1.

1EXPOSURE
Observing oneself

A look into oneself will enable you to reflect on your personal qualities some time to identify your
best personal qualities and those that you intend in further develop. Use the following forms to
record yourself-appraisal

AM I A PROMISING TEACHER?

MY 10 PERSONAL QUALITIES

Description of Myself Critical Examples

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 MY 10 PERSONAL QUALITIES THAT I INTEND TO FURTHER DEVELOP

My Personal Qualities Rationales

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 MY OBSERVATION AND REFLECTION OF MY PERSONAL QUALITIES

My Present Best Personal Qualities My Desired Personal Qualities

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1.4 INTERNALIZATION
Comparing and contrasting personal qualities with desirable teacher’s
qualities

A. Which of the desirable teachers’ qualities do you have at the moment? List them down.

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B. Which of your personal qualities do you want to further develop or strengthen? Are they in the
list of desirable teachers’ qualities?

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1.4 DISSEMINATION
Formulating a plan of action to enhance desired personal qualities

A. What will be your plan of action to further develop your qualities of becoming a highly
promising teacher?

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B. Make a personal diary of your progress in achieving your plan of actions.

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 2.1 EXPOSURE
An invitation to experience: Identifying belief statements

MY BELIEF STATEMENTS
The following are statements of thoughts, views, and values as they relate teaching. For each
item below, respond accordingly to the strength of your belief.

5 – Strongly Agree
4 – Moderately Agree
3 – Slightly Agree
2 – Disagree
1 – Strongly Disagree

Do I believe in this statements? 5 4 3 2 1

1 Education is constant.
2 The school's function is to teach the world.
3 The school sharpens the mind.
4 The school continually seeks to discover ways to improve society.
The school exists to aid the students in knowing themselves and their place in
5 society.
6 Change is necessary at all times
7 Education is preparation for life.
8 The curriculum focuses on values development.
9 The teacher is a model of behavior.
10 The teacher must impart knowledge of reality.
11 Curriculum consists of subjects and doctrines.
12 The curriculum puts heavy emphasis on social subjects and experience.
13 The school presents exemplary models of behavior.
14 The school dominated by subjects such Math and Science.
15 The teacher interprets and tells.
16 The students determine what should be taught.
17 The students are actively involved in discovering the world in which they live.
18 The students are passive participants in the study of things.
19 The students are passive recipients of learnings.
20 The teachers' questions assist students in personal journey.
21 The methods of teaching are receiving, memorizing and reporting.
22 The methods of teaching are observation and study.
23 The methods of learning are problem solving and inquiry
24 Subject matter is a matter of interpretation.
25 Subject matters are literacy, philosophical and religious.
2.1 INTERNALIZATION
Contextualizing internalized knowledge
With the present Enhanced Basic Education Curriculum (K-12), what do you think will be the
most appropriate philosophical beliefs about:
A. Education?
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B. School?

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C. Curriculum?

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D. Teachers?

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E. Students?

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F. Method of teaching?

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2.5 DISSEMINATION
Intrinsic transfer: Formulating belief statements of a K-12 teacher
See the big picture in your career path. Think seriously about the K to 12 program as your
source of Belief Statements of a K to 12 teacher. Develop your belief statements of a K to 12
teacher.
Use the following questions to guide you in stating your belief:
A. What are schools for?
B. What subjects are of value?
C. What is an ideal K to 12 teacher?
D. What should be the primary goal of a K to 12 teacher?
E. What is the best way for students to learn?

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3.4 INTERNALIZATION
My own wish list of teaching competencies

MY WISH LIST OF TEACHING COMPETENCIES FOR MAXIMUM LEARNING

A. Make your own wish list of teaching competencies.

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B. List down management strategies you plan to use in your own classroom in the future.

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3.5 DISSEMINATION
Peer sharing and beginning a new experience

Make your own plan of action to realize your wish list. When you become a teacher, keep on
revisiting your wish list competencies for maximum learning. Share your plan of action to realize
your wish list.
PLAN OF ACTION: BUILDING MY REPERTOIRE OF TEACHING COMPETENCIES

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 4.1 EXPOSURE
Entering the learning zones.
Learning Zone 2: Conduct an online research and record the principal qualities required for
entering the teaching profession in selected countries. Feel free to surf online sites and sources.
You may explore the following links:
 Center of International Benchmarking:
http://www.ncee.org/programs-affiliates/center-on-international-education-
benchmarking/

 Educational Quality Monitoring Global Needs for 2015:

http://www.uis.unesco.org/Library/Pages/default.aspx

Qualities Required for Entering the Teaching Profession

Country of Interest Principal Qualities

Singapore

China

South Korea

Thailand

Canada

United States

England

Australia
4.2 PARTICIPATION
Engaging in peer to peer learning
Let us expand your inventory of principal qualities required in entering the teaching profession.
Form a group of five classmates and together engage in a multi-loop learning for data sharing.
From the information gathered from interview and online surfing, develop a consolidated
inventory of global requirements for entering the teaching profession.
GLOBAL TEACHERS’ REQUIREMENTS INVENTORY GRID

Global Requirements for Entering the Teaching Profession

Knowledge Requirements Skills and Competencies Requirements

4.3 IDENTIFICATION
Understanding one’s own capabilities and boundaries
Using the information gathered from your interviews and searches, develop an inventory of at
least five (5) specific knowledge, competencies and skills under each attribute of a global 21st
century teacher.

Attributes of a 21st Century Global Teacher

MULTI-LITERATE ( specific knowledge, skills, competencies)

MULTI-SPECIALIST (specific knowledge)

MULTI-SKILLED (specific skills)

 Attributes of a 21st Century Global Teacher
SELF-DIRECTED ( specific skills and competencies)

LIFELONG LEARNER (specific knowledge and competencies)

FLEXIBLE (specific skills)

 Attributes of a 21st Century Global Teacher
CREATIVE PROBLEM SOLVER ( specific knowledge, skills and competencies)

CRITICAL THINKER (specific knowledge, skills and competencies)

PASSIONATE FOR EXCELLENT TEACHING (specific knowledge, skills and competencies)

EMOTIONALLY INTELLIGENT (specific skills and competencies)

4.4 INTERNALIZATION
Navigating challenges and opportunities
Plot your perspective of a 21st century global Filipino teacher by identifying the challenges and
corresponding opportunities using a graphic organizer
MY PERSPECTIVE GRAPHIC ORGANIZER OF A 21ST CENTURY FILIPINO
TEACHER

CHALLENGES (NEEDS) OPPORTUNITIES

4.5 DISSEMINATION
Personal disclosure of future actions
To be able to program your readiness on becoming a Filipino teacher of the world, conduct
your own self needs assessment and program your action
MY NEEDS-BASED PLAN OF ACTION

MY NEEDS MY ACTIONS MY TIME FRAMES

 6.1 EXPOSURE
Accomplishing pre-student teaching professional disposition inventory
Upon completion of your professional courses, you had plenty of experience interacting with
classmates and observing your professors in various establishment settings. These pre-student
teaching experiences somehow enable you to develop professional awareness and dispositions
significant to your forthcoming student teaching assignment.
Use the following checklist to determine your potentials as a professional teacher. Try your
best to identify how often you demonstrate professional dispositions
PRE-STUDENT TEACHING PROFESSIONAL DISPOSITION SELF-ASSESSMENT
CHECKLIST
Legend: A – Always; O – Often; S – Sometimes; N – Not Demonstrated

Pre-Student Teacher How often I demonstrate

Professional Dispositions A O S N
1 I dress appropriately at all times.

2 I obey school rules and regulations.

3 I am honest at all times.

4 I respect school authorities.

5 I use appropriate and polite language.

6 I keep confidential matters.

7 I try to submit quality work.

8 I attend classes regularly.

9 I value school and community projects.

10 I complete all assigned tasks given to me.

11 I try to meet all expectations.
12 I am honest in all aspects of my work.
13 I treat people with respect.
14 I maintain wholesome relationship with teachers and classmates.
15 I give constructive criticism.
16 I respect individual differences of my teachers and classmates.
17 I accept responsibilities willingly.
18 I approach my teachers for assistance.
19 I actively participate in class activities.
20 I respect the opinions of my teachers and classmates.
21 I engage in self-reflection of my daily experiences.
22 I am aware of my strengths and needs in the different subjects.
23 I constantly read professional books and journals
24 I surf websites to enrich my assignments.
25 I read newspaper daily