OBTL Plan EDUC 102 – The Teaching Profession

Republic of the Philippines

TARLAC STATE UNIVERSITY
Office of the Vice President for Academic Affairs

College TEACHER EDUCATION

Department BEEd/BSEd/BECED/BTVTE/BPE

VISION Tarlac State University is envisioned to be a premier university in the Asia – Pacific region.

Tarlac State University commits to promote and sustain the offering of quality and relevant programs in higher and advanced education ensuring
equitable access to education for people empowerment, professional development, and global competitiveness.

Towards this end, TSU shall:

MISSION 1. Provide high quality instruction through qualified, competent and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening
collaboration with local and international institutions.
3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

E - xcellence
Q - uality
U - nity
I - ntegrity
CORE VALUES T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness

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OBTL Plan EDUC 102 – The Teaching Profession

Course Name The Teaching Profession

Course Credits 3 units
Course Description This course deals with the teacher as a person and as a professional within the context of national and global teachers’ standards and philosophies. It includes an articulation of
the rootedness of education in the philosophical and historical context, the four pillars of learning, 21st Century skills, Professional Ethics, core values, professional rights,
privileges and responsibilities, and the teacher’s role in society as an agent of change. It will make use of methods and strategies of teaching that enhance the development of
learners’ life and career skills and higher-thinking skills.
Contact Hours/ week 3 hours
Prerequisite None
Course Outcomes PPST

6.3.1 Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become familiar with the responsibilities specified in the Code
of Ethics for Professional Teachers.
7.1.1 Articulate a personal philosophy of teaching that is learner-centered.
7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity.
7.3.1 Seek opportunities to establish professional links with colleagues
7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve practice.
7.5.1 Demonstrate motivation to realize professional development goals based on the Philippine Professional Standards for Teachers

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter

Week 1-2 A. The Teaching Profession
Week 3-4 B. The Demands of Society from the Teachers as a Person and as a Professional
Week 5-6 C. The Code of Ethics for Professional Teachers
Week 7-8 D. The Rights and Privileges of Teachers in the Philippines
Week 9-10 E. Midterm Exam
Week 11-12 F. On Becoming a Global/Global teacher
Week 13-14 G. Ensuring Teacher Quality Through Competency Framework and Standards
Week 15-16 H. Continuing Professional Development: The Lifeblood of the Teaching Profession
Week 17-18 I. Final Exam
One week (or an J. Allotted for the Midterm and the Final Exams
equivalent of three
hours)

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 OBTL Plan
Alignment of Course Outcomes with Summative Assessment Tasks
Course Objectives
1. Explain the elements of teaching as a profession
2. Trace the historical development of teaching as a profession
in the Philippines
3. Discuss the demands of the teaching profession from the
teacher as a professional
4. To discuss the demands of the teaching profession from the
teacher as a person
5. Discuss the provisions of and internalize the Code of Ethics
for Professional Teachers
6. Cite the rights and privileges of professional teachers in the
Philippines
7. Describe the global and the glocal teacher and the demands
of the globalization of the 21st Century
8. Describe the professional teacher in the ASEAN and beyond
9. Explain the life and career skills of learners and teachers in
the global landscape of the 21st century
10. Discuss that teacher competency frameworks and
professional standards assure teacher quality (revised as a
read)
11. To commit to continuing professional development
Form No.: TSU-VPA-SF-55 Revision No.: 00
Summative Assessment Task
Journal/Reflection Paper
Comparative Analysis
Midterm/Final Examination
Effectivity Date: June 10, 2020
EDUC 102 – The Teaching Profession
Details
Does teaching possess the elements of a profession?
Trace the historical development of teaching as a profession in the Philippines
Discuss the demands of the teaching profession from the teacher as a professional. What
competencies must he/she have?
What are the demands of the teaching profession from the teacher as a person?
Each group is assigned a particular Article in the Code of Ethics and present ways by
which these provisions are observed and not observed by professional teachers.
Enumerate then classify the rights and privileges of professional teachers in the
Philippines
Describe the characteristics of the local teacher as well as the global teacher
Combine the characteristics and enumerate what characteristics are common to both
(local + global = glocal)
Identify the academic preparation of teachers in the ASEAN.
What are the current teaching practices of the member countries in the ASEAN?
What does the Global Teacher Index Status inform about teachers in the world?
Describe changing global landscape in teacher education.
Life and Career skills of teachers and learners of P21
UNESCO’S Four Pillars of Teaching
Differentiate teacher quality from quality teachers.
Quality Teachers Attributes
Teacher Quality and Standards (CFT-SEA and PPST – Beginning Teacher Competencies)
Philippine Qualification Framework (PQF)
Students will be asked to design an Annual CPD Plan to be scored with a rubric
Page 3 of 11
OBTL Plan EDUC 102 – The Teaching Profession

LEARNING PLAN

Desired Learning Flexible Teaching and Learning Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) (ATs) Materials Table
Demonstrate knowledge Duiscuss the TSU VMGO/College of TSU Code/Prospectus 30
and understanding of the Teacher Education Goals and minutes
TSU VMGO/College of Objectices
Teacher Education Goals
and Objectives

Examine the teaching Chapter 1: The Teaching Profession
profession against the
elements of a profession
Trace the Historical
development of teaching
as a profession in the
Philippines
Explain teaching as a
mission and as a
vocation
Bilbao, Purita P. et al., The Teaching
Profession (Fourth Edition). Quezon City:
1.1. Teaching as a Profession Adriana Printing Company Inc,. 2018. Online interactive discussion
1.2. Teaching as a Vocation
and Mission Graphic Organizer MS Teams
McConnell, Steve Scoring rubric PowerPoint 6 hours
http://www.alexsbrown.com/prof9.html Reflection Paper Video
Metaphorical thinking – Teaching Research Output
PD 1006 is
RA. 7836
Acrostic
Bilbao, P.P.. , Corpuz, B.B,Llagas A., G. G.
Salandanan, G (2015). The teaching
profession, Quezon City: Lorimar Publishing

Discuss the meaning of a Ramos, P. Research and teacher education;

teacher as a professional A Philippine perspective Retrieved May 23,
2018
https://doi.org/10.1080/0218879308549177

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OBTL Plan EDUC 102 – The Teaching Profession

Code of Ethics for Professional Teachers,

Board for Professional Teachers’ Res.
# 435, s. 1997

Desired Learning Flexible Teaching and Learning Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) (ATs) Materials Table
Explain what a teacher Chapter 2: The Demands of Society Bilbao, Purita P. et al., The Teaching Online interactive discussion
must do, must have and from the Teacher as a Professional Profession (Fourt Edition). Quezon City: Modular Approach
must be to cope with and as a Person Adriana Printing Company Inc,. 2018.
society’s high Sharing of experiences of favorite
expectations of a teacher 2.1. The Demands of Society Code of Ethics for Professional Teachers, teachers
PowerPoint
as a person from the Teacher as a Board for Professional Teachers’ Res.
Scoring rubric Video 6 hours
Professional # 435, s. 1997 Doing PowerPoint presentation
MS Teams
2.2. The Demands of Society
from the Teacher as a Poetry Integration – You A re a
Person Teacher

Sentence completion

Desired Learning Flexible Teaching and Learning Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) (ATs) Materials Table
Discuss each article of Chapter 3: The Code of Ethics for Bilbao, Purita P. et al., The Teaching
the Code of Ethics for Professional Teachers Profession (Fourt Edition). Quezon City:
Professional Teachers Adriana Printing Company Inc,. 2018.
3.1. The Code of Ethics for Using Graphic organizers Scoring rubric PowerPoint 8 hours
Professional Teachers: Code of Ethics for Professional Teachers, Video
The Preamble and Article 1 Board for Professional Teachers’ Res. Video viewing MS Teams
3.2. The Code of Ethics for # 435, s. 1997
Describe the teacher’s Professional Teachers: Online interactive discussion
ethical response in given Relationship with the
situations Secondary and Tertiary
Stakeholders
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OBTL Plan EDUC 102 – The Teaching Profession

A. The Teacher and

the State
B. The Teacher and Bilbao, Purita P. et al., The Teaching
the Community Profession (Fourt Edition). Quezon City:
C. The Teacher and Adriana Printing Company Inc,. 2018. Individual Writing activity PowerPoint
the Parents Video
3.3. The Code of Ethics for Code of Ethics for Professional Teachers, Song/rap compositions MS Teams
Professional Teachers: Board for Professional Teachers’ Res.
Relationship with the # 435, s. 1997 Analysis of quotations
Internal Stakeholders
A. The Teacher and PowerPoint presentation
the Learners
B. The Teacher and Online interactive discussion
the Teaching
Community
C. The Teacher and
Higher Authorities
3.4. The Code of Ethics for
Professional Teachers:
His/Her Person, Profession
and Business:
A. The Teacher and
the Profession
B. The Teacher as a
Person
C. The Teacher and
Business

Desired Learning Flexible Teaching and Learning Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) (ATs) Materials Table
Discuss the rights and Chapter 4: The Rights and Privileges Bilbao, Purita P. et al., The Teaching

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OBTL Plan EDUC 102 – The Teaching Profession

privileges of teachers in of Teachers in the Philippines Profession (Fourt Edition). Quezon City: Online interactive discussion
the Philippines Adriana Printing Company Inc,. 2018. MS Teams
Simulation – Campaign for Scoring rubric Copy of the 6 hours
The 1987 Philippine Constitution; RA 4670, Education Students by presenting Philippine
The Magna Carta for Public School rights and privileges of teachers Constitution
Teachers; Commonwealth Act No. 578; Magna Carte
National Budget Circular No. 514,
Department of Budget and Management;
DepEd memorandum No.055, s. 2018

Desired Learning Flexible Teaching and Learning Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) (ATs) Materials Table
Describe the global and Chapter 5: On becoming a Bilbao, Purita P. et al., The Teaching
the glocal teacher global/glocal teacher Profession (Fourt Edition). Quezon City:
Adriana Printing Company Inc,. 2018.
5.1. The Global and Glocal On-line Interviews
Teacher Professional: Is Robertson, R (1992)
there a difference? Glocalization: Time-Space and Homogeneity-
5.2. A Closer Look at the Heterogeneity. M. Featherston, S. Lash and MS Teams
Teachers and the Robertson Role Play and Characterization Research
Teaching Profession in the Scoring rubric Videos 8 hours
Compare ASEAN ASEAN and Beyond UNESCO Education 2020, SGD 4
teachers and teaching 5.3. The Changing Global CHED-TPTE (2017) Master Plan for Teacher
with 3 other countries of Landscape for the 21st Education Online interactive discussion
the world Century Teachers
Bilbao, P.P.. , Corpuz, B.B,Llagas A., G. G.
Salandanan, G (2015). The teaching
profession, Quezon City: Lorimar Publishing

Khurusapha & UNSCO (2014) World Cross-Profile Comparison and

Discuss the demands of Teachers’ Day Country Report Brochures. Analysis through a Matric
globalization on the _____ China-Teaching Profession – Teacher
professional teacher in Education System and System.
the 21st Century http://stateuniversity.com.educ=state Dramatization

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OBTL Plan EDUC 102 – The Teaching Profession

university

Lubeck, S. (1999) Teachers and the

Teaching Professional in the United States
Case Study Findings: Educational Systems of
USA

Dolton, P. & Gutierez-Marcenero, O. (2013)

Global Status Index Report, Varkney
Foundation

Desired Learning Flexible Teaching and Learning Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) (ATs) Materials Table
Discuss the competency Chapter 6: Ensuring Teacher Quality Bilbao, Purita P. et al., The Teaching Scoring rubric Research 6 hours
framework for Teachers Through Competency Framework Profession (Fourt Edition). Quezon City: Abstract
in Southeast Asia (CFT- and Standards Adriana Printing Company Inc,. 2018. Videos
SEA) and the Philippine Doing tabular comparison of MS Teams
Professional Teachers Marzano, R. (2007). The art and science of models on teacher effectiveness
Standards (PPST) Career teaching. Alexandria, Va:ASCD
Stage 1-Beginning Doing PowerPoint Presentation
Teachers to assure Danielson, C. (2011)
teacher quality Ehancing professional practice: A framework Reflection Paper
for teaching, (2nd ed.) Alexandria:Va:ASCD
Online interactive discussion
Stronge, J. (2015). Teacher effectiveness
and performance evaluation system
handbook. Stronge and Associates
Educational Consulting, LLC

www.Edison.k12.nj.us/Page/5052

Thailand Teacher Council, SEAMES,

SEAMO, Innotech (2017) Competency
Framework for Teachers in Southeast Asia

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OBTL Plan EDUC 102 – The Teaching Profession

Report. DepEd Order No. 42. S. 2017.

National Adoption and Implementation of the
Philippine Professional Standards (PPST) for
Teachers.

RA 10968 (2018) Institutionalizing the

Philippine Qualification Framework,
Establishing the PQF National Coordinating
Council

Desired Learning Flexible Teaching and Learning Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) (ATs) Materials Table
Explain why Continuing Chapter 7: Continuing Professional Bilbao, Purita P. et al., The Teaching
Professional Development: The Lifeblood of the Profession (Fourt Edition). Quezon City:
Development (CPD) is Teaching Profession Adriana Printing Company Inc,. 2018.
necessary for Research Interviw
professional teachers
RA. 10912, CPD Act of 2016 and its Interview
Implementing Rules and Regulations; PRC
Copy of the
Discuss the pertinent resolution No. 2016-990 Individual Activity – Formulating
Scoring rubric RA 10912 5 hours
provisions of the CPD Act Personal CPD Plan and
MS Teams
of 2016 Bautista, A.; Wong, J.; & Gopintahn, S. Presentation
(2015) Teacher professional development in
Singapore: Depicting the landscape, Online interactive discussion
Demonstrate genuine Psychology, Society & Education
desire for Continuing
Professional
Development

Suggested Readings and Carter Andrews, Dorinda J. [and four others]. “A call to action for teacher preparation programs: supporting critical conversations and democratic action in safe learning
References environments”. Journal of Teacher Education, 69 (3). Pp. 205-208.
Gilroy, Peter (2018).“Teacher educators, othering and the outsider”. Journal of Education and Practice, 44 (2), pp. 131-132
Uredi, Lutfi (2017). “Investigating the relationship between job satisfaction levels of teachers in education institutions and their attitudes towards teaching profession”. Journal of
Education and Practice, 8 (!2), pp. 175-182
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OBTL Plan EDUC 102 – The Teaching Profession

Demir, Engin [and two others] (2017). The study of validity and reliability of the perceived value scale of prospective teachers in terms of teaching profession. Academic
Journals¸12 (12), pp. 627.634
Kumar, R. Vinodh (2016). “Attitude of postgraduate students towards the teaching profession”. MIER Journal of Education Studies, Trends & Practices, 6 (2), pp. 193-203
Cimen, Latife Kabakli (2016). A study on the prediction of the teaching profession attitudes by communication skills and professional motivation. Journal of Education and
Training Studies, 4 (11), pp. 21-38
Kidd, Lynda, Brown, Natalie and Fitzallen, Noleine (2015). “Beginning teachers’ perception of their induction into the teaching profession.” Australian Journal of Teacher
Education. 40 (3), pp. 153 -173
Mehmet Karakus, Battal Aslan, (2009). “ Teachers’ commitment focuses: a three-dimensioned view,” Journal of Management Development, 28 (5), pp. 425-438

Suggested Readings and Documents:

References Philippine Constitution, Magna Carta of the Philippines, RA 10912

Course Requirements

Grading System
STUDENT PERFORMANCE EVALUATION

Assignment, Output 20%

(Oral presentation, Reflective Writing, Online Exam, Reflective
Essay etc.)
https://www.uniassignment.com/essay-samples/
Quizzes 25%
Attendance and Online Class Participation 15%
(Students response to teacher-posted comprehension
questions. Students reflection on class required readings.)
Term Exam 40%

PoliciesGrade = (Midterm Grade

Credit Online/ Flexible
+ Final Teaching
Term and Learning:
Grade)/2
1. Microsoft Teams will be used as the primary platform in every class; thus, all students are advised to download and install the aforementioned application. Just go to
office.com. and login using your @student.tsu.edu.ph account, choose Teams from the list of applications, from there your enrolled subjects will appear;
2. To uphold delivery of quality instruction, the class may also use added online platforms and applications like Zoom Cloud Meeting, FB Messenger, Viber, WhatsApp
and the like.
3. No Special Examination will be administered unless an excuse letter from parent/ guardian or medical certificate noted by the guidance counsellor and class adviser is

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OBTL Plan EDUC 102 – The Teaching Profession

presented
4. Attendance will be checked every meeting. A student must complete 85% of the session in order for him/her be given credit for attendance.
5. Assignments are to be submitted on time. Failure to submit assignments is equivalent to a grade of 5.0.

Course Title: AY/Term of Effectively: Prepared by: Reviewed by:

EDUC 102 The Teaching Profession
AY: 2020-2021 DR. LEODIVINA P. TAGAMA DR. MELLANY G, MASANGKAY
Chair, BEED PROGRAM
FIRST SEMESTER
DR. JULIETA M. LAGASCA PROF.ELIZABETH P. BALANQUIT
Chair, BSED Program

DR. ROSALINA GARCIA PROD. PAULO XAVIER P. SAMSON

Chair, BTVTE/BTTE Program

DR. MA. THERESSA A. ACOSTA DR. JOANNE MARIE I. ESCALONA

Chair, BECED Program

DR. MELLANY G. MASANGKAY PROF. TRINIDAD A. LUMNA

Chair, BPE Program

Recommending Approval:

DR. JASPER JAY N. MENDOZA

Dean

Approved:

DR. ERWIN P. LACANLALE

Vice President for Academic Affairs

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