EDTEAP MIDTERM EXAM REVIEWER and intelligent citizens of a democratic society.

This group of teachers teaches learners,

so they may live life fully now not to prepare them for adult life.
Seven Major Philosophies of Education WHAT TO TEACH: This is a curriculum that responds to students’ needs and that
relates to students’ personal lives and experiences.
Every teacher is guided by the sets of related beliefs with a common term Progressivists accept the impermanence of life and the inevitability of change. For the
called“philosophies of education”. These sets of beliefs influence what and progressivists, everything else changes. Hence, progressivist teachers are more concerned
how students aretaught, trained, and prepared for a purpose. with teaching the learners the skills to cope with change.
HOW TO TEACH: Progressivist teachers employ experiential methods. They believe that one
A philosophy of education lays down possible answers to questions about the learns by doing. For John Dewey, the most popular advocate of progressivism. One
need to be educated, defines teacher’s role, and what should be taught and by experiential teaching method that progressivist teachers heavily rely on is the problem-solving
method. This makes use of the scientific method. Other hands-on-minds-on-hearts-on
what methods would be applicable.
teaching methods used are field trips during which students interact with nature or society.
Within the context of the simplest way of understanding the core of education 4.PERENNIALISM
WHY TEACH: We are all rational animals. Schools should therefore, develop the
as a process whereby learners come to learn the what and how of learning, students’ rational and moral powers. According to Aristotle, if we neglect the students’
there are at least seven major educationalphilosophies. reasoning skills, we deprive them of the ability to use their higher faculties to control their
1.CONSTRUCTIVISM passions and appetites.
WHY TEACH: To develop intrinsically motivated and independent learners adequately WHAT TO TEACH: The perennialist curriculum is a universal one on the view that all human
equipped with learning skills for them to be able to construct knowledge and make meaning beings possess the same essential nature. It is heavy on the humanities, on general education.
of them. It is not a specialist curriculum but rather a general one.
WHAT TO TEACH: The learners are taught how to learn. They are taught learning processes HOW TO TEACH: The perennialist classrooms are “centered around teachers”. The
and skills such as searching, critiquing and evaluating information, relating these pieces of teachers donot allow the students’ interests or experience to substantially dictate what they
information, reflecting on the same, making meaning out of them, drawing insights, posing teach. They apply whatever creative techniques and others tried and true methods which
questions, researching and constructing new knowledge out of these bits of information learned. are believed to be most conducive to disciplining the students’minds. Students engaged in
HOW TO TEACH: In the constructivist classroom, the teacher provides students with data Socratic dialogues or mutual inquiry sessions to develop an understanding of history’s most
or experiences that allow them to hypothesize, predict, manipulate objects, pose questions, timeless concepts.”
research, investigate, imagine and invent. The constructivist classroom is interactive. It 5.EXISTENTIALISM
promotes dialogical exchange of ideas among learners and between teacher and learners. WHY TEACH: The main concern of the existentialists is “to help students understand
The teacher’s role is to facilitate this process. Knowledge is constructed by learners through and appreciate themselves as unique individuals who accept complete responsibility for their
anactive, mental process of development; learners are the builders and creators of meaning thoughts, feelings and actions”. Since feeling is not divorced from reason in decision making,
and knowledge. the existentialist demands the education of the whole person, not just the mind.
2.ESSENTIALISM WHAT TO TEACH: In an existentialist curriculum, students are given a wide variety of options
WHY TEACH: This philosophy contends that teachers teach for learners to acquire basic from which to choose. Students are afforded great latitude in their choice of subject matter. The
knowledge, skills and values. Teachers teach “not to radically reshape society”but rather” to humanities, however, are given tremendous emphases to provide students with vicarious
transmit the traditional moral values and intellectual knowledge thatstudents need to become experiences that will help unleash their own creativity and self-expression.
model citizens.” HOW TO TEACH: Existentialist methods focus on the individual. Learning is self-
WHAT TO TEACH: Essentialist programs are academically rigorous. The emphasis is on paced, self-directed. It includes a great deal of individual contact with the teacher, who
academic content for students to learn the basic skills or the fundamental R’s-reading, relates to each student openly and honestly. To help students know themselves and their place
writing, arithmetic, right conduct- as these are essential to the acquisition of higher or more in society, teachers employ values clarification strategy. In theuse of such strategy, teachers
complex skills needed in preparation for adult life. The essentialist curriculum includes the remain non-judgmental and take care not toimpose their values on their students since
“traditional disciplines such as Math, Natural Science, History, Foreign Language and values are personal.
Literature. 6.BEHAVIORISM
HOW TO TEACH: Essentialist teachers emphasize mastery of subject matter. They were WHY TEACH: Behaviorist schools are concerned with the modification and shaping of
expected to be intellectual and moral models of their students. They are “fountain” of students’behavior by providing for a favorable environment, since they believe that theyare a
information and as paragon of virtue, if ever there is such a person. To gain mastery of basic product of their environment. They are after students who exhibit desirable behavior in
skills, teachers must observe “core requirements, longer school day, a longer academic year. society.
3.PROGRESSIVISM WHAT TO TEACH: Because behaviorists look at “people and other animals as complex
WHY TEACH: Progressivist teachers teach to develop learners into becoming enlightened combinations of matter that act only in response to internally or externally generated
physical stimuli, behaviorist teachers teach students to respond favorably to various stimuli Principles, onceinternalized, lead and direct one’s choices, guide one’s behavior
in the environment. and purposes in life. They are perceived by the outer world for evaluating a person’s
HOW TO TEACH: Behaviorist teachers ought to arrange environmental conditions so that character or what he is as a person.
students can make the responses to stimuli. Physical variables like light, temperature,
arrangement of furniture, size and quantity of visual aids have controlled to get the desired Different principles form the basis for one’s morality, ethics, humanity, dignity, and
responses from learners. discipline.
7. LINGUISTIC PHILOSOPHY
WHY TEACH: To develop the communication skills of the learner because the ability Moral defines human behavior (good or bad) based on principles of action(right
to articulate, to voice out the meanings and values of things that one obtains from his experience
or wrong).
of life and the world is the very essence of man. Teachers teach to developin the learner the skill
to send messages clearly and receive messages correctly. Morality is, at least, the effort to guide one’s conduct by reason, good reasons. Moral
WHAT TO TEACH: Learners should be taught to communicate clearly-how to send clear,
principles are ideals that we try to follow in our attempt to live right and be good
concise messages and how to receive and correctly understand messages sent.
Communication takes place in three ways- verbal, non-verbal and Para verbal. Verbal people,instead of bad. Some common examples of moral principles are honesty,
component refers to the content of our message, the choice and arrangement of our word. respect, and kindness.
This can be oral or written. Non-verbal componentrefers to the message we send through our Where is this foundational moral principle? It is contained in the natural law. Many moralists,
body language while paraverbal component refers to how we say what we say-the tone, authors and philosophers may have referred to this fundamental moral principle in different terms.
pacing and volume ofour voices. But it may be acceptable to all believers and non-believers alike to refer to it as natural law.
HOW TO TEACH: The most effective way to teach language and communication is the
experiential way. Make them experience sending and receiving messages through verbal, What is the natural law? It is the law “written in the hearts of men”, (Romans 2:15).
nonverbal and para verbal manner. Teacher should make the classroom a place for the interplay For theists, it is man’s share in the Eternal Law of God. (Panizo, 1964) St. Thomas
of minds and hearts. The teacher facilitates dialogue among learners and between him defines it as the “light of naturalreason, whereby we discern what is good and what is
students because in the exchange of words, there is also an exchange of ideas. evil, an imprint on us of the divine light. (Panizo1964). It is the law that says: Do
Foundational Principles of Morality good and avoid evil.” THIS IS THE FUNDAMENTAL OR FOUNDATIONAL
What is morality?
MORAL PRINCIPLE. . “We are inclined to do what we recognize as good and avoid
Morality is taken from the Latin word “moralis” which is similar in meaning to that which we recognize as evil. Panizo says: Writings, customs and monuments of
words like manner,character, proper behavior. It divides the line between proper past and present generations point out to thisconclusion: that all peoples on earth,
and improper in terms of our intentions,decisions, and actions. no matter how savage and illiterate, have recognized a supreme law of divine origin
commanding good and forbidding evil. (Panizo 1964).
Morality is a collective body of standards or principles taken from a code of conduct
from a particular philosophy, religion or culture, or it can be derived from a standard All men have a mind which cannot bear (to see the suffering of others. If now men
belief of a person. suddenly see a child about to fall into a well, they will without exception
experience a feeling of alarm and distress. From this case we may perceive that he
What is meant by foundational moral principle? who lacks the feeling of commiseration is not a man, that he who lacks a feeling of
shame and dislike is not a man, he who lacks a feeling of modesty and yielding is not
Foundation refers to something like an idea, a principle, or a fact that provides
a man and that he who lacks a sense of right and wrong is not a man. Man has these
support for something or based upon. Thus, a foundational moral principle is the
four beginnings. (FungYulan 1948,69-70)
universal norm upon which all other principles that determine the rightness and
The natural law that says “Do good and avoid evil” comes in different versions.
wrongness of actions are based. It is the source of morality(Bilbao, et al, 2012 as
Kung-fu-tsusaid the same when he taught: Do not do unto others what you do not like
cited by Cortez, et al, 2019).
others do unto you.” This is also the Golden Rule of Christianity only that is written
The word principle comes from the Latin word “ princeps” which means a in the positive form: “Do to others what you like others do to you”.
beginning or a source. Immanuel Kant’s version is Act in such a way that your maxim can be the maxim for
all.”
A principle is that on which something is based, founded, originated, and Values are taught not caught
initiated. It is likened to the foundation of a building upon which all other parts stand.
Our position is that values are both taught and caught. If they are not taught because they are A virtuous life strengthens you to live by the right values and life a life of abundance and joy
merely caught, then there is even no point in proceeding to write and discuss your values while a vicious life leads you to perdition and misery. Warning! Then never to give way to a
formation as a teacher here. Values are also caught. vice! Instead develop worthwhile hobbies. Cultivate good habits. If you recall, we previously
said thata moral person is one who leads a virtuous life. Panizo claims “virtue involves a habit, a
Values have cognitive, affective and behavioral dimensions constant effortto do things well despite obstacles and difficulties. “A virtue is no other than a
Values have a cognitive dimension. We must understand the value that we want to acquire. good habit. You getused to doing good that you will be stronger to resist evil.
We need to know why we must value such. This is the heart of conversion and values formation.
Max Scheler’s hierarchy (ladder) of values (August 22,1874-May 19, 1928)
We need to know how to live by that value. These are the concepts that ought to be taught.

Values are inthe affective domain of objectives. it is not enough to know what honesty is or
why one should be honest. One must feel something towards honesty, be moved towards honesty
as preferable to dishonesty. (Aquino 1990)

Values also have a behavioral dimension. In fact, living by value is the true acid test if we
really value a value like honesty.
Value formation includes formation in the cognitive, affective and behavioral aspects

Your value formation as teacher will necessarily include the three dimensions. You have to
grow in knowledge and in wisdom and in your “sensitivity and openness to the variety of
value experiences in life. Take active part in value sessions like fellowships, recollections
organizedby your church group or associations.

Value formation is a training of the intellect and will TEACHING AS VOCATION, MISSION AND PROFESSION

Your value formation is a training of your intellect and will, your cognitive and rational Teaching as your vocation
appetitive powers, respectively. Your intellect discerns a value and presents it to the Vocation comes from the Latin word “vocare” which means a call. Based on the etymology of
will as a right or wrongvalue. Your will wills to act on the right values and wills to avoid
the word, vocation, therefore, means a call. If there is a call, there must be a caller and someone
the wrong value presented by your intellect. As described St. Thomas Aquinas, “The
whois called. There must also be a response.
intellect proposes, and the will disposes.”
How can your will be trained to desire strongly desirable and act on it? William Kelly Perhaps you never dreamt to become a teacher! But here you are now preparing to becomeone!
explains itvery simply: The fact that you are now in the Collage of Teacher Education signifies that you positively
Training of the will must be essentially self training. The habit of yielding to impulse responded to the call to teach. Right? May this YES response remain aYES and become even
results in the enfeeblement of self-control. The power of inhibiting urgent desire, of
firmer through the years.
concentrating attention on more remote good, of reinforcing the higher but less
urgent motives undergoes a kind of atrophy through disuse. Habitually yielding Teaching as your mission
to any vice, while it does not lessen man’s responsibility, doesdiminish his ability
or resist temptation. Likewise, the more frequently man restrains impulse, checks The word mission comes from the Latin word “mission” which means “to send”. You are
inclination, persists against temptation and steadily aims at virtuous living, the more called to be a teacher and you are sent into the world to accomplish a mission, to teach.
does he increase his self control and therefore his freedom, to have a strong will Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned
task, then you’ve got to prepare yourself for it. From now on, you cannot take your studies for
means to have control of the will, to be able to direct it despite all contrary
granted.Your four years of pre-service preparation will equip you with the knowledge, skills
impulses.
and attitude tobecome an effective teacher. However, never commit the mistake of
Virtuous versus vicious life and their effect on the will culminating your mission preparation at the end of the four-year pre-service education. You
have embarked in a mission that calls for a continuing professional education. As the saying
goes,” once a teacher, forever a student.”
Teaching as your profession 5. Learners from indigenous groups
Our service to the public as a professional turn out to be dedicated and committedonly Domain 4, Curriculum and Planning, includes five strands:
when our moral, ethical and religious values serve as our bedrock foundation. The same
moral, ethical and religious convictions inspire us to embrace continuing professional 1. Planning and management of teaching and learning process
education. 2. Learning outcomes aligned with learning competencies
If you take teaching as your profession, this means that you must be willing to go through 3. Relevance and responsiveness of learning programs
an extended period of preparation and a continuing professional development. You 4. Professional collaboration to enrich teaching practice
must strive for excellence, commit yourself to moral, ethical and religious values and 5. Teaching and learning resources including ICT
dedicate yourself to publicservice. Domain 5, Assessment and Reporting, is composed of five strands:

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

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. 2. Monitoring and evaluation of learner progress and achievement
The standards describe the expectations of teachers’ increasing levels of knowledge, practice 3. Feedback to improve learning
and professional engagement. At the same time, the standards allow for teachers’ growing 4. Communication of learner needs, progress and achievement to key stakeholders
understanding, applied with increasing sophistication across a broader and more complex 5. Use of assessment data to enhance teaching and learning practices and programs
range of teaching/learning situations. Domain 6, Community Linkages and Professional Engagement, consists of four
strands:

The 7 Domains collectively comprise 37 strands that refer to more 1. Establishment of learning environments that are responsive to community contexts
specific dimensions of teacher practices. 2. Engagement of parents and the wider school community in the educative process
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands: 3. Professional ethics
4. School policies and procedures
1. Content knowledge and its application within and across curriculum areas Domain 7, Personal Growth and Professional Development, contains five strands:
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT 1. Philosophy of teaching
4. Strategies for promoting literacy and numeracy 2. Dignity of teaching as a profession
5. Strategies for developing critical and creative thinking, as well as other higher-order 3. Professional links with colleagues
thinking skills 4. Professional reflection and learning to improve practice
6. Mother Tongue, Filipino and English in teaching and learning 5. Professional development goals
7. Classroom communication strategies Career stages
Domain 2, Learning Environment, consists of six strands:
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry
1. Learner safety and securityFair learning environment into the teaching profession. They have a strong understanding of the subjects/areas in which
2. Management of classroom structure and activities they are trained in terms of content knowledge and pedagogy. They possess the requisite
3. Support for learner participation knowledge, skills and values that support the teaching and learning process. They manage
4. Promotion of purposive learning learning programs and have strategies that promote learning based on the learning needs of
5. Management of learner behavior their students. They seek advice from experienced colleagues to consolidate their teaching
Domain 3, Diversity of Learners, consists of five strands: practice.

1. Learners’ gender, needs, strengths, interests and experiences Career Stage 2 or Proficient Teachers are professionally independent in the application of
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds skills vital to the teaching and learning process. They provide focused teaching programs
3. Learners with disabilities, giftedness and talents that meet curriculum and assessment requirements. They display skills in planning,
4. Learners in difficult circumstances implementing, and managing learning programs. They actively engage in collaborative
learning with the professional community and other stakeholders for mutual growth and Domain 3. Diversity of Learners
advancement. They are reflective practitioners who continually consolidate the knowledge,
skills and practices of Career Stage 1 teachers. Domain 3 emphasizes the central role of teachers in establishing learning environments that
are responsive to learner diversity. This Domain underscores the importance of teachers’
Career Stage 3 or Highly Proficient Teachers consistently display a high level of knowledge and understanding of, as well as respect for, learners’ diverse characteristics and
performance in their teaching practice. They manifest an in-depth and sophisticated experiences as inputs to the planning and design of learning opportunities. It encourages the
understanding of the teaching and learning process. They have high education-focused celebration of diversity in the classrooms and the need for teaching practices that are
situation cognition, are more adept in problem solving and optimize opportunities gained differentiated to encourage all learners to be successful citizens in a changing local and global
from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide environment.
them support and mentoring to enhance their learning and practice. They continually seek to
develop their professional knowledge and practice by reflecting on their own needs, and
those of their colleagues and students. Domain 4. Curriculum and Planning

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching Domain 4 addresses teachers’ knowledge of and interaction with the national and local
grounded in global best practices. They exhibit exceptional capacity to improve their own curriculum requirements. This Domain encompasses their ability to translate curriculum
teaching practice and that of others. They are recognized as leaders in education, contributors content into learning activities that are relevant to learners and based on the principles of
to the profession and initiators of collaborations and partnerships. They create lifelong effective teaching and learning. It expects teachers to apply their professional knowledge to
impact in the lives of colleagues, students and others. They consistently seek professional plan and design, individually or in collaboration with colleagues, well-structured and
advancement and relevance in pursuit of teaching quality and excellence. They exhibit sequenced lessons. These lesson sequences and associated learning programs should be
commitment to inspire the education community and stakeholders for the improvement of contextually relevant, responsive to learners’ needs and incorporate a range of teaching and
education provision in the Philippines. learning resources. The Domain expects teachers to communicate learning goals to support
Domains/ Strands/ Indicators for Different Career Stages learner participation, understanding and achievement.

Domain 1. Content Knowledge and Pedagogy Domain 5. Assessment and Reporting

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its Domain 5 relates to processes associated with a variety of assessment tools and strategies
interconnectedness within and across curriculum areas, coupled with a sound and critical used by teachers in monitoring, evaluating, documenting and reporting learners’ needs,
understanding of the application of theories and principles of teaching and learning. This progress and achievement. This Domain concerns the use of assessment data in a variety of
Domain encompasses teachers’ ability to apply developmentally appropriate and meaningful ways to inform and enhance the teaching and learning process and programs. It concerns
pedagogy grounded on content knowledge and current research. It takes into account teachers providing learners with the necessary feedback about learning outcomes. This
teachers’ proficiency in Mother Tongue, Filipino and English in the teaching and learning feedback informs the reporting cycle and enables teachers to select, organize and use sound
process, as well as needed skills in the use of communication strategies, teaching strategies, assessment processes.
and technologies to promote high-quality learning outcomes.
Domain 6. Community Linkages and Professional Engagement
Domain 2. Learning Environment
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed
Domain 2 highlights the role of teachers to provide learning environments that are safe, at enriching the learning environment, as well as the community’s engagement in the
secure, fair and supportive in order to promote learner responsibility and achievement. This educative process. This Domain expects teachers to identify and respond to opportunities
Domain centers on creating an environment that is learning-focused and in which teachers that link teaching and learning in the classroom to the experiences, interests and aspirations
efficiently manage learner behavior in a physical and virtual space. It highlights the need for of the wider school community and other key stakeholders. It concerns the importance of
teachers to utilize a range of resources and provide intellectually challenging and stimulating teachers’ understanding and fulfilling their obligations in upholding professional ethics,
activities to encourage constructive classroom interactions geared towards the attainment of accountability and transparency to promote professional and harmonious relationships with
high standards of learning. learners, parents, schools and the wider community.
Domain 7. Personal Growth and Professional Development

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates

1
teachers’ proper and high personal regard for the profession by maintaining qualities that
uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain
2
values personal and professional reflection and learning to improve practice. It recognizes
the importance of teachers’ assuming responsibility for personal growth and professional
development for lifelong learning.

TEACHER QUALITY VERSUS QUALITY TEACHER

Quality teachers are competent teachers. Teachers with global competence are able to
demonstrate knowledge, skills, values and dispositions as described below:

1. Understand one’s own cultural identity and its influence on personal

dispositions and classroom practices;
2. Know and integrate global dimensions in the subject one teaches;
3. Engage students in learning;
4. Use real-life local and global examples;
5. Value the inputs of culturally and linguistically diverse learners;
6. Create environment that encourages positive cross-cultural interactions;
7. Model social responsibility in local and global context; and
8. Help learners find appropriate actions to improve local and global context; and
9. Help learners find appropriate actions to improve local and global conditions.

Teacher quality has various definitions. One country may define it as the possession of a
credential or certification, and other countries may define it as to what students know and
are able to do with what they were taught by their teachers. The latter is related to the
outcomes-based education. On the other hand, other countries use standards for teacher
quality. The core elements of the teacher-quality standards should include:

▪ Planning and preparation

▪ Classroom environment
▪ Instruction Quality teachers are defined by
▪ Professional responsibilities their attributes and
Due to the differences in the context of how teacher quality characteristics, while
is defined, there is no universal standard of teacher quality. Teacher quality is defined by
The teaching profession needs to have standards in a way that the standards set for the
other professions have to advance its status. These should profession and are validated by
be developed and owned by the teachers themselves. the students’ learning outcomes.