Professionalism and

Transformative
Education

In this Module
st
1. The 21 Century Teacher
a. The Changing Global Landscape and the 21st Century Skills for
Teachers
st
b. 21 Century Teacher Competencies / Standards
2. Transformative Education
3. Qualifications Framework
a. ASEAN Qualifications Framework (AQRF)
b. Philippine Qualification Framework (PQF)
4. The Philippine Professional Standard for Teachers
a. Development and Characteristics
b. Salient Features and Components
- Career Stages
- Domains
- Strands
- Indicators
c. Approaches of Curriculum Improvement

Introduction

Module 7
 Globalization changed the educational landscape of the Philippines. Because of the fast
and easy transfer of information, knowledge, and culture, teachers should be able to
develop the essential skills needed in the 21st century. Thus, standards and
competencies should be established in order to create a transformative learning
environment.
At the completion of this module, you should be able to:
• describe the evolution of competencies and standards in response to changing
societal demands on the teaching profession; and
• set plans for personal growth and professional development based on the
Philippine Professional Standards for Teachers (PPST).

Are you ready? Then start the lessons now!

st
Lesson
The 21 Century
1 Teacher
Objectives:
 • Identify some key categories of the
different changes and development in the 21st century teaching
and learning.
• Identify the Competencies of the 21st
century teacher

Introduction
In this fast-changing world, education plays an important role in empowering students.
Teachers also play a critical role in preparing the learners for the future, taking into
consideration the different learning styles and multiple intelligences of every learner in
the 21st century.

This topic will tackle the changing global landscape in teaching and learning in
the 21st century that is brought about by several factors such as learning environment,
content and process of learning, types of learners, and other parameters. The 21st
century teacher needs to be prepared to provide technology-supported learning
opportunities for their students and must know how technology can support students‟
learning. In addition, this topic will also present how these changes will be addressed by
the principles underpinning the UNESCO‟s Pillars of Learning such as Learning to Know,
Learning to Do, Learning to Be, and Learning to Live Together.

Activity
The effectiveness An effective 21st Enable students to
whenever you share century maximize the
your ideas and
knowledge with
educator must be potential of their
others. able to collaborate formal and
and work well in a informal learning 
List down some team. Experiences.
qualities that you
think an ideal 21st
They not only provide a framework for successful learning in
century teacher the classroom, but ensure students can thrive in a world where
should possess. change is constant and learning never stops.
You can discuss
you answer with a being able to collaborate effectively in the
partner. workplace has grown quite rapidly.
 Analysis

A 21st century education is about giving students the skills they need to succeed in this new world, and
helping them grow the confidence to practice those skills. With so much information readily available to
them, 21st century skills focus more on making sense of that information, sharing and using it in smart
ways.

For changing the globalizing world, the role of the teachers is essential to improve the

sustainable education. At the same time, inspiring and guiding the students in increasing
employability skills with the digital tools is the prerequisite for a teacher.

The most important qualities of a 21ST century teacher are to communicate,

collaborate and to keep learning also.

ABSTRACTION
A. The Changing Global Landscape and the 21st Century
Skills for Teachers

Globalization has opened opportunities for nations to become interdependent. Through

new information and communication, walls have been broken between countries and
allowed the smooth transfer of skills, knowledge, and values.

As future educators of the 21st century, it is crucial to understand the new landscape
brought about by the changes in leaps and bounds of the century. Furthermore, future
teachers need to obtain and develop 21 st century skills. Without these skills, no teacher
can survive. Zhou (2006) in the SEAMEO, INNOTECH 2011, identified some key
categories of the different changes and development in the 21 st century teaching and
learning.
The New Learning Environment
• Learner-centered
• New spaces and borderless
• Enhanced opportunity for creativity and innovations
• Use of ICT.

The New Learning Contents

• Integrated/interdisciplinary
• Demand-driven
• Emphasis on learning tools on how to retrieve knowledge
• Balance of scientific, technological, cultural, global, and local concept.
 The New Process of Learning and How These will be Facilitated
• Face-To-Face
• Distance Learning
• Blended modalities
• Experiential and Lifelong
The New Types of Learners
• Flexible and Adaptive
• Initiates and Self-directed
• Have Social and Cross-cultural skills
• Productive and accountable
• Leads and Responsible
The New Type of Teachers
• Clear standards and accountability
• Use broad pedagogies
• Skillful in the use of assessment
• Great understanding of local and global cultures
• Skillful in action research
• Practice the core values of inspiring teachers
• Develop life and career skills for the 21st century and beyond.

B. 21st Century Teacher Competencies / Standards

The UNESCO 21st Century Approach to Education Reform, which is based on

human capacity development, is applied to the six (6) components of the education
system, namely: policy, curriculum, pedagogy, Information, and Communications
Technologies (ICTs), organization, and teacher training.

In addition, according to the UNESCO 21st Century Approach to Education

Reform, the following are the expected 21st Century teacher competencies based on the
UNESCO 21st Century Approach to Education Reform:
1. Technology Literacy
2. Knowledge Deepening
3. Knowledge Creation

Components Technological Knowledge Knowledge

Literacy Deepening Creation
On Policy be aware and must must have deep must understand the
practice these knowledge of intention of national
policies in practice national policies and policies and be able
social priorities, and to contribute to the
must be able to discussion of
 design, modify, and education reform
implement policies and
classroom practices participate in the
that support these design,
policies implementation, and
revision of programs
intended to
implement these
policies

On Curriculum & have firm must have deep must know about the
Assessment knowledge of the knowledge of their complex cognitive
curriculum and subject and the thought process,
assessment ability to apply it know how students
standards of a flexibly in a variety learn, and
understand the
subject and must be of situations
difficulties students
able to integrate use
encounter
of technology and
technology
standards
On Pedagogy must know when, must have the skills role is to overtly
where, and how to to help students model learning
use technology in create, implement, processes, structure
the classroom and monitor project situations in which
(activities, plans and solutions students apply their
presentation, etc.) (since teaching is cognitive skills, and
“student-centered” assist students in
and the teacher‟s their acquisition
role is to structure
problem tasks, guide
student‟s
understanding, and
support student‟s
collaborative
projects)
On ICT must be well verse must be aware of a must be able to
with basic software variety of subject design ICT- based
& hardware specific tools and knowledge
operations, different applications, and communities and use
able to flexibly use
applications, web ICT to support the
this in a variety of
browsing, etc. development of
problem-based and
project-based students‟ knowledge
situations; also must creation skills and
use network their continuous,
resources to help reflective learning
students
collaborate, access
information, and
communicate with
external experts to
analyze and solve
their selected
problems
On Organization & must be able to use must be able to should be able to
Administration technology with the create flexible play a leadership
whole class, small classroom role in training
groups, and environment colleagues and in
creating and
individual activities
implementing a
to assure equitable
vision of their school
access as a community
based on innovation
and continuous
learning, enriched
by ICT
On Teacher must have the must have the skills must have the ability
Professional technological skill and knowledge to and
Development and knowledge of create and manage inclination to
Web resources complex projects, experiment and
necessary to collaborate with continuously learn
and use ICT to
improve subject other teachers, and
create professional
matter expertise and make use of
knowledge
pedagogical networks to access
communities
knowledge in information,
support to own colleagues, and
development. outside experts in
supporting their own
professional
development
Wrap up!
Instruction: Summarize the lesson using the letters of the word TEACHER.

T- trustworthy

E- encourager

A- approchable

C- creative

H- honorable

E- educator

R- responsible

Application
Instruction: The class will be divided into 5 groups. Groups will
st
illustrate the competencies of a 21 century teacher though a graphic
organizer. The graphic organizer can be created using manual or digital art,
depending on the availability of resources.

21st Century Teacher

Compentencies
Critical
thinking
sue
Cross cultural
Understanding

Comumunication Creativity

Collaboration

CONGRATULATIONS!!!!! You have just finished Lesson

1 of this module. Should there be some parts of the lesson
which you need clarification, please ask your teacher
during the face-to-face interactions.

You may now proceed to Module 7, Topic 2.

Lesson
Transformative
2
Education
Objectives:

a. Discuss transformative learning

theory; and
b. Identify guiding principles in the
application of transformative education in the 21st century.

Introduction
Transformative learning gives adult learners the ability to think independently, that
is, to think as individuals. It provides the learners freedom to develop their sense of
meaning in the world free from the accepted purposes, beliefs, judgments, values, and
feelings that we received from our cultures, religions, family beliefs, personalities, and
life experiences.
In this topic, we will discuss transformative learning theory, its application and
principles, and its importance in the 21 st century teaching and learning. We will also
identify several teaching strategies we can use in the classroom, which are
recommended by those that study the effectiveness of transformative learning.
 Reframing
Activity
metamorphic practical

With a partner,
write the words philosophical strategic
that pop into your
mind when you
think of
It is an experience that
transformative inspires change or causes a
shift in viewpoint.
education. Discuss
your answer with
your partner.

ANSWERS:

1.I think the most related to transformative education implements major strategic and
cultural changes. Adopting radically different technologies. making significant
operating changes to meet new supply and demand.
2.Transformative Education is antiracist practice grounded in democratic leadership.
It is the practice of fostering equitable treatment, developing empowering relationships
and ensuring academic achievement for all.
 Analysis

The concept of Transformative learning is to utilize the

disorienting dilemmas challenge by the students' thinking
because students are then encouraged to use critical
thinking and questioning to consider if their underlying
assumptions and beliefs about the world are accurate.

It can be fostered by asking open-ended questions to learners. This

will promote critical-thinking skills that will help learners relate new
knowledge to their own life experiences. Examples include the use
of blogs and internal social tools for online discussions and
responses to questions.

ABSTRACTION

A. Transformational Learning Theory

The Transformational Learning Theory initially developed by Jack Mezirow is described
as being “constructivist, an orientation which holds that the way learners interpret and
reinterpret their sense experience is central to making meaning and hence learning”
(Mezirow, 1991). The theory
has two basic kinds of learning: instrumental and communicative learning.

a. Instrumental learning- focuses on learning through task-oriented problem

solving and determination of cause and effect relationships.
b. Communicative learning- involves how individuals communicate their
feelings, needs, and desires

Reasons Why We Teach with Transformative Education Theory

 • Transformative learning allows adult learners to develop their sense of meaning
free from the accepted purposes, beliefs, judgments, values, and feelings that we
received from our cultures, religions, family beliefs, personalities, and life
experiences. It gives learners the ability to think autonomously, that is, to think
as individuals.

• Autonomous thinking is vital for full participation in a democratic society and for
moral decision making (Mezirow, 1997, p. 7); thus, it is the goal of higher
education to produce autonomous thinkers (Mezirow, 1997, p. 5).

• Transformative learning allows students and educators to develop genuine

relationships in which the educator makes a difference in the students‟ lives and
feels a difference in their own lives (Cranton, 2006, p. 8).

• Adult learners will inevitably join the workforce after they complete their college
education, or more likely, while they are completing their college education. The
workforce's identified learning needs implicitly recognize the importance of
autonomous learning (Mezirow, 1997, p. 7).

• For adults to truly take ownership of social and personal roles, developing this
self-authorship goes a long way towards helping our society and world become a
better place (TLT Website).

B. Strategies and Resources Use in Transformative Education (Classroom

Setting)

Oral/Verbal Group Process Individual

Deliberation Group Projects/Presentations Reading

Discussion Action Learning Personal
Speech Collaborative Inquiry (CI) Journaling
Case Studies Service Learning Writing
Life Concept Mapping
Histories/Narratives/ Discovery/Inquire
Storytelling/Critical Based Learning
Incidents Learning
Role Play/Simulations Contracts

C. Stances of Transformative Learning

Cultural-Spiritual Focus of  Focuses on how learners

the Theory construct knowledge
(narratives) as part of the
transformative learning
experience (Taylor, 2008, p. 8)
 Concerned with the connections
between individuals and social
structures (Tisdell, 2005 as cited
 in Taylor, 2008, p. 8)
Approach  Engaging storytelling on a personal
and social level through group inquiry
(Taylor, 2008, p. 9)
 Teacher takes on the role of
collaborator with an emphasis on
group inquiry and narrative

reasoning (Taylor, 2008, p. 9)

Purpose  Helps learners develop cross-cultural

relationships as well as spiritual
awareness (Taylor, 2008, p. 9)
Neurobiological Focus of the  Based on the discovery that the brain
Theory structure actually changes during the
learning process (Taylor, 2008, p. 8)
 Learning is seen as volitional,
curiosity-based, discovery-driven, and
mentor-assisted (Janik, 2005 as cited
in Taylor, 2008, p. 8)
Approach  Learners must feel discomfort prior to
discovery (Janik, 2005 as cited in
Taylor, 2008, p. 8)
 Learning is rooted in the individuals
experiences, needs, and interests
(Janik, 2005 as cited in Taylor, 2008,
p. 8)
 Strengthened by emotive, sensory,
and kinesthetic experiences (Janik,
2005 as cited in Taylor, 2008, p. 8)
Purpose  Helps individual learners restructure
the ways that they make meaning in
the world
Phenomenological Focus of the  Intellectual, psychological, and moral
Theory dimensions of learning foster personal
and social change (Wyandotte and
Huh, 2012)
Approach  Learners prepare themselves as
knowers, doers, and beings to live
meaningfully in the world with others
(Wyandotte and Huh, 2012)
Purpose  Develop learners‟ consciousness of
their own and others‟ thoughts,
language, and reasoning, allowing
them to direct their thinking more
strategically to specific intentions
(Wyandotte and Huh, 2012, p. 8)
Planetary Focus of the  Address fundamental issues in the
Theory field of education as a whole
(O‟Sullivan, 1999 as cited in Taylor,
2008, p. 9)
 Recognizes the interconnectedness
among universe, planet, natural
environment, human community, and
personal world (Taylor, 2008, p. 9)
Approach  Reorganization of the political, social,
and educational systems in which
learners belong (Taylor, 2008, p. 9)
Purpose  Helps the learner identify how they

view human counterparts as well as

how they relate with the physical
world (Taylor, 2008, p. 10)
Psychoanalytic Focus of the  A process of individuation, a lifelong
Theory journey of coming to understand
oneself (Taylor, 2008, p. 7)
 Psychoanalytic theories originated
with the work of Sigmund Freud
Approach  Individuals come to understand their
identity through reflection on psychic
structures (Taylor, 2008, p. 7)
Individuals come to understand their
identity through reflection on psychic
structures (Taylor, 2008, p. 7)
Purpose  Helps individuals discover new talents

 Gives individuals a sense of

empowerment and confidence, a
deeper understanding of one‟s inner
self, and a greater sense of
selfresponsibility (Taylor, 2008, p. 7)
Psychocritical or Focus of the  Aims at effecting change in a frame
Cognitive-Rational Theory of reference which develops
autonomous thinking in adult learners
(Mezirow, 1997, p. 5)
 Focus is on the individual learner

 Cognitive and rational process

Approach  Learners must first become critically

reflective of their own assumptions
underlying intentions, values, beliefs,
and feelings (Mezirow, 1997, p. 6).
 Learners must then engage in
discourse with one another, which is
 an opportunity for them to critically
examine evidence, arguments, and
alternate points of view in support of
competing interpretations (Mezirow,
1997, p. 6)
Purpose  Develops autonomous thinking in
adults, the ability for adults to think
independently
Psychodevelopmental Focus of the  Results in epistemological change,
Theory change in how we make meaning
(Taylor, 2008, p. 7)
 Examines how education can help
students make sense of their lives
(Baumgartner, 2001, p. 17)
Approach  Intuitive, holistic, and contextually
based (Baumgartner, 2001, p. 17)
 Mentor guides students in a learning

journey affected by the student‟s

social environment (Baumgartner,
2001, p. 17)
Purpose  Students are able to move through
developmental transitions and are
changed in the process (Baumgartner,
2001, p. 17)
Race-Centric Focus of the  People of African descent, most often
Theory black women, are the subjects of the
transformative experience (Taylor,
2008, p. 9)
 Emphasizes the social-political
dimensions of learning (Taylor, 2008,
p. 9)
Approach  Engages polyrhythmic realities, the
students‟ lived experience within a
sociocultural, political, and historical
context (Sheared, 1994 as cited in
Taylor, 2008, p. 9)
Purpose  Promotes inclusion and
empowerment
 Gives the learner the ability to
negotiate effectively between and
across cultures
Social-Emancipatory Focus of the  Aims at fostering Critical
or Theory Consciousness – a process in which
ConsciousnessRaising learners develop the ability to
analyze, pose questions, and take
action on the social, political,
cultural, and economic contexts that
influence and shape their lives
(Dirkx, 1998, p. 3)
 Focuses on political liberation and
freedom from oppression of
individuals and groups
Approach  Learners engage in praxis with one
another, which included dialog and
problem-posing, which is intended to
help learners develop awareness of
structures within their society that
may be contributing to inequality and
oppression (Dirkx, 1998, p. 3)
Purpose  Fosters freedom among learners by
enabling them to reflect on their
world and change it (Dirkx, 1998, p.
3)

Bumper Stickers:
Based on the discussion we have today, write a slogan-like bumper sticker to illustrate
transformative education. Explain your slogan in 2-3 sentences only.
 Poverty demonstrates poor quality of life, illiteracy, malnutrition, lack of basic
necessities, low human resource development etc. This is a big challenge for the
developed countries especially in India. This is a fact in which a class of people in
society can not fulfill the basic needs of their life. But as a Filipino named as a strong
independent people, will pursue education no matter what happens. Because it gives
more confidence having trophies and diploma.

Application
Instruction: Write down three specific classroom scenarios that
would reveal the importance of transformative education in the 21st
century. What stances of transformative learning are applied in the
chosen scenarios? Explain in 2-3 sentences.

Scenario 1: You should start for a prayer before starting the class.

Explanation:
Transformative learning refers to those learning experiences that cause a shift in an
individual's perspective. It is based on the idea that learning is “the process of making a
new or revised interpretation of the meaning of an experience”
 CONGRATULATIONS!!!!! You have just finished Lesson 2 of
this module. Should there be some parts of the lesson which you
need clarification, please ask your teacher during the face-to-
face interactions.

You may now proceed to Module 7, Topic 3.

Lesson Qualifications
3 Framework
A. ASEAN Qualifications Framework (AQRF)
B. Philippine Qualifications Framework (PQF

Objectives:

a. Compare common features of the AQRF with the PQF

b. Discuss implications of the AQRF and the PQF to Higher Education.

Introduction
Tuck (2007) described a qualifications framework as an instrument for the
development, classification and recognition of skills, knowledge and competencies along
a continuum of agreed levels. It is a way of structuring existing and new qualifications,
which are defined by learning outcomes.

Institutions are all working towards producing quality products, and providing quality
services. Educational institutions have to go with the tide if they want to be significant
at these present times. To have a common reference, quality frameworks are
established to anchor the curriculum of schools. In this lesson on qualifications
framework, you will consider two frameworks that are at work in your institutions. You
will analyze and compare these two frameworks: the ASEAN Qualifications Framework
(AQRF) and the Philippine Qualifications Framework (PQF).
 Activity

Below are two KWL charts. The first chart is for your answers
on the ASEAN Qualifications Framework (AQRF), while the
second chart if for your
answers on the Philippine
Qualifications Framework (PQF).

Support recognition What is AMS the ASEAN Me

of
qualifications. andits mber States
functions? (AMS)2 adopted
The ASEAN the ASEAN Eco
Qualifications Refer nomic
ence Framework (A Community
QRF) is a common
reference framework 
(AEC) Blueprint
that enables (ASEAN 2007).
comparisons of It called for
education qualificati cooperation,
ons across
participating ASEAN 
including the
Member States recognition of
(AMS). professional
qualifications.
 PQF refers to the It is governed by the PQF
What National Coordinating
Philippine composes the Council (PQF NCC) 
Qualifications Pqf National composed of the
Department of Education
Framework, a Coordinating (DepEd),
national policy Commission on Higher
Council? Education (CHED),
which describes Technical Education and
the levels of Skills Development
educational Authority (TESDA),
Professional Regulations
qualifications Commission (PRC)
and sets the and Department of Labor
and Employment (DOLE).
standards for
qualification
outcomes.

Analysis

Let us answer these questions.

1. Look at your answers under, What I know? What significance do your answers
have on you as a pre-service teacher?

NO

2. Why do you want to find answers to your questions under, What I want to
know?
Because i want to learn more about the background of the said frameworks.

3. What are your bases for asking those questions?

Because it has been mention in the frameworks .
 ABSTRACTION

ASEAN Qualifications Reference Framework (AQRF)

The ASEAN Qualifications Reference Framework, a common reference framework,

functions as a device to enable comparisons of qualifications across ASEAN Member
States.

Scope
AQRF addresses education and training sectors (Education and training incorporates
informal, non formal and formal learning. Formal learning includes but is not limited to
post compulsory schooling, adult and community education, TVET and higher education)
and the wider objective of promoting lifelong learning.

Purpose
The purpose of the AQRF is to enable comparisons of qualifications across AMS that will:
• Support recognition of qualifications
• Encourage the development of qualifications frameworks that can facilitate lifelong
learning
• Encourage the development of national approaches to validating learning gained
outside formal education
• Promote and encourage education and learner mobility
• Promote worker mobility
• Lead to better understanding of qualifications systems
• Promote higher quality qualifications systems
Components of the Framework
Globally, there has been a shift to learning outcomes as the basis of NQFs and regional
common reference frameworks. Learning outcomes emphasize „the results of learning
rather than focusing on inputs such as length of study‟ (EC 2008), and support the
transfer of qualifications, including credit transfer and recognition of non-formal and
informal learning.
The AQRF is a hierarchy of levels of complexity of learning which use learning outcomes
as the metric for the hierarchy.
Level descriptors
The level descriptors of the AQRF aim to provide a reference point for the levels in
NQFs and national qualifications systems. To facilitate the referencing process, the AQRF
is based on broad level descriptors which include eight levels of complexity of learning
outcomes.
The level descriptors include the notion of competence, which is the ability that extends
beyond the possession of knowledge and skills. It includes:
The level descriptors include two domains:

The Knowledge and Skills domain includes the various kinds of knowledge such as
facts and theories as well as the skills used, such as practical and cognitive skills.

The Application and Responsibility domain defines the context in which the
knowledge and skills are used in practice as well as the level of independence including
the capacity to make decisions and the responsibility for oneself and others.

Linking national qualifications frameworks

To establish the comparability of ASEAN country framework levels or qualifications
types, countries will need to refer their qualification framework levels or qualification
types to the AQRF.

Philippine Qualifications Framework (PQF)

 The past President, Benigno S. Aquino III, signed Executive Order No. 83 dated
October 1, 2012, entitled, The Institutionalization of the Philippine Qualification
Framework
SECTION 1. Establishment of the Philippine Qualifications Framework. The lippine
Phi
Qualifications Framework (PQF) is hereby established with the following objectives: 1)
To adopt national standards and levels for outcomes of education; 2) To support the
development and maintenance of pathways and equivalencies which, provide ss toacce
qualifications and assist people to move easily and readily between the different
education and training sectors and between these sectors and the labor market; and, 3)
To align the PQF with international qualifications framework to support nal
the and
natio
international mobility of workers through increased recognition of the value and
comparability of Philippine qualifications.

SECTION 5. Level Descriptors. The PQF shall incorporate-level

an 8Qualifications
Descriptors defined in terms of following:
the knowledge, skills and values, application,
and degree of independence.

SECTION 7. Review of Licensure Examinations. The PRC and CHED shall review the
framework and contents of the licensure examinations of each of the professions and
align them with that of the PQF.

Alignment of the PQF to the ARQF

PQF AQRF
 It is a national policy that describes the
levels of educational qualifications and
sets the corresponding standards for
qualification outcome
Quality assured national system for the
development, recognition and award of
qualifications based on standards acquired
indifferent ways and methods by learners
& workers
It is a contemporary-based; labor market
driven, and assessment-based
qualifications recognition
Its objective is to alogn with international
qualifications framework to support the
national and international mobolity of
workers through increased recognition of
the value and comparability of Philippine
qualifications
Scope
PQF
Covers all qualifications from lower
secondary education, vocational education
and higher education
Promotes lifelong learning
Recognizes prior learning, formal,
homebased or work experience-based
experience
Levels and Domains
PQF
Includes 8 levels of complexity of learning
outcomes based on 3 domains:
1. Knowledge and Skills – kind of
knowledge involved
2. Application – context in which the
knowledge and skills are applied
3. Responsibility and accountability –
level of independence
This is a common reference framework
that will fuction as a device to enable
comparisons of qualifications across ASEAN
countries. It will:
1. Support recognition of qualifications
2. Encourage the development of
qualifications framworks that can
facilitate lifelong learning
3. Encourage the development of
approaches to validating learning
gained outside formal education
4. Promote education and learner
mobility
5. Lead to a better understood
qualifications system
6. Promote higher quality qualifications
system
AQRF
Covers all qualifications from upper
secondary education, vocational
educational and higher education ASEAN
member countries
Accomodates lifelong learning as well as
learner mobility
Is used to link learning paths of each level
of education & referencing in all sections
of education
AQRF
Includes 8 levels of complexity of learning
outcomes based on 2 domains:
1. Knowledge and skills
2. Application and responsibility –
contexts in which knowledge and
skills are demonstrated
Benefits
Persons Employers Education & Authorities
Training
1. Encourages Assures that 1. Ensures 1. Provides the
lifelong standards and transpare standards
learning qualifications are n cy in taxonomy and
consistent with job training typology of
2. Provides requirements/deman provision qualifications
access to ds that as basis for
certification conforms granting
and licenses with approval to
recognized standard providers and
by the & stakeholders
government precisenes 2. Harmonizes
s of qualifications
accountabi in education
lity for and training
learning across the
outcomes country
2. Provides
common
understan
ding of
policies &
guidelines
in credit
transfer
articulatio
n,
portability,
bridges
pathways
&
recognitio
n of prior
learning
Application

Answer the given questions:

1. What are the implications of these qualification frameworks to Higher
Education? a. AQRF
- The ASEAN Qualifications Reference Framework (AQRF) is a common regional
reference framework (RQF) that enables comparisons of education qualifications across
ASEAN Member States (AMS).

b. PQF
- the PQF shall enhance workers’ employability by ensuring that their qualifications are
relevant to perceived social and economic needs. In addition, the national qualifications
framework supports the national and international mobility of workers as it strengthens
proper recognition of the value and comparability of skills and qualifications of Overseas
Filipino Workers.

2. Considering the Philippine Qualifications Framework, what could be the

challenges that Higher Education institutions might experience?

- Nationwide the Philippines faces several issues when it comes to

the educational system, Quality of Education, Budget for Education, Affordability
of Education, Drop-out Rate (Out-of-school youth), Mismatch, Brain Drain,
Social Divide and Lack of Facilities and Teacher Shortage in Public Schools.

CONGRATULATIONS!!!!! You have just finished Lesson

2 of this module. Should there be some parts of the lesson
which you need clarification, please ask your teacher
during the face-to-face interactions.

You may now proceed to Module 7, Topic 4.

 Lesson
Philippine Professional
4 Standards for Teachers (PPST)

Objectives:
a. Demonstrate an understanding of the Philippine Professional
Standards for Teachers
b. Discuss the Philippine Professional Standards for Teachers
(PPST) Career Stage-1 Beginning Teachers Competencies
c. Discuss how the PPST can assure teacher quality in the
Philippines.
Introduction
In August 2017, DepEd Secretary, Leonor Magtulis Briones signed into policy
Department Order No. 42, s. 2017, stipulating the National Adoption and
Implementation of the Philippine Professional Standards for Teachers. According to
Secretary Briones, this PPST can be utilized to help you further find out and develop
better ways of teaching your various fields.

These professional standards for teachers is a framework for teacher quality and
quality education. The PPST defines teacher quality through well-defined domains,
strands, and indicators that provide measures of professional learning, competent
practice, and effective engagement. As pre-service teachers, you are expected to have
the competencies of a Beginning Teacher; thus it is important that you learn by heart
what these competencies are.
 Acti
kind Friendly

Think of a teacher who

has made a positive thoughtful Grace
assessor
impact in your life as a
student. Write his/her
name in the middle of
the bubble map. Write
descriptions in the
surrounding bubbles, helpful
that made you like Patient
him/her.

Analysis

1. What positive qualities of your teachers, motivate you to perform well in school?
Elaborate on these qualities.
- Because she is friendly and easy to be with. She doesnt give favoritisms and
she is very kind towards us as her students.

2. Do you think you can also cultivate similar qualities? How ?

- Yes, by applying it to my everyday life.

ABSTRACTION

The Philippine Professional Standards for Teachers

 A. Development and Characteristics
The PPST was established following extensive consultations with key stakeholders, in
particular senior
officials of the Department of Education. The wide consultations emphasized the
rethinking of the National Competency-Based Teacher Standards (NCBTS) due to
changes brought about by various national and global frameworks such as the K to 12
Reform and ASEAN Integration, as well as globalization and the changing character of
the 21st-century learners.
The Department of Education, through the Joint Advisory Board chaired by the
Secretary of Education, has approved the development and validation of developmental
teacher standards comprising various career stages.
The Philippine National Research Center for Teacher Quality (RCTQ), based at the
Philippine Normal University, led the research development work, with support from the
SiMERR National Research Centre in Australia.
B. Salient Features and Characteristics

The PPST captures teacher quality requirements in the K to 12. This focuses, among
others, on: (i) mother tongue to facilitate teaching and learning; (ii) learners in difficult
circumstances; (iii) strategies for promoting literacy and numeracy; (iv) positive use of
ICT; and (v) classroom communication strategies.

PPST has a domain called Content Knowledge and Pedagogy. This is at the core
of the K to 12 curricula and sends a message to teachers that for them to be considered
quality teachers, they should know what to teach and how to teach it, among others.

C. Career Stages

Beginning Teachers (Career Stage 1) are those who have gained the qualifications
recognized for entry into the teaching profession. Teachers at this stage are supported
to reach Career Stage 2 within two to three years.

Proficient Teachers (Career Stage 2) are professionally independent in the application

of skills vital to the teaching and learning process. This stage shows the acceptable
standards for all teachers, which should be reached within the first two or three years of
teaching.

Highly Proficient Teachers (Career Stage 3) consistently display a high level of

performance in their teaching practice. They are accomplished practitioners who mentor
and work collegially with other staff. This is the stage that Master Teachers are expected
to be at.

Distinguished Teachers (Career Stage 4) embody the highest standards for teaching
grounded in global best practice. They are recognized as leaders in education,
contributors to the profession and initiators of collaborations and partnerships. D.
Domains
E. Strands and Indicators
Newly qualified to teach as professional teachers are the Beginning Teachers. You will
soon be in this career stage. Let us look at the detailed competency indicators on the
domains and strands for the Beginning Teachers.
Domain 1, Content Knowledge and Pedagogy
Strands Competency Indicators for Beginning
Teachers
Strand 1.1 1.1.1 Demonstrate content knowledge and
Content knowledge and its application its application within and/or across
within and across curriculum areas curriculum teaching areas.
Strand 1.2 1.2.1 Demonstrate an understanding of
Research-based knowledge and principles research-based knowledge and principles
of teaching and learning of teaching and learning
Strand 1.3 1.3.1 Show skills in the positive use of ICT
Positive use of ICT to facilitate the teaching and learning
process.
Strand 1.4 1.4.1 Demonstrate knowledge of teaching
Strategies for promoting literacy and strategies that promote literacy and
numeracy numeracy skills.
Strand 1.5 1.5.1 Apply teaching strategies that
Strategies for developing critical and develop critical and creative thinking,
creative thinking, as well as other and/or other higher-order thinking skills.
higherorder thinking skills
Strand 1.6 1.6.1 Use Mother Tongue, Filipino and
Mother Tongue, Filipino and English in English to facilitate teaching and learning.
teaching and learning
Strand 1.7 1.7.1 Demonstrate an understanding of
Classroom communication strategies the range of verbal and non-verbal
classroom communication strategies that
support learner understanding,
participation, engagement and
achievement

Domain 2, Learning Environment

Strands Competency Indicators for Beginning
Teachers
Strand 2.1 2.1.1 Demonstrate knowledge of policies,
Learner safety and security guidelines and procedures that provide
safe and secure learning environments
Strand 2.2 2.2.1 Demonstrate understanding of
Fair learning environment learning environments that promote
fairness, respect and care to encourage
learning.
Strand 2.3 2.3.1 Demonstrate knowledge of managing
Management of classroom structure and classroom structure that engages learners,
activities individually or in groups, in meaningful
exploration, discovery and hands-on
activities within the available physical
learning environments
Strand 2.4 2.4.1 Demonstrate understanding of
Support for learner participation supportive learning environments that
nurture and inspire learner participation
Strand 2.5 2.5.1 Demonstrate knowledge of learning
Promotion of purposive learning environments that motivate learners to
work productively by assuming
responsibility for their own learning.
Strand 2.6 2.6.1 Demonstrate knowledge of positive
Management of learner behavior and non-violent discipline in the
management of learner behavior

Domain 3, Diversity of Learners

Strands Competency Indicators for Beginning
Teachers
Strand 3.1 3.1.1 Demonstrate knowledge and
Learners‟ gender, needs, understanding of differentiated teaching to
strengths, interests and experiences suit the learners‟ gender, needs,
strengths, interests and experiences.
Strand 3.2 3.2.1 Implement teaching strategies that
Learners‟ linguistic, cultural, are responsive to the learners‟ linguistic,
socioeconomic and religious cultural, socio-economic and religious
backgrounds backgrounds.
Strand 3.3 3.3.1 Use strategies responsive to learners
Learners with disabilities, giftedness and with disabilities, giftedness and talents.
talents
Strand 3.4 3.4.1 Demonstrate understanding of the
Learners in difficult circumstances special educational needs of learners in
difficult circumstances, including:
geographic isolation; chronic illness;
displacement due to armed conflict, urban
resettlement or disasters; child abuse and
child labor practices
Strand 3.5 3.5.1 Demonstrate knowledge of teaching
Learners from indigenous groups strategies that are inclusive of learners
from indigenous groups.

Domain 4, Curriculum and Planning

Strands Competency Indicators for Beginning
Teachers
Strand 4.1 4.1.1 Prepare developmentally sequenced
Planning and management of teaching and teaching and learning process to meet
learning process curriculum requirements.
Strand 4.2 4.2.1 Identify learning outcomes that are
Learning outcomes aligned with learning aligned with learning competencies.
competencies
Strand 4.3 4.3.1 Demonstrate knowledge in the
Relevance and responsiveness of learning implementation of relevant and responsive
programs learning programs.
Strand 4.4 4.4.1 Seek advice concerning strategies
Professional collaboration to enrich that can enrich teaching practice.
teaching practice
Strand 4.5 4.5.1 Show skills in the selection,
Teaching and learning resources including development and use of a variety of
ICT teaching and learning resources, including
ICT, to address learning goals.

Domain 5, Assessment and Reporting

Strands Competency Indicators for Beginning
Teachers
Strand 5.1 5.1.1 Demonstrate knowledge of the
Design, selection, organization and design, selection, organization and use of
utilization of assessment strategies diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge of
Monitoring and evaluation of learner monitoring and evaluation of learner
progress and achievement progress and achievement using learner
attainment data.
Strand 5.3 5.3.1 Demonstrate knowledge of providing
Feedback to improve learning timely, accurate and constructive feedback
to improve learner performance.
Strand 5.4 5.4.1 Demonstrate familiarity with a range
Communication of learner needs, progress of strategies for communicating learner
and achievement to key stakeholders needs, progress and achievement.
Strand 5.5 5.5.1 Demonstrate an understanding of the
Use of assessment data to enhance role of assessment data as feedback in
teaching and learning practices and teaching and learning practices and
programs programs.

Domain 6, Community Linkages and Professional

Strands Competency Indicators for Beginning
Teachers
Strand 6.1 6.1.1 Demonstrate an understanding of
Establishment of learning environments that knowledge of learning environments that
are responsive to community contexts are responsive to community contexts.
Strand 6.2 6.2.1 Seek advice concerning strategies
Engagement of parents and the wider that build relationships with
school community in the educative process parents/guardians and the wider
community.
Strand 6.3 6.3.1 Demonstrate awareness of existing
Professional ethics laws and regulations that apply to the
teaching profession, and become familiar
with the responsibilities specified in the
Code of Ethics for Professional Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge and
School policies and procedures understanding of school policies and
procedures to foster harmonious
relationship with the wider school
community.

Domain 7, Personal Growth and Professional Development

Strands Competency Indicators for Beginning
Teachers
Strand 7.1 7.1.1 Articulate a personal philosophy of
Philosophy of teaching teaching that is learner-centered.
Strand 7.2 7.2.1 Demonstrate behaviors that uphold
Dignity of teaching as a profession the dignity of teaching as a profession by
exhibiting qualities such as caring attitude,
respect and integrity
Strand 7.3 7.3.1 Seek opportunities to establish
Professional links with colleagues professional links with colleagues.
Strand 7.4 7.4.1 Demonstrate an understanding of
Professional reflection and learning to how professional reflection and learning
improve practice can be used to improve practice.

Strand 7.5 7.5.1 Demonstrate motivation to realize

Professional development goals professional development goals based on
the Philippine Professional Standards for
Teachers.

From this lesson on Philippine Professional Standards for Teachers, complete the
following:

1. I learned …
I learned that the Philippine Professional Standards for Teachers defines teacher quality in
the Philippines. The standards describe the expectations of teachers' increasing levels of
knowledge, practice and professional engagement.

2. I want to remember …
I want to remember that the Professional standards  sets practices, ethics, and
behaviors that members of a particular professional group must adhere to.
These sets of standards are frequently agreed to by a governing body that represents the
interests of the group.

B. Answer these questions.

1. What are your reasons and motivations in taking a career in teaching?

- Because i do believe that to teach is to touch lives. And i want to give good
enfluence for the next generation.

2. What are your action plans to finish the pre-service program?

- I want to volunteer and learn more about it .
3. What are your action plans to continue your professional development based on the
PPST?
- My plans is to improve knowledge and skills in order to facilitate individual,
school-wide, and district-wide improvements for the purpose of increasing
student achievement. Educators face continuously increasing requirements from
federal and state mandates.
Module Summary

• It is crucial to understand the new landscape brought about by the changes in

the dynamics of the century. Thus, future teachers need to obtain and develop
21st century skills to succeed in the profession.

• 21st century teachers should incorporate new methods of teaching because the
learners are also changing.
• It is important that 21st century teachers should be able to understand the
UNESCO 21st Century Approach to Education Reform to further enhance their
skills in teaching.

• Transformative Learning Theory focuses on learning through task-oriented

problem solving and determination of cause and effect relationships and involves
how individuals communicate their feelings, needs, and desires.

• Several available resources can be used in the classroom in teaching through

transformative education.

• Several views concerning transformative education have been identified, allowing

greater appreciation in the said concept.

• Professionalism is a call in every field of work. Teachers are to demonstrate

professionalism in any aspect of their career. Concerns about the quality of
teachers has led to the development of quality frameworks. As member of the
ASEAN community, Philippine education has to keep at par with its partner
countries. The ASEAN Quality Reference Framework is cascaded to our own
Philippine Professional Standards for Teachers.

• With the onset of these quality frameworks, comes transformative education. The
world continuously moves forward. This is the reason why pre-service teachers
are to be equipped with the needed competencies to be attuned with the
changing times. There has been a paradigm shift from teaching-focused
education to competency-focused education. Pre-service teachers are the 21st
Century teachers. Thus, this module is a great help in preparing pre-service
teachers for future teaching opportunities.

REFERENCES:

• Janm H. 2017. Teacher of 21 st Century: Characteristics and Development.

Research on Humanities and Social Sciences. ISSN (Paper)2224-5766 ISSN
(Online)2225-0484 (Online) Vol.7, No.9, 2017. Retrieved from
https://www.researchgate.net/publication/318468323
Teacher_of_21_st_Century_Characteristics_and_Development
• Panlilio, M. 2012. 21st Century Teacher Competencies/Standards: Based on
UNESCO: ICT Competency Standards for Teachers. Education 4: Principles and
 Strategies of Teaching. Retrieved from https://www.scribd.com
/document/31588834/21st-Century-Teacher-Competencies.
• IU Southeast. 2012. Transformative Education. IU Southeast. Academy of
Diversity and Inclusive Education. Retrieved from
https://www.ius.edu/diversity/files/transformative-education.pdf
 Transformative Education Contents.
https://www.ius.edu/diversity/files/transformative-education.pdf 
Mezirow model of transformative learning.
https://premiumnursingpapers.com/2020/02/13/mezirow-model-
oftransformative-learning/
• Transformative Education Contents.
https://www.ius.edu/diversity/files/transformative-education.pdf
 National Qualifications Framework (NQF) | International ....
http://www.ibe.unesco.org/en/glossary-curriculum-
terminology/n/nationalqualifications-framework-nqf
• ASEAN QUALIFICATIONS REFERENCE FRAMEWORK.
https://asean.org/wpcontent/uploads/2017/03/ED-02-ASEAN-Qualifications-
Reference-FrameworkJanuary-2016.pdf
• What is Philippine Professional Standards for Teachers ....
https://depedtambayan.net/philippine-professional-standards-for-
teachersfrequently-asked-questions/
• What is Philippine Professional Standards for Teachers ....
https://depedtambayan.net/philippine-professional-standards-for-
teachersfrequently-asked-questions/
• What is Philippine Professional Standards for Teachers ....
https://depedtambayan.net/philippine-professional-standards-for-
teachersfrequently-asked-questions/
• EDUCATION – johnalcuin's wordpress.com.
https://johnalcuin.wordpress.com/category/education/
• Philippine Professional Standards for Teachers (PPST ....
https://www.teacherph.com/philippine-professional-standards-for-teachers/