD 1006 ). Then in 1994, R.A 7836, otherwise known as the Philippine Teacher Professionalization Act of 1994,was passed to promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession.” (Sec.2) During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal preparation for teachers, too. The mothers and fathers and tribal leaders served as teachers at home and in the community. During the Spanish period and by virtue of Educational Decree of 1863 free public school system was established. There was one school for boys and another school for girls in every municipality. The Spanish missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal school. Paz Ramos, once Dean of the College of Education of the University of the Philippines, Diliman, claims:

The foundation of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765 , when King Charles of Spain issued a Royal Decree requiring each village to have a “ maestro” on November 28 , 1772,another Royal Decree specified the qualifications of teachers. However, was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers. At the end of Spanish rule, schools during the Spanish era were closed for a time by Aguinaldo’s government. So there was no teacher preparation that took place.

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During the American regime, American soldiers served as the first Commission teachers. In 1901, the Philippine Commission enacted into law Act 74 which created the Department of Public Instruction, laid the foundations of the public school system and offered free primary education for Filipinos. There was a shortage of teachers. The Philippine authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They were the Thomasites. Due to urgent need for teachers, the Americans gave bright young Filipino students opportunity to take up higher education in American colleges and universities financed by the Philippine Government. They were the pensionados. Act 74 of 1901 also provided for the establishment of Philippine Normal School (PNS) in Manila. The Philippine Normal School formally opened in September 1901, as an institution for the training of teachers. For more than two decades, PNS offered a two-year general secondary education program. In 1928, it became a junior college offering a two-year program to graduates of secondary schools. In 1949, The Philippine Normal School, renamed Philippine Normal College, offered the four-year Bachelor of Science in Elementary Education. Other four year teacher education courses followed after. This means that the present four-year preparation for the professional teacher began as a two-year program only. Teacher preparation became four years only in 1949 and thereafter. PRESIDENTIA PRESIDENTIAL L DECREE NO 1006 PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES. WHEREAS, the Constitution provides that “All educational institutions shall be under the supervision of; and subject to regulation by, the State”, and requires that “the State shall establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development”; WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has adopted ways and means of overseeing all the educational institutions in the country; WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring that the educational institutions inculcate in the studentry love of the country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological and vocational efficiency. WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose direct and continuing interaction with the young people and the children make them potent forces for the development of proper attitudes among the citizenry; WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in the civil service sector alone more than 300,000 teachers deployed all over the country; WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative requirements are not overlooked, it has become necessary to regulate the teaching profession; WHEREAS, although teaching requires a number of years of collegiate study, it is the only course that it is not yet considered a profession;

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WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession. NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the powers vested in me by the Constitution, do hereby decree and order: Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching. Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be given primary concern and attention by the government and shall be of the highest quality, and strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino people even as it seeks enrichment from adoptable ideas and practices of other people. Section 3. Definition of Terms. As used in this Decree, the following shall be construed as follows: (a) Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and secondary levels, in accordance with the curriculum prescribed by National Board of Education, whether on part-time or full-time basis in the public or private schools. (b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a full-time or part-time basis, including guidance counselors, school librarians, industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and legally qualified to practice teaching under this Decree. (c) Board refers to the National Board for Teachers duly constituted under this Decree. Section 4. Creation of the National Board for Teachers. There is hereby created a National Board for Teachers, hereinafter called the Board, to be composed of the following: 1)

Secretary of Education and Culture

Co- Chairman

2)

Chairman, Civil Service Commission

3)

Commissioner, Professional Regulations Commission

4)

Two members representing the private sector to be appointed by Member the President

Section 5. Powers and Duties. The Board shall have the following powers and duties: (a) Appoint a set of examiners for every examination who will determine and prepare the contents of the Board examination for teachers, hereinafter referred to as examination, in the elementary and secondary levels of instruction, to be held at least once a year; (b) Determine and fix the places and dates of examination, appoint supervisors and room examiners from among the employees of the Government who shall be entitled to a daily allowance to be fixed by the Board for every examination day actually attended, use the buildings and facilities of public and private schools for examination purposes, approve applications to take examination, and approve the release of examination results; (c) Look from time to time into the conditions affecting the practice of the teaching profession, adopt such measures as may be deemed proper for the enhancement of said The Teaching Profession Module – Isabela State University

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profession, and/or maintenance of the professional standards and ethics; (d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer oaths; (e) Appoint, subject to the provisions of existing laws, such officials and employees as are necessary in the effective performance of its functions and responsibilities, prescribe their duties and fix their compensation; (f) Prescribe and collect examination and other fees as it may deem proper; and (g) Promulgate rules and regulations, and exercise such other powers, functions and duties as may be necessary to carry into effect the purposes of this Decree. Section 6. Qualification requirements for examination applicants. No applicant shall be admitted to take the examination unless, on the date of filing of the application, he shall have complied with the following requirements: (a) Except those who have been engaged in teaching as herein defined for at least five years in schools in the Philippines not organized exclusively for nationals of a foreign country at the time of the effectivity of this Decree, the applicant must be a citizen of the Philippines; (b) That he is of good moral character; (c) That he is free from any physical and/or mental defect which will incapacitate him to render efficient service; and (d) That he possesses the following minimum educational qualifications: 1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary Education (B.S.E.Ed.) or its equivalent; 2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major and minor, or a Bachelor’s degree in Arts or Sciences with at least eighteen units in professional education; and 3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in the field of specialization with at least eighteen units in professional education. All applications shall be filed with an office or offices designated by the Board, preferably the offices of the Civil Service Commission and the Department of Education and Culture. These offices shall screen and approve such applications and issue the corresponding permits to take the examination to qualify applicants. Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every examination who are recognized authority in teacher education, and their names shall not be disclosed until after the release of the results of the examination. They shall each receive as compensation the sum of not less than P5.00 for each examinee as may be determined by the Board but in no case shall each examiner receive more than P18,000 per examination. Any examiner who is in the service of the Government shall receive the compensation herein provided in addition to his salary. Section 8 . Scope of the examination. The examination shall consist of written tests, the scope of which shall be determined by the Board, taking into consideration the teaching plan of the schools legally constituted in the Philippines. Section 9. Ratings in the examination. In order that a candidate may be deemed to have successfully passed the ...