Study Guide in Prof.Ed.

101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

Module No.7
MODULE TITLE

Unit 7– Professionalism and Transformative Education

MODULE OVERVIEW

The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character
traits that are believed—by educators, school reformers, college professors, employers, and others—
to be critically important to success in today’s world, particularly in collegiate programs and
contemporary careers and workplaces. Generally speaking, 21st century skills can be applied in all
academic subject areas, and in all educational, career, and civic settings throughout a student’s life.
Hence, teachers are regarded as agents of change in any society. Their roles do not stop in the classroom,
as educators and architects of a well-educated nation but are community activists too. Hence, they are
expected to promote social change in schools and in communities in which they serve on several issues.
In other words, teacher competence refers to “the right way of conveying units of knowledge,
application and skills to students”. The right way here includes knowledge of content, processes,
methods and means of conveying content.

LEARNING OBJECTIVES

1.Describe the evolution of competencies and standards in response to changing societal demands on
the teaching profession;
2. Define transformative education;
3.Elaborate personal growth and professional development based on the Philippine Professional
Standards for Teachers (PPST)

LEARNING CONTENTS

Unit 7 – Professionalism and Transformative Education

A. The 21st Century Teacher

A 21st century teacher is able to adapt to whatever comes their way. The 21st century teacher is able
to look at their practice and adapt based on the needs of their students. They must be able to adapt
their teaching style to include different modes of learning, adapt when a lesson fails, and adapt to new
technology.
These are the characteristics of a 21st Century Teacher:
1.Facilitate and inspire student learning and creativity so that all students achieve in the global society.
2. Work with their students to co-create new learning opportunities.
3.Use data to support student learning and program improvements.

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 Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

To remain relevant and interesting, the teacher must possess 21 st century skills. It can be categorized
into four namely:
1. communication skills – includes teaming, collaboration, interpersonal skills, local, national and global
orientedness and interactive communication.

2. learning and innovation skills – includes 3 C’s namely: Creativity, Curiosity, Critical thinking problem
solving skills and risk taking

3. information, media and technology skills- referring to : visual and information literacies , media literacy,
basic, scientific, economic and technological literacies and multicultural literacy

4. life and career skills –embrace flexibility and adaptability, leadership and responsibility, social and
cross-cultural skills and ethical, moral and spiritual values

Another way of grouping the 21st century skills is stated below:

• Ways of thinking –Creativity, critical thinking, problem solving, decision –making and learning

• Ways of working-communication and collaboration

• Tools for working –Information and communications Technology (ICT) and information literacy

• Skills for living in the world-Citizenship, life and career. And personal and social responsibility

B. Professionalism and Transformative Education

Professionalism is the conduct, behavior and attitude of someone in a work or business environment.
Professionalism leads to workplace success, a strong professional reputation and a high level of work
ethic and excellence.

5 Ways to Show Professionalism in the Workplace

1. Workplace Rules and Expectations. Even though you will likely have a supervisor managing over you
in your job, you will be expected to use self-management skills. ...
2. Personal Responsibility. Personal responsibility is critical to your success in the workplace
3. Workplace Ethics
4. Physical Appearance
5. Language

Transformational education / learning is the process of deep, constructive, and

meaningful learning that goes beyond simple knowledge acquisition and supports critical ways in which
learners consciously make meaning of their lives.

Why is transformative education/learning being important?

The transformative learning theory can be especially important for older students to be able to
grasp new ideas and concepts. There are many ways that educators can introduce this kind
of learning into their classroom, including: Give students chances to learn about new perspectives.

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Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

Another way teachers can use transformative learning in the classroom is to give students contrasting
articles on a topic, and ask them their thoughts and insights on the different elements of each article.
This helps them to question their own understanding and move through the process of learning. It can
be fostered by asking open-ended questions to learners. This will promote critical-thinking skills that
will help learners relate new knowledge to their own life experiences. Examples include the use of blogs
and internal social tools for online discussions and responses to questions

C. Qualifications Frameworks
• ASEAN Qualifications Framework (AQRF)

The ASEAN Qualifications Reference Framework (AQRF) is a common reference framework that
enables comparisons of education qualifications across participating ASEAN Member States (AMS).

The objectives of AQRF include:

• 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
• Support worker mobility
• Improve understanding of qualifications systems
• Promote higher quality qualifications systems

• Philippine Qualifications Framework (PQF)

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 Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

What is PQF?

The Philippine Qualifications Framework describes the levels of educational qualifications and sets the
standards for qualification outcomes. It is a quality assured national system for the development,
recognition and award of qualifications based on standards of knowledge, skills and values acquired in
different ways and methods by learners and workers of the country.

D. The National Competency Based Teacher Standards (NCBTS)

The National Competency-Based Teacher Standards (NCBTS) defines the desired practice of
effective teaching. The NCBTS sets performance indicators classified in appropriate domains and
strands that guide teacher professional development.

The NCBTS Framework is divided in 7 Domains:

• Social Regard for Learning (SRFL)

- Acts as a positive role model for students
• Learning Environment (LE)
- Creates an environment that promotes fairness
- makes the physical environment safe and conducive to learning
- communicates higher learning expectations to each learner
- establishes and maintains consistent standards of learner’s behavior
• Diversity of Learners (DOL)
- Is familiar with learner’s background knowledge and experiences
- Demonstrates concern for holistic development of learners
• Curriculum (Curr.)
- Demonstrates mastery of the subject
- Communicates clear learning goals for the lesson that are appropriate for learners
- Makes good use of allotted instructional time
- Selects teaching methods, learning activities and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson.
• Planning, Assessing Reporting (PAR)
- Communicates promptly and clearly to learners, parents and superiors about the
progress of learners
- Develops and uses a variety of appropriate assessment strategies to monitor and
evaluate learning.
- Monitors regularly and provides feedback on learners’ understanding of content
• Community Linkages (CL)
- Establishes learning environments to respond to the aspirations of the community
• Personal Growth & Professional Development (PGPD)
- Takes pride in the nobility of teaching as a profession
- Builds professional links with colleagues to enrich teaching practice
- Reflects on the extent of the attainment of learning goals

What is the difference between NCBTS and PPST?

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Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

The PPST is a public statement of what teachers need to know, value, and be able to do in their
practice. ... It is built on the National Competency-based Teacher Standards (NCBTS). It comprises
seven Domains and 37 Strands, and 37 Indicators for each Career Stage. The PPST shall be used as a
basis for all learning and development programs for teachers to ensure that teachers are properly
equipped to effectively implement the K to 12 Program. It can also be used for the selection and
promotion of teachers.

E. The Philippine Professional Standards for Teachers (PPST)

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines.
The standards describe the expectations of teachers' increasing levels of
knowledge, practice and professional engagement.
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Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

1. In line with the new professional standards for teachers, the Department of Education (DepEd),
through the Teacher Education Council (TEC), issues this DepEd Order entitled National Adoption
and Implementation of the Philippine Professional Standards for Teachers (PPST)

2. The DepEd recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning. It is committed
to supporting teachers, and taking cognizance of unequivocal evidence that good teachers are vital to
raising student achievement. Quality learning is contingent upon quality teaching. Hence, enhancing
teacher quality becomes of utmost importance for long term and sustainable nation building.

3. The changes brought about by various national and global frameworks such as the K to 12 Reform,
ASEAN Integration, globalization, and the changing character of the 21st century learners necessitate
the improvements and call for the rethinking of the National Competency-Based Teacher Standards
(NCBTS); hence, the development of the PPST.

4. The PPST aims to:

a. set out clear expectations of teachers along well-defined career stages of professional development
from beginning to distinguished practice;

b. engage teachers to actively embrace a continuing effort in attaining proficiency; and

c. apply a uniform measure to assess teacher performance, identify needs, and provide support for
professional development.

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Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

5. The PPST shall be used as a basis for all learning and development programs for teachers to ensure
that teachers are properly equipped to effectively implement the K to 12 Program. It can also be used
for the selection and promotion of teachers. All performance appraisals for teachers shall be based on
this set of standards.

6. The regional offices shall be supported by their training and development personnel to organize and
orient all the schools divisions within their jurisdiction for the PPST. In addition, it shall take charge of
the monitoring and evaluation at the division level implementation. The schools division office shall
have the same functions and responsibilities in the school districts and secondary schools.

7. Reporting of the orientation and related activities shall be done by the regional office to the Office
of the Secretary through the Teacher Education Council.

8. Immediate dissemination of and strict compliance with this Order is directed.

LEONOR MAGTOLIS BRIONES

Secretary
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Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers’ increasing levels of knowledge, practice and professional
engagement. At the same time, the standards allow for teachers’ growing understanding, applied with
increasing sophistication across a broader and more complex range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by teachers to be effective in the
21st Century in the Philippines. Quality teachers in the Philippines need to possess the following
characteristics:

• recognize the importance of mastery of content knowledge and its interconnectedness within
and across curriculum areas, coupled with a sound and critical understanding of the application
of theories and principles of teaching and learning. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
• provide learning environments that are safe, secure, fair and supportive in order to promote
learner responsibility and achievement. They create an environment that is learning-focused and
they efficiently manage learner behavior in a physical and virtual space. They utilize a range of
resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.
• establish learning environments that are responsive to learner diversity. They respect learners’
diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
• interact with the national and local curriculum requirements. They translate curriculum content
into learning activities that are relevant to learners and based on the principles of effective
teaching and learning. They apply their professional knowledge to plan and design, individually

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Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

or in collaboration with colleagues, well-structured and sequenced lessons that are contextually
relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources.
They communicate learning goals to support learner participation, understanding and
achievement.
• apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement. They use assessment data in a variety of
ways to inform and enhance the teaching and learning process and programs. They provide
learners with the necessary feedback about learning outcomes that informs the reporting cycle
and enables teachers to select, organize and use sound assessment processes.
• establish school-community partnerships aimed at enriching the learning environment, as well
as the community’s engagement in the educative process. They identify and respond to
opportunities that link teaching and learning in the classroom to the experiences, interests and
aspirations of the wider school community and other key stakeholders. They understand and
fulfill their obligations in upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners, parents, schools and the wider
community.
• value personal growth and professional development and exhibit high personal regard for the
profession by maintaining qualities that uphold the dignity of teaching such as caring attitude,
respect and integrity. They value personal and professional reflection and learning to improve
their practice. They assume responsibility for personal growth and professional development for
lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of
teacher practices.

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1.
Content knowledge and its application within and across curriculum areas
2.
Research-based knowledge and principles of teaching and learning
3.
Positive use of ICT
4.
Strategies for promoting literacy and numeracy
5.
Strategies for developing critical and creative thinking, as well as other higher-order thinking
skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

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 Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

LEARNING POINTS

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop
holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the
country to development and progress. This is in consonance with the Department of Education vision
of producing: “Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation” (DepED
Order No. 36, s. 2013). The common Teacher Competencies are as follow:
• Knowledge of Students and Their Development
• Creates an Effective Learning Environment
• Understands Subject Matter
• Plans and Designs Appropriate Learning Experiences
• Uses On-going Assessment to Monitor Student Learning
• Develops Professional Practice.
The changes brought about by various national and global frameworks such as the K to 12 Reform and
the ASEAN integration, globalization, and the changing character of the 21st century learners necessitate
improvement and adaptability of education, and a call for the rethinking of the current teacher standards.

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Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

From this module it has been mentioned about NCBTS and PPST wherein the PPST is a public
statement of what teachers need to know, value, and be able to do in their practice. It is built on the
National Competency-based Teacher Standards (NCBTS). It comprises seven Domains and 37 Strands,
and 37 Indicators for each Career Stage. The standards describe the expectations of teachers' increasing
levels of knowledge, practice and professional engagement.

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Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

LEARNING ACTIVITIES

Review Exercises
Name: _________________________________ Date: _________
Year & Section__________________________ Score: __________

Activity 1.1 Critical Questions: By means of graphic organizer, describe the 21st century teacher by
completely presenting the 21st century skills
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Study Guide in Prof.Ed.101 - The Teaching Profession Module 1: Unit 1 -Nature of Teaching and Teacher Roles

REFERENCES

Salandanan, Gloria G.Methods of Teaching . LORIMAR Publishing, INC.

Salandanan,Gloria G.Elements of Good Teaching LORIMAR Publishing, INC.

Salandanan, Gloria G.Teaching and the Teacher. LORIMAR Publishing, INC.

Pawilen ,Greg T..Copyright 2019.Teaching Profession Passion and Mission Second Edition.REX Bookstore
Publishing Co.

BilbaoPurita et.al.Copyright 2012.The Teaching Profession,Second Edition.LORIMAR Publishing, Inc.

DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional
Standards for Teachers (PPST)

Prepared by : DR .SHIRLEY L. MILANES

Faculty/Program Chair, Beed & BTEd

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