ED12

TheTeachi
ngProfessi
on
3Uni
ts/
alll
ect
ure/
2xaweek

St
udyGui
de1–Thepr
ofessi
onal
teacher
sar
esoci
all
yresponsi
ble

I
ntr
oduct
ion

Teacher
sshoul dhaveav erysoundphi l
osophyinthepracti
ceoft heirprofessi
on
Phil
osophyser vesasagui deforust eacher si
nordertodeliv
erqualityeducationtoourlearners.
Thi
sphi losophyisbeinginfl
uencedbyt heirownpersonali
tyandbeliefsthusitservesasagui de
i
nthet eachingandlearningprocesst hatmakesi tmoremeani ngf
ul andeffective.
I
tisi mpor t
antthatteachersandst udent sshouldhaveagoodr elati
onshipinor dertoachieve
l
earning.
Teacher sshouldcreateaf r
iendl
yenv i
ronmenti ntheclassroom sot hatideasoft hestudent s
wil
ljustflowandf r
eedom isbeingobser ved.

Cour
sel
ear
ningout
comes

Attheendofthestudyguidethestudent
sdemonstr
ateknowledge,
skil
ls,competencies
st
andv aluesofprofessi
onal,et
hical
,moralandglobalt
eacher
sequippedwi t
ht he21 cent ury
ski
ll
sf ordi
v er
se
Lear
ner s

Cont
entoftheStudyGui
deStudyGuide1–Social
l
yresponsi
blet
eacherr
ichwi
thphi
l
osophi
cal
heri
tageandot
herphil
osophi
esr
elat
edtoeducat
ion

Lesson1-Social
l
yr esponsibl
et eacherri
chwit
hphi
losophi
calher
it
ageandotherphi
l
osophi
es
rel
atedtoeducation
Lesson2-Soci
all
yresponsibleteacher’
sacti
vemembersofsoci
ali
nsti
tut
ion

Dir
ecti
ononhowt ouset hemodul
e
Readthedirect
ioncarefull
y
1.Thestudyguideiscomposeoff ourlessons
2.Underst
andeachl essonandanswert heacti
vi
tyaft
ereachlesson,
3.feel
freetotext
,calloremai
lyourteachersi
ftherearequesti
onsthatneedcl
ari
fi
cat
ion

Lesson1–Social
l
yresponsi
blet
eacherr
ichwi
thphi
l
osophi
calher
it
ageandot
herphi
l
osophi
es
r
elat
edtoeducati
on

Speci
fi
cLear
ningObj
ect
ives
1.Formulat
epersonalphil
osophyt hr
oughlect
urethatwillgui
det heteacherinthei
rexerci
seof
theteachi
ngprofessi
on
2.Per f
orm cl
assroom acti
vi
tieswhichappli
esthephilosophiesineducationthatleadstothe
acqui
sit
ion
ofthequali
ti
esofasociallyresponsi
blet
eacher
,
3.Devel
opcontentknowledgeont hephil
osophi
calheri
tageappliedinthefiel
dofeducati
on,
Acti
vati
ng

1.Whati
sphil
osophyofeducat i
on?
2.Whatcont
entandskil
lsshouldschooldevelop>?
3.Whyshouldschoolteachthecont enti
nt hePhil
osophyi sdef
inedteachi
nglearni
ng
pr
ocess> andteachers
4.Whataret
herolesofstudentandteacher
si ntheteachingandl
earni
ngprocess>
5.Howwouldlearni
ngbeassessed>Phi l
osophyisdividedint
othr
eebranchesnamelyM

Di
scussi
on

Acquir
ingPhilosophycamef rom theGr eekwordsPhil
owhichmeansl oveandSophie
whi
chmeanswi sdom ther
eforephi
losophyisthel ov
eofwisdom Phi
losophyi
sdefinedasset
ofi
deast hatansweraboutt henat
ureofr eal
i
ty.Therearet
hreebr
anchesofphil
osophynamely
Metaphysics,
EpistemologyandAxiology

Met aphysics–i sallaboutr eal

it
yandi tisdivi
dedint otwocat egor i
esa,Ontol
ogy–t hi
sar e
i
ssuesr elatedt onature,exist
enceorbei ngandcosmol ogywhichf ocusonthenatur
eandor i
gin
oftheuni verse.
Epistemology–i sconcer nedwiththenat ureofknowledge,Knowl edgecanbeacquiredthr
ough
oursenses, intuit
ion,observati
onandl ogicandtheuseofsci enti
ficmet hod,
Axiology–i ssomewhatr el
atedtovaluesi ti
ncl
udesEt hicswhichist hesci
enceofmortal
it
yand
aestheti
ct hatfocusesonbeaut y,

Whati sPhil
osophyofEducat i
on?
Philosophy–camef r
om t heGreekwor dPhilowhichmeansl ov
eandSophiewhichmeans
wisdom, Phi
losophyther
eforeistheloveofwisdom
Phil
osophyisdi v
idedint
ot hreebranchesnamelyMet aphy
sics,Epi
stemol
ogyandAxiol
ogyt
hat
rel
ates tov al
ues formati
on,i tincl
udes Ethi
cs which r
elateto moral
i
tyand conductand
aestheti
cswhichconcernonbeaut yi
ntel
l
ectualcent
ers

Phil
osophiesofEducat i
on
Therearemanyphi losophi
esofEducat i
onbutt hedi scussionwi
llfocusonlytofew butvery
rel
evantinthefi
eldofeducation,I
tincl
udesIdeal
ism, Reali
sm andPragmat i
sm,
I
dealism –beli
evet hatreal
it
yexistinourconsci
ousnessorouri ntel
lect
,Ideal
i
stfurt
herbeli
eve
thatknowledgealreadyexistthatmakeupr eali
ty,Theypr esumedthatschoolsareint
ell
ect
ual
centersoft eachi ngandl earningwher eteacher sser vesasagui de i nor derforthest udent sto
uset heirintellectual
Potentialtot hef ull
estandappr eci atethefinestandendur ingachi evement sofcul t
ur e,
- I deal i
stt eacher sbel i
evet hatt heschool arether epositor i
esoft rueknowl edgewhi char e
includedi ncr afti
ngt hecur r
iculum,
- Theuseofi socr aticmet hodi scommon
- Phi l
osophy ,theol ogyandmat hemat ics, aret hemosti mpor tantsubj ectst hatimpr ove
abst ractt hinking,
Realism –boostt hatr eal i
tyi sout sideofourmi nds,t heyar enotwi thinourmi nds,Real i
sts
beli
eft hat obj ect sar eper cei veexisti ndependent l
yoft hemi ndmeani ngwhat ev erour
percept i
onst hey r
eal lyexisti nt hewor ld,Accor di
ngt ot her ealiststhatknowl edgei sa
rel
iablegui det oour behav ior,
 Real istst eacher sshoul dbeequi ppedwi thawi devarietyoft eachi ngmet hodsi nor derto
achi ev ethei rownphi l
osophy
 Teacher sar ethepr i
memov erofideasi ntor ealit
y.
 Teacher sbel ievet hatdeduct i
ve,induct ivel ogicandsci entificmet hodsar er eli
able
meanst odi scoverknowl edge.
 Teacher sr ecommendedt heuseofel ectronicgadget sandpr ogr amstobemor er ealisti
c
andf unct ional.
Pragmat i
sm -exami nest hev aluei napr acticalway .Thebestmet hodt osolvepr oblems,i sto
uset hesci ent if
icmet hod.JohnDeweyi sthef amouspr oponentofpr agmat i
sm,andaccor ding
tohim educat i
oni sapr epar ati
onf orlif
emeani nghebel ievedt hateducat i
onhel psdev elopones
potentialtot hef ullestt herebyadopt i
ngconst antlytot hechangi ngwor l
d.Student sshoul dbe
encour agedt odor esear chesandappl ytheresul tstosol vepr oblems.

OtherPhi
l
osophiesandTheor i
esrelat
edt oEducati
on
I
tissaidt
hattheori
esrel
atedtoeducat i
onaredeeplyrootedfr
om phil
osophi
esandexami
nethe
r
olesandfuncti
onofschool scurr
icul
um andt eachingandlearni
ng.Therear
efiv
eeducat
ional
t
heoriest
hatwil
lhelpt
hest udent
st oformulat
eanddev el
optheirownphil
osophy

Perenni
ali
sm –Accordingtot heper
reni
ali
stt
hatthepurposeofeducat
ioni
stoletthem know
anddevelopt
hei
rint
ellectandsenseofbeingr
ati
onal
Asahumanbei ng,i
tal sodevelopt
hepowerofaesthet
icsmeani
ngthestudyofbeaut
iful
thi
ngs,

Perenniali
stteachersbeli
evethatteacher
sarement orsandmodel sofst udentst hatpossess
thef undament alski
ll
ssuchaswr i
ting,r
eadi
ng,mat hemat
icsandr esearch,St udentsshould
developedt heseskil
lsduri
ngthei
relementarygradesandsubject
slikehistory,drama,areand
theli
kear eincludedintheschoolcurri
cul
um inhighschool
.Teachersalsobeliev ethatt
heuse
0felectroni
cgadget swil
lhel
pthestudentstodevelopmore.

Essent
ial
i
sm – I
tisa t
eacher
-cent
ered phi
l
osophyt
hatai
mst
o dev
elop t
hebasi
cski
l
ls,
conceptsamongt hestudents.Thepr imaryfunct
ionofessent i
ali
stteacheristot eachstudents
withknowl edgeandski llsthatwi llpreparethem f orli
fe.Itadher emor et eacherdirected
i
nstruct
ion because theyr egardt eachersast rained prof
essionalthatser ve asgui de for
student
st olearned.
 Essent iali
stt
eachersar epersonunaut hority.
 Teacher sshoul
dhav ethemast eryofthesubj ectbei
ngthought ,
 I tusesdeductivemet hodoft eaching,
 Teacher sshoul
dt eachthest udentstopri
or i
tizethi
ngstolearn,
 Teacher sshoul
dt eachstudent stomastert hecompet enciesinordertobepr omot ed,
 Teacher sshoul
dhav ear ecordofal lt
estresul t
sofstudentsbecauset hesear ebasis
Fortheirperf
ormance,

Progressivi
sm –Accor di
ngt ot
histheor ythatknowledgecamef r
om dif
fer
entsourcesandthe
bestwast olearnst hr
oughexper i
encingi tandalsobyact ivel
ypart
ici
pati
ngi nsuchacti
vi
ty,
theybelievethattheschoolisatrai
ninggr oundforthest udentsinor
dertolearn,I
tencour
age
teacherstousesol vi
ngmet hodandpr oblem solvi
ng,thatpromotesdemocraticatmospher
ein
theclassroom,

Progressi
vi
stt eacher
sshoul dhav eampl eknowl edgeaboutt hediff
erentmet hodssuchas
pr
oblem sol
vi
ngmet hod,
projectmet hod,andthelikewhichenhancesst udentscreat
ivi
ty
 Teacher sbeli
evethatstudentsshouldbegi venfreewi l
lrodeci
debyt hemselves,
 Teacher sbeli
evethatdirectexper
iencewi l
lleadtolearni
ng.
 Teachershoul dbeaf acil
itat
oroflear
ning.
 Teacher sshouldestabli
shagoodr el
ationshipwitht hepar
entsinorderforthestudents
tol
earnmor e
 Teacher s shoul
d considerst udent’
s needs,i nterestand readiness i
n craft
ing the
cur
ri
culum.

SocialReconstruct
ionism -theyreall
yconsi derschoolast hehomef orthelearners.Iti
st he
centeroftheeducat i
veprocesswast eachingandl earningprocessoccur s.Theypresumedt hat
theschool cansolv
er elat
edproblemsoft hesociety.
 Teacher sbel i
evethattheschool isapl aceoflear ni
ng
 Teacher sareencour agedtousepr ojectandprobl em sol
vingmet hodsinteaching.
 Teacher sbel i
evethatresearchisanef f
ectiv
emeansofsol v
ingproblemsint hesociet
y .
 Teacher sshoul dconsidertheintell
ectual,emot i
onalandper sonalneedsoft hestudents
intheteachingandl ear
ningprocess
 Teacher sshoul dli
veal i
fethatbasedondemocr at i
cpri
nciple.

Existenti
ali
sm -Thi
sisthephi
losophyt
hatemphasi
zedt
hesubject
ivi
tyofhumanexper
ience.
Accor di
ngt ot
hem thepur
poseofeducati
oni
stohelpst
udent
sf i
ndmeaninganddir
ect
ionin
their[i
ves,
  Exist
entiali
stt eachersbel ievet hatt hepur poseofeducat i
on isto creat
eourown
awarenesst hatcont r
ibuteourowni dentit
yandtoestabl
ishourownfreedom
 Teacher s also beli
evet hatst udent s should be t
rai
ned to ask questi
ons,and to
parti
cipateindialoguesaboutt hemeani ngofli
fe.
 Teacher sbel i
evethatcr eativi
ty,self-awarenessshouldbedev el
opamongst udent
sin
ordertopr eparethem fort hefuture.
 Teacher sbelieveinself-direct
edi nstructi
on.
 Teacher sbelievethattheyshoul dbegi venenoughti
met olear
nandwhenwi l
li
thappen

Appl
yi
ng
Makey ourown refl
ect
ion aboutt
hedi
ff
erentphi
l
osophi
esi
n educat
ion whi
ch ar
e
appl
i
cabl
einourpresentt
ime.

Makeat abl
eofcomparisonoft
hemajorphi
l
osophi
eswi
thr
egar
dtoai
msofeducat
ion,
r
oleoft
eacher
s,rol
eofstudent
sandthecur
ri
cul
um.

Assessment
I
nyourownunder
standi
ngwhatphi
l
osophyofeducat
ioni
sthebestandwhy

Lesson2 Act ivemember sofsociali

nstit
uti
on
Specif
iclearni
ngout comes
Displaysetofv al
uesandconcer nabouttheirsocialresponsibi
l
iti
esoft eacher
sasa
memberofsoci ali
nstit
uti
oninthecommuni ty.
Dev el
opconceptmodel sont herolesandsocialresponsibi
l
iti
esoft eachersasmember
ofsociali
nstit
utioni
nt hecommuni t
ythroughcreat
inggraphicandwebor ganizer
s.
Createasampl edial
ogueont herolesandresponsibil
it
iesofteacher sasmemberofa
spci
alinsti
tuti
on.

ACTIVATI NG
Teachersint he21stcentur yissimplyaf aci
l
itat
oroflearningrat
herthantheusual
conceptast ransmit
terofknowl edget othel earner
s.Teacherswi l
lbesetti
ng goal
sand
organizi
ngthel ear
ningpr ocessthusr eal
i
zingt hesegoals.Teachersshoul
dstri
vetodev el
op
amongt hestudentsintel
l
ectualabili
ti
esinor dertogain,useandsel ecti
nfor
mationofwhich
technologyasitspartneri
nachievingmast er
y.

DI
SCUSSION
ACQUIRI
NG
 Apr ofessi onalt eacherr ef
er st ot hest atusofaper sonwhoi spai dtot each.Itcanal so,
onahi gherl ev el,refert ot eacher swhor epresentt hebesti nthepr ofessiont hatsetthehi ghest
standar dforbestpr act ice.(Webst erdi ctionary)
Ast eacher sweshoul dpossessper sonal qualit
iesandat t
ributesinor dert obesuccessf ulinthe
fiel
doft eachi ng.
Belowar etheper sonal qual iti
est hatteachershoul dpossess.
A.Goodper sonal ity
Per sonal i
tyr ef er stot hechar act erandappealoft het eacheri ndeal ingwi thothersf orit
servesasani nspi rationt ot hest udent s.Theyar ewel lmot i
vatedi ftheirteacher sar egood
l
ooki ngand appr oachabl e
.
B.honest y–Teacher sshoul dbehonestatal ltimesTheycanbedependedupont o
mani fest integr i
tyaspr ofessi onal s..
c.Ent husi ast ic– Teacher sshoul dbeact i
ve,andhav i
ngpl easantout lookandhas
possessasense ofhumor .
d.Car ing–Hast heabi l
ityt ocar eforot hers.Hast hecapaci t ytoputhi m wi t
hot hers.
e.Rol emodel –Teacher sshoul dsetagoodexampl eforot herst oemul ate.
f.Fai rness-Pr act i
ceequal ityamongt hest udents.
g.Fr i
endl i
ness– Fr iendl yt eacher spossesspl easant ,kindhear t
edandl ovingr elati
on
witht he student s.
H.Respect ful.I tmeanswel l.Behav eandi tshowspol it
enessandcour tesyi ndeal i
ng
wi t
ht hei rst udent sandt hepubl i
c.
i.Dedi cat ed.Teacher sshoul dbedev oted,loyalandcommi ttedt othepr ofession.
j.Creat i
v e–I ti st heabi lit
yt ocr eatenewandor iginalideasandi nf
luencet heirstudents
tobecr eat i
v et hemsel ves.
k.Fl exi bili
ty–I ti st heabi l
ityoft het eacherst oadaptt osi tuations.Cangoonwi tha
sudden shifti nanygi v ensi tuation. .
B.At ti
tudeofPr ofessi onal Teacher sar eMani festedint ermsof
-Empat hyt owar dsst udent s
-Commi tmentanddedi cationt ot hepr ofession
-Ref lect ivepr act i
tioner
-Passi onf ort eachi ng

Teacher
splayani mport
antr
oleintheteachingandl ear
ningprocessaswellasintheli
vesof
ever
ystudent
.Student
shasahi ghr
egardt othei
rteacher
sespeciall
ywhenittouchest
hei
rli
ves
ther
efor
e
Shouldbeamazingandinspi
ri
ng aswell.Student
sconsiderthei
rteacher
sasr ol
emodelofthe
communitywhichiswort
hyofemulati
on.

TheTeacherasapr of
essional
Teachingi
sconsiderasthenobl
estprof
essionthati
swhyt hecommuni t
yhasahigh
regar
dt oteacher
s.Teachersarecal
l
edprof
essionali
ftheypossessaneli
gibi
l
ityorhav
inga
l
i
censecomi
ngf
rom t
hepr
ofessi
onal
regul
ati
onscommi
ssi
onort
hePRC.

Cri
ter
iaofapr of essional teacher
1.Pr ofessi onalAcademi cPr eparat
ion-meani ngt eachersshoul dhav efini
shedadegree
i
n
Educat i
onBEEDandBSED
2.Li censur eand commi t
mentt ot heser vi
ce-Theypossesst hel i
censeand also
commi t
tedt o
Theser viceoft hey oung.
3.Publ icser v
iceandal tr
uism -Teacher sshoul dbearinmi ndt hatteachingisforservi
ce.
They
Ent eri ntot hepr ofessi onwi t
ht hehopeofhel pingthey oungt obecomeabet t
erperson
i
nthefut ure.
4.Legalpr acti
ceoft hepr ofessi
on.Thet eachingpr ofessioni sr ecogni
zedbyt he
gover
nment aspar tneri n educat i
ng they oung mi nds t o becomet hef airhopeoft he
fat
herl
and.
5.Adher encet ot hepr ofessionalethi
cs.Teacher sar egov er
nedbyt hecodeofet hi
csof
Pr ofessi onalt eacher sItprovidesethical standardsf orteachers.
6.Member shipof{ ProfessionalOr gani zati
on.t eachersshoul dbeamemberofany
prof essionalor gani zat i
onsuchasNat ionalOr ganizati
onofPr ofessionalTeachers,t
he
Mani laPubl i
sschool teachersAssoci ationandt hel i
ke.

Teachersareact iv
emember sofsoci alinst it
ution
Sociali nsti
tuti
onsar especi alstruct ureswhi char eorganizedt omeett hebasi cneedsof
soci
etyItincludet hef amily,
educat ion,religionandgov ernment .
1.Fami l
y–i st hebasic uni toft hesoci ety.Eachoneofusbel ongt oaf ami lywhet her
ri
chorpoor ,educat edornoteducat ed.I ti
sal soagr oupofpeopl ewhoar er elatedby
mar riage,bloodoradopt ionwhol ivet ogetheri nthesamer oofandshar ingcommon
resour ces.
2.Educat ion-Ref erstot hepr ocessi nwhi chknowl edge, skil
ls,val
ues, andpat ter
nsof
behav ioraret r
ansmi t
tedf rom ani ndividualorgr oupt oanot her.Schoolactasanagent
ofsoci ali
zationandconsi derast hesecondhomeoft hest udentswher eknowl edge,
skill
sar ebeingdev elopedandhoundt huspr epari
ngt heindividualforthefut ure.
3.Rel i
gion–I tisasy stem ofr olesandnor mst hatinvolvesf ai
thwhi chbi ndspeopl e
toget herinsoci algroup.
4.Gov ernment–I tisani nstit
ut i
ont hathol dst hepowert omakeandenf orcet herules
andl awsofsoci ety.Inademocr atict ypeofgov ernmentt heci t
izens el ecttheir
officialsperiodical
lytogev er
nt hem f oragi venper i
od.

APPLYI
NG
 Makeashor tdial
ogueontherol
esandr esponsi
bil
it
iesoft
eacherasact
ive
memberofsocial
inst
it
uti
onint
hecommunit
y.Sel
ectapartnerandwr
it
eitdowni
nyour
answersheet
.

ASSESING
Createagr
aphicorganizeronthequal
i
tiesofapr
ofessi
onalt
eacherandmakea
ref
lect
ionofapr
ofessi
onalteacher.

References
Bi
lbao,PuritaP.,Corpuz,BrendaB.,Llagas,Avel
inaT.,Sal
andanan,Gl
ori
aC.
2018The TeachingPr
ofessi
on,Lori
marPubl i
shingI
nc.QuezonCi
ty
Casihan,Luvimil.
,Caibi
c,RosalinaA.,Li m,LourdesS. 2014.TheTeachi
ng
Prof
ession, Adr i
anaPubli
shingCo.Inc.QuezonCity