Appendix B

The authors were also mindful of the qualification standards set for Level 6 of
the Philippine Qualifications Framework (PQF) and the ASEAN Qualifications
Framework (AQRF) in their choice of learning tasks in the FS courses for the quality
assurance and global competitiveness.
What is PQF? The PQF is a national policy issued by the Office of the President
of the Philippines in 2012 through Executive Order No. 82. The PQF describes the
levels of educational qualifications and sets the standards for qualification outcomes
per level in the country. The qualifications per level are based on standards of
knowledge, skills and values acquired by learners, the application of these knowledge,
skills and values are applied. The bachelor’s degree (BEEd/BSEd), pursued by the FS
students and any bachelor’s degree for that matter, is in Level 6. (Refer to Figure 1
and Tables 1 and 2). Take note of the description of the standards of knowledge, skills
and values, the application of these acquired knowledge, skills and values and the
degree of independence in which these are applied.
Philippine Qualifications Framework

PQF PROGRESSION CHART

LVL BASIC EDUCATION TECHNICAL EDUCATION & HIGHER EDUCATION
SKILLS DEVELOPMENT
8
DOCTORAL &
7 POST DOCTORAL
POST BACCALAUREATE
6
BACCALAUREATE
DIPLOMA
5
NC IV
4
NC III
3
END OF G12 NC II
2

1 END OF G1O NC I

Figure 9. The Philippine Qualifications Framework

Table 2. Descriptions for Level 6 PQF- Baccalaureate Degree (BEEd and BSEd)
Knowledge, Skills and Values Application Degree of Independece
Graduate at this level will have a Application in Independence or in teams
broad and coherent knowledge professional work in of related field
and skills in their field of study a broad range of
(elementaror secondary teacher discipline and or
education) for professional work further study
and lifelong learning
The ASEAN Qualifications Reference Framework is the “PQF” for the ASEAN
member nations. It is a common reference framework that will function as a
translation device to enable comparisons of qualifications across participating ASEAN
countries. The recognition of qualifications of professionals or credit transfer from one
ASEAN member county to another is facilitated by way of the AQRF. Like the PQF, the
AQRF has 8 levels of qualifications. It also describes the knowledge and skills, the
application of these knowledge and skills and the degree of responsibility and
accountability in which these knowledge and skills are applied
Why is it necessary to abide by the AQRF? It is because starting 2015 there is
no more barriers among ASEAN member nations in exchange of goods and services.
This means that there is free flow of goods and services among these ASEAN member
nations. Citizens in the Philippines, Brunei Darussalam, Cambodia, Indonesia, Laos,
Malaysia, Myanmar, Singapore, Thailand and Vietnam can now study and work or
practice their profession and trade in any of these ASEAN member nations without

93 Appendix B- Philippine Qualifications Framework (PQF)

 restrictions. This, however, demands that we abide the qualifications stated in the
AQRF. (See Figure below).

Table 3. Qualifications Descriptions in AQRF, Level 6 the Level for a Baccalaureate Degree
Level 6
Knowledge and Are specialized in technical and theoretical knowledge and skills
Skill involving critical and analytical thinking
Application Are complex and changing
Involve the development of solutions to resolve both complex and
abstract issues
Responsibility Minimal guidance and demonstrated initiative, adaptability and
self-direction
Defensive judgment and significant planning, coordination and
evaluation and improvement of activities

Source: Lecture delivered by Teresita R. Manzala, Chairperson, Professional Regulation

Commission in the 42nd National PAFTE Annual Convention and 3Rd International
PAFTE Annual Conference of the Philippine Association for Teacher Education, Puerto
Princesa, Palawan, October 17-19,2013.

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Appendix C
Philosophical and Psychological Foundations
This Workbook adheres to the Vygotskian principle of social construction of knowledge., i.e., meaningful
learning and construction of knowledge will occur if learners work hands-on in relevant settings with proper
guidance. Complementary to Vgotsky’s theory is Albert Bandura’s social learning theory. Bandura asserted
that learning takes place not only through imitation but also through observation. Recently, the situated
learning theory reiterates Vygotsky’s and Bandura’s views. The situated learning theory asserts that
knowledge needs to be presented and applied in an authentic context or setting that involves social
interaction and collaboration. The Field Study experience is geared towards this, to give pre-service teachers
the opportunity to learn through meaningful andsystematic exposure in actual settings.
Another important theoretical basis of this Field Study experience is reflective education. John Dewey
stressed the vital role that reflection plays in the growth and development of teachers. Reflection allows the
learner to explore his/her experience in order to arrive at new understanding or insights. It may be done
individually or through sharing and discussion with others. In 1979, Steinaker and Bell proposed an
experiential learning model which included five steps:
(1)Exposure, where you are exposed to the topic, (2) Participation, where you become physically part of a
school experience, (3) Identification, when you connect with the experience and analyze it, (4) Internalization,
where you begin to be affected or influenced by the experience, (5) dissemination, where you express and
share your learnings and insights. These five also function as taxonomy to classify the nature of specific
learner responses as one goes through experiential learning experiences.
This field study workbook will help your journey through these five steps as you study the episode map
(exposure), visit the field study sites (participation), document and analyze your observations and data
(identification), reflect (internalization), prepare and share your portfolio (dissemination)
In 1984, Kolb described an experiential learning cycle model (1984) which consisted of 1)concrete experience),
2)reflection (on the experience), 3) formation of abstract concepts and 4) testing in new situation. (See Figure
below)
Effective learning is seen when a person progresses
through a cycle of four stages: of (1)having a concrete
experience followed by (2)observation of and reflection on
that experience which leads to (3)the formation of abstract
concepts (analysis) and generalizations (conclusions) which
are then (4) used to test hypothesis in future situations,
resulting in new experiences. For Kolb, learning is an
integrated process where new experience is reflected upon
where one may discover any inconsistencies between
experience and understanding. The reflection process gives
rise to a new idea (abstraction) or a modification of an
94 Appendix B- Philippine Qualificationsexisting abstract concept which the FS student applies and
Framework (PQF)
experiments on and again observes what results.
Figure 10. Kolb’s Model of Experiential
Learning Theory
Source: Kolb, D.A. (1984). Experiential
Learning: Experience as the source of
learning and development
Applied in the FS courses, this means for example, that first the FS student observes a teacher
in a class; second he/she analyzes and reflects on his/her observation; third, he/she comes up with
an abstraction of his experience and reflection; fourth, tests his/her abstraction in new situation.
Experience without reflection does not lead to learning.
According Boud et al (1997) “just having an experience does not necessarily mean that learning
has occurred. The important factor which can turn raw experience into learning is the process of
reflection” (p.129) Brown and McCartney (1999) point out that reflection on both the content and the
process of learning help learners ‘move towards and stay within’ deep approach to learning.” As
Immanuel Kant put it “Experience without theory is blind, but theory without experience is mere
intellectual play”.
Throughout the FS Workbooks, reflection is an integral component which leads to My Portfolio,
an authentic evidence of reflective learning.

Appendix D

Approach to Field Study

In 2006, an approach used in this Workbook was derived from all the theoretical
underpinnings previously discussed. This is the OAR approach. Living in an archipelago,
Filipinos would likely have in our collective unconscious the ancestral memory of the boat and
the oar. The oar is the tool that helps the boat move into its intended direction. We use the
acronym OAR to represent the general cyclical pattern of the task the pre-service teachers are
expected to do in the different learning episodes. After the intended learning outcome and the
map are given per episode, the pre-service teachers will basically, Observe in actual setting or
Orchestrate a plan, or Organize an output. They will then Analyze/Synthesize the experience,
and Reflect on the experience.
Observation in actual setting is meant for the FS students to train their senses to really
focus on important details of the learning situation and perceive them with clarity and
objectivity. It entails FS students’ ability to differentiate making an observation and
interpreting observation.
Analysis involves the use of critical thinking to break down the components of what
was observed, orchestrated or organized. Further on it leads also to the ability to synthesize,
i.e., to organize into a coherent pattern the salient points of what one has been observed,
analyzed and learned.
Reflection involves the past, the present and the future of the Field Study students. In
the light of each field experience episode, the Field Study students reflect on relevant past
experience that might have affected their beliefs, values and attitudes about learning. The
students also reflect on how each episode affects their present thinking and finally, how their
learnings will impact on their future as teachers. This allows for the integration of the future
teacher as first and foremost a person with beliefs, values and attitudes.
The fruits of reflection then affect subsequent observation and analysis, thus making
the model cyclical.
This approach responds in part to the challenge of “developing affective mechanism for
the Experiential Learning Component of Pre-service Teacher Education”. It moves away from
the old view that, “Teacher development is simply informational: that it only involves providing
new and updated technical knowledge for teacher”. It adheres to the NCBTS paradigm that,
“Teachers development is transformational, experiential and contextual; it involves engaging
teachers to critically reflect on old and new technical knowledge as these facilitate student
learning in actual contexts”.
Through the six Field Study courses, the FS students have repeated exposure and
practice in reflective teaching. The end goal is for them to imbibe reflective teaching that it
becomes second nature to them.

Observation/organize/
Reflect
Orchestrate
(Dewey)
(Bandura and Vygkotsky)

Analyze/Synthesize
(Bruner)
Trains FSs to become
a critical thinker

95 Appendix B- Philippine Qualifications Framework (PQF)