Series: Commission On Higher Education
Series: Commission On Higher Education
Series: Commission On Higher Education
AND
in accordance with the pertinent provisions of Republic Act (RA) No. 7/22, otherwise known
as the "Higher Education Act of 1994, and for the purpose of rationalizing the undergraduate
teacher education in the country to keep pace with the demands of global competitiveness,
the following rules and guidelines are hereby adopted and promulgated by the Comınission.
ARTICLE INTRODUCTION
Section 1.
Quality pre-service teacher education is a key fecior in quality Philippine education.
In the Philippines, the pre-service preparation of toachers for the primary and secondary
educational sectors is a very important function and responsibility that has been assigned
to higher education institutions. All efforts to improve the quality af education in
the Philippines are dependent on the service of teachers who are properly
prepared to undertake the various important roles and functions of teachers. As such,
it is of utmost imporiance that the highest standards are set in defining the
objectives, components, and processes of the pre-service teacher
education curriculum.
ARTICLE # AUTHORITY TO
OPERATE
Section 2.
All private higher education institutions (PHEIS) Intending to offer the
Bachelor of Elementary Education (BEEd) or the Bachelor of Secondary
Education (BSEd) or any of the professional education courses specified in
both curricula must first secure proper authority from the Commission in
accordance with existing rules and regulations. The government -
supported institutions (1.
e state universities and colleges
(SUCs), and local colleges and universities) are strongly encouraged to
strictly adhere to the provisions in this policies and standards.
ARTICLE 11 PROGRAM
SPECIFICATIONS
Section 3.
Degree
The degrec programs herein shall be called Bachelor of Elementary Education (BEEd)
or the Bachelor of Secondary Education (SEd).
Section 4.
Program Description and General Objectives
The BEEd is structured to meet the needs of professional teachers for elementary
schools and spscial education programs in the Philippines, and the 8Sed for the
needs of professional teachers for secondary schools in the Philippines.
The BEEd aims to develop elementary schacl teachers who are either (a) generalists who can
teach across the different leaming areas in grade school, (b) special education
teachers, or (C) pre school teachers,
The BSEd aims to develop high school teachers who can teach in One of the different
leaming areas in high school like Mathematics, Physical Sciences, Biological Sciences,
English, Filipino, among others.
Section 5.
Allied Programs
Teacher education is an applied discipline which draws from many of the basic
disciplines in the social sciences (Psychology, Sociology. Anthropology, Economics,
political Science, Applied Linguistics, History, etc.), the Science and Technology
Fields (Biology, Chemistry, Physics, Mathematics, Engineering, Information
Technology, etc.), and the Humanities and related fields (Languages,
Literature, Philosophy, Journalism, etc.)
ARTICLE IV COMPETENCY STANDARDS
Section 6. Graduates of the BEEd and BSED programs are teachers who
have the basic and higher level literacy, communication, numeracy, critical
thinking, learning skills needed for higher learning: . have a deep and principled
understanding of the learning
processes and the role of the teacher in facilitating these processes in their
students;
have a deep and principled understanding of how educational processes relate to larger
historical, social, cultural, and political processes; have a meaningful and
comprehensive knowledge of the subject matter they will teach:
• can apply a wide range of teaching process skills including
curriculum development, lesson planning, malerials development, educational assessment, and
teaching approaches); have direct experience in the field classroom (e.g.,
classroom observations, teaching assistance, practico teaching);
• can demonstrate and practice the professional and ethical requirements of the teaching
professions, can facilitate leaming of diverse types of leamers, in
diverse types of learning environments, using a wide range of teaching
knowledge and skills:
• can reflect on the relationships among the teaching process skills,
the learning processing in the students, the nature of the contentsubjeci matter, and
the broader social forces encumbering the school and educational processes in
order to constantly improve their leaching knowledge, skills and practices; can
be creative and innovative in thinking of alterative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the effectiveness
of such approaches in
improving student learning, and
• are willing and capabie to continue learning in order to better fulfill
their mission as teachers.
ARTICLE V CURRICULUM
The curriculum recognizes the need to equip teachers with a wide range of
theoretical and methodological skills that will allow them more options and greater
flexibility in designing and implementing learning environments that will
maximize their students' learning, once they are in the teaching service,
The curriculum is also designed so that the curricular components are integrated. That is, the
curricum emphasizes the interweaving of foundational theoreticat, methodological and
experiontial knowledge in the various leaming experiences in the circulum.
Section 8.
Curriculum Outline
BEEJ
BSED
These courses represent the companent of the curriculum that aims to develop the range of
knowledge and skills needed in the practice of the teaching profession. These courses
are divided into three broad categories: (a) theory and concepts courses, (b)
methods and strategies courses, and (c) field study courses. In addition, a cluster
of special topics courses are required as part of the professional education
courses.
Although the professional education courses are defined under separate categories, all
the courses should be taught in an integrated manner. Thus, discussions of theory and
concepts should always be linked to the development of methods and
strategies and to experiential leaming during field study, and vice versa.
All the courses should be taught using a wide range of learning teaching
approaches and student assessment procedures, icluding whenever possible the
use of some educational technology.
Finally, all the courses should have a research requirentent, which may take the form of a
term paper, case study, action research, 01 other forms of research/scholarship as
may be appropriate.
The following are the theory and concepts courses that provide the broad franeworks
within which students can understand, rationalize, and reflect on the various methods,
strategies, processes, issues, and other matters related to the teaching profession.
The following are methods and strategies courses in the program that aim to
develop in students a wide range of skills to facilitate and evaluate learning in
diverse types of students in a vanety of learning environments.
The following series of courses are the field study courses that are
intended to provide students with practical learning experiences in which they can
observe, verity, reflect on, and actually experience
different components of the teachingteaming processes in actual school settings. The
experiences will begin with field observation and gradually intensity until
students undertako practice teaching.
Science Mathematics
English Filipino Social Studies Music, Arts, and Physical
Education Home Economics and Livelihood Education
Values Education
12 units 12 units 12 units 6
units 6 units 3 units 3 units
units
For the bEEd program, students may choose to take 57 units of content courses
in two areas of specialization: Special Education and Pre-School
Education,
• Mathematics
• Physical Sciences
• Biological Sciences
1 English
Filipino Social Studies Values Education
Technology and Livelihood Education
• Music, Arts, Physical and Health Education
Islamic Studies
The program of study herein is only an exaniple. HE's may use this sample and modify it
other preferred courses. The
according to its needs. They may also add
sample program of study is shown in Annex A
Article vi Course Specifications
Section 19. AB pertinent uses and regulations or parts thereof that are
inconsistent with the provisions of this policy are hereby repealed or modified accordingly.
Section 20. These curricula for teacher education curriculum shall commence
first semester of school year 2005-2006 and shall be effected as.. follows:
: :
:..
SY
..
2005 - 2008 2005 - 2007 2007 - 2008
,
For incoming freslumen. : For incoming freshmen and sophomores For incoming
freshmen, sophomores
and juniors .. , All year levels ... : ....
SY
2008-2009
.
Heis applying for permits to offer new teacher education programs must comply
with these pcricies and standards before they can be
granted permit to offer the programs.
Artico IX. Acknowledgement
Section 26. The Commission acknowledges the following for their contributions
in the developiger of these policies and standards:
The Technical Panel for Teacher Education composed of Dr. Allan 3.1. Bernardo, as Chair, Dr. Ester B.
Ogena, as Co-Chair, Dr. Lolita M. Andrada, Dr. Milo E Catinares, Dr. Amor Q. De Torres, Dr. Teresita G.
Inciong, Or. Isabel F. Inlaya, Dr. Paz 1. Lucido, Dr. Gloria G. Salandanan, Dr. Teresita T. Tumapon and
specially the TPTE Adviser and CHED Coirmissioner Ma. Cristina O. Padolina, for the untiring
afforts they have rendered in the development of these policies and standards:
The CHED - TPTE Secretariat, Dr. Teoticia C. Taguibao, Ms. Marietta L. Manateng. Ms. Rosa F
Mercado, Ms. Rowena B. Espina, Ms. Leana DS. Patungan, Ms. Aileen Rachel V. Mojica and
Mr. Avelino D. Sanchez V for the technical and administrative support
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