Professional Documents
Culture Documents
Edteap Midterm Reviewer
Edteap Midterm Reviewer
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:
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 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
Quality teachers are competent teachers. Teachers with global competence are able to
demonstrate knowledge, skills, values and dispositions as described below:
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: