Big Picture in Focus: ULOc.

Extrapolate the characteristics of a

Global Teacher

Metalanguage

For you to demonstrate ULOc, you will need to have an operational

understanding of the following terms below.

1. Global society - the idea that people are completely integrated with each other. It's
not
that we don't have differences; it's that we all rely on the same community networks.

2. Cultural significance - Cultural significance means aesthetic, historic, scientific,

social or spiritual value for past, present or future generations. Cultural significance is
embodied in the place itself, its fabric, setting, use, associations, meanings, records,
related places and related objects. Places may have a range of values for different
individuals or groups individuals or groups

3. World-mindedness- a worldview in which one sees oneself connected to the world

community and feels a sense of responsibility for its members

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

I. BECOMING A GLOBAL TEACHER

A GLOBAL TEACHER:
▪ thinks and acts both locally and globally.
▪ has classroom management skills.
▪ makes content relevant and updated.
▪ has skills in critical thinking.
▪ uses technology in education.
▪ possess a deep understanding of multiculturalism and globalization
▪ has skills to collaborate with teams.
▪ brings the world into the classroom, school and community.
▪ continuously grow professionally.
Education and Teaching in the Era of Globalization
 Education today is clearly a global profession. More and more teachers are becoming
economically mobile, and spending time teaching in another country is a feature of numerous
international educational initiatives. There is evidence to suggest that these experiences can
help to broaden teachers’ horizons, develop their skills as well as improving the overall quality of
teaching in the country they are in.

In recognition of the globalized nature of todays’ societies, international initiatives on

teacher skills have tended to follow the 21st century The Global Teacher skills models outlined
earlier, with particular emphasis on ICT competencies (UNESCO 2017). In addition, there are
many examples of the promotion of what is seen as ‘good teaching’ that mention many of the
broader 21st century and softer skills outlined earlier. These include:
▪ enjoy communicating your understanding to others;
▪ have confidence;
▪ have great organizational skills;
▪ work effectively in groups;
▪ be able to deal with conflict;
▪ motivate your students to do their best;
▪ empathize with your students (Skills You Need 2018)
Steiner (1996), in her seminal work on the global teacher, saw this as
meaning a teacher who:
▪ is interested in and concerned about events and movements in the local, national and
global community;
▪ actively seeks to keep informed while also maintaining a skeptical stance towards their
sources of information;
▪ takes up a principled stand, and supports others who do so, against injustice and
inequalities;
▪ informs themselves about environmental issues as they impact upon their own and other
communities;
▪ values democratic processes as the best means for bringing about positive change, and
engages in some form of social action to support their beliefs

A more recent approach to what could be seen as the ‘globally-minded teacher’ appears in
Cogan and Grossman (2009: 251–252). They state that such a teacher should possess:

▪ the ability to work with others in a cooperative way and to take responsibility for his or
her own roles and duties within society;
▪ ability to understand, accept, and tolerate cultural differences;
▪ willingness to resolve conflict in a nonviolent manner;
▪ capacity to think in critical and systematic ways;
▪ command of problem-solving knowledge that can be implemented in
everyday life;
▪ willingness to change his or lifestyle and consumption habits to protect the environment;
▪ ability to look at and approach problems and issues as a member of the
global society

Global competence is further defined as being ‘multi-faceted and including cognitive

development, socio-emotional skills and civic learning’, with these key requirements:
▪ investigate the world beyond their immediate environment by examining issues of local,
global and cultural significance;
▪ recognize, understand and appreciate the perspectives and world views of others;
 ▪ take action for collective well-being and sustainable development both locally and
globally

There have also been numerous initiatives to equip teachers to develop

a global outlook and the skills to teach about the wider world:
▪ courses within the initial training of teachers that promote a sense of global awareness
and world-mindedness;
▪ professional development programs for teachers often run in partnership with NGOs;
▪ initiatives that are related to specific awards and forms of certification;
▪ skills development related to some form of international experience,
▪ be it study visit, exchange program or volunteering.

The inclusion of global skills within the initial training of teacher’s can
be seen in the following areas:
▪ training on purpose and role of teaching and its wider social purpose;
▪ content within specific training for subject based teachers, particularly geography,
sciences, citizenship/civics/social studies, religious education;
▪ specialist modules and courses, usually of an optional nature;
▪ courses that, whilst not explicitly aimed at training of teachers, are aimed at existing or
prospective teachers such as in undergraduate education degree courses and masters
level programs;
▪ short sessions introducing trainees to these concepts.

(Bourn, 2018; Altun, 2017)

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

Darliing-Hammond, L., Campbell, C. (2017). Empowered Educators: How High-Performing

Systems Shape Teaching Quality Around the World. John & Wiley Sons Incorporated
ISBN 9781119369608

Bourn, D. (2018). The Global Teacher. Understanding the Global Skills for 21st Century
Professions pp 163-200, https://doi.org/10.1007/978-3-319-97655-6_8

Altun, M. (2017). What Global Education Should Focus On. International Journal of Social
Sciences & Educational Studies, Vol.4, No.1, ISSN 2520-0968

Let’s Check

Activity 1. Self-check questions. Answer “agree” or “disagree” with the

statements that follow. (Adopted from Bilbao et.al, 2012)

___________1. A teacher has to earn a prestigious award to be labeled as a global teacher.

___________2. To become a global teacher, one should be fluent in English and in other
languages
__________3. A Filipino teacher cannot quality to teach in other countries because of the
differences in curriculum
__________4. To be globally competitive, teachers should develop competencies in the use of
technology
__________5. Global education provides the same standards for quality education worldwide.
__________6. Teachers who embrace global education, must have a good understanding for
the cultures of the learners.
__________7. For Filipino teachers, the NCBTS is the national standard that meets global
competencies.
__________8. Teachers in far flung schools cannot be considered global teachers.
__________9. Your curriculum in teacher education prepares you to be global teachers.
__________10. A global teacher has wider view of what education is all about.

Let’s Analyze

Activity 1. Now that you have a clear understanding of what it takes to be a global
teacher, answer the questions that follow. (Adopted from Bilbao et.al, 2012)

1. Can one be a global teacher without teaching abroad? Write your insights.

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2. What does “As a global teacher, act locally but think globally” mean?

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3. What are the challenges that a teacher might face in a multicultural classroom?

Elaborate each.

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In a Nutshell

Activity 1. Examine the educational system of a chosen country. Explain in a 500-word

essay the characteristics that makes it “global”.

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Q & A LIST

Now that you have gone through the lessons, you may list down your concerns and send it
directly via email following the format below.
email address: ctorrejos@umindanao.edu.ph

Do you have any question or clarification?

Questions/Issues Answers

1.

2.

3.

4.

5.

Big Picture B

Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:

a. Compare and contrast the laws that lead to the professionalization of teaching; and
b. Describe how the professional teacher conducts himself/herself in the practice of the
profession.
Big Picture in Focus: ULOa. Compare and contrast the laws that lead to
 the professionalization of teaching

Metalanguage

For you to demonstrate ULOa, you will need to have an operational

understanding of the following terms below. Note that these terms are based from the
definition of contents included in this unit.

1. Teaching- refers to the profession primarily concerned with the classroom

instruction, at the elementary and secondary levels, in accordance with the curriculum
prescribed by National Board of Education, whether on part-time or full-time basis in the
public or private schools. (PD 1006)

2. Teachers- refers to all persons engaged in teaching at the elementary and

secondary levels, whether on a full-time or part-time basis, including guidance
counselors, school librarians, industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools in the aforesaid
levels and legally qualified to practice teaching under this Decree. (PD 1006)

3. Board - refers to the National Board for Teachers duly constituted under this Decree.
(PD 1006)

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for week 4-5 of the course,
you need to fully understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these resources.
Thus, you are expected to utilize other books, research articles and other resources that are
available in the university’s library e.g. ebrary, search.proquest.com etc.

I. THE PROFESSIONALIZATION OF TEACHING

The following are the laws that lead to the professionalization of teaching in the
Philippines. Let’s take a close look at them and examine the similarities and differences among
these laws as reflected in the amendments done throughout.

A. PRESIDENTIAL DECREE 1006

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING

THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES.

WHEREAS, the Constitution provides that “All educational institutions shall be under the
supervision of; and subject to regulation by, the State”, and requires that “the State shall
establish and maintain a complete, adequate and integrated system of education relevant
to the goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has
adopted ways and means of overseeing all the educational institutions in the country;

WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring
that the educational institutions inculcate in the students love of the country, teach the duties of
citizenship, and develop moral character, personal discipline, and scientific, technological and
vocational efficiency;

WHEREAS, to implement these objectives, the institutions have relied upon their teachers
whose direct and continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;

WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in
the civil service sector alone more than 300,000 teachers deployed all over the country;

WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching profession;

WHEREAS, although teaching requires a number of years of collegiate study, it is the only
course that it is not yet considered a profession;

WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to

raise the morale of teachers, it is imperative that they be considered as professionals and
teaching be recognized as a profession.

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the

powers vested in me by the Constitution, do hereby decree and order:

Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be
given primary concern and attention by the government and shall be of the highest quality, and
strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino people
even as it seeks enrichment from adoptable ideas and practices of other people.

Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:

(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the
elementary and secondary levels, in accordance with the curriculum prescribed by National
Board of Education, whether on part-time or full-time basis in the public or private schools.

(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels,
whether on a full-time or part-time basis, including guidance counselors, school librarians,
industrial arts or vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and legally qualified to practice
teaching under this Decree.

(c) Board refers to the National Board for Teachers duly constituted under this Decree.
Section 4. Creation of the National Board for Teachers. There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:

1) Secretary of Education and Culture Co-Chairman

2) Chairman, Civil Service Commission
3) Commissioner, Professional Regulations Commission Member
4) Two members representing the private sector to be appointed by the President
Section 5. Powers and Duties. The Board shall have the following powers and duties:

(a) Appoint a set of examiners for every examination who will determine and prepare the
contents of the Board examination for teachers, hereinafter referred to as examination, in the
elementary and secondary levels of instruction, to be held at least once a year;

(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use the
buildings and facilities of public and private schools for examination purposes, approve
applications to take examination, and approve the release of examination results;

(c) Look from time to time into the conditions affecting the practice of the teaching profession,
adopt such measures as may be deemed proper for the enhancement of said profession, and/or
maintenance of the professional standards and ethics;

(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer
oaths;

(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their duties
and fix their compensation;

(f) Prescribe and collect examination and other fees as it may deem proper; and

(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as
may be necessary to carry into effect the purposes of this Decree.

Section 6. Qualification requirements for examination applicants. No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:

(a) Except those who have been engaged in teaching as herein defined for at least five years in
schools in the Philippines not organized exclusively for nationals of a foreign country at the time
of the effectivity of this Decree, the applicant must be a citizen of the Philippines;

(b) That he is of good moral character;

(c) That he is free from any physical and/or mental defect which will incapacitate him to render
efficient service; and

(d) That he possesses the following minimum educational qualifications:

1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary
Education (B.S.E.Ed.) or its equivalent;

2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with
a major and minor, or a Bachelor’s degree in Arts or Sciences with at least eighteen units in
professional education; and

3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in
the field of specialization with at least eighteen units in professional education.

All applications shall be filed with an office or offices designated by the Board, preferably the
offices of the Civil Service Commission and the Department of Education and Culture.

These offices shall screen and approve such applications and issue the corresponding permits
to take the examination to qualify applicants.

Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not be
disclosed until after the release of the results of the examination. They shall each receive as
compensation the sum of not less than P5.00 for each examinee as may be determined by
the Board but in no case shall each examiner receive more than P18,000 per examination.
Any examiner who is in the service of the Government shall receive the compensation herein
provided in addition to his salary.

Section 8. Scope of the examination. The examination shall consist of written tests, the
scope of which shall be determined by the Board, taking into consideration the teaching plan of
the schools legally constituted in the Philippines.

Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least 70
per cent in all subjects, with no rating below 50 per cent in any subject.

Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the
examination, unless extended by the latter.

Section 11. Issuance of Certificates. Teachers who have passed examinations given by the
Civil Service Commission or jointly by the Civil Service Commission and the Department of
Education and Culture shall be considered as having passed the board examinations for
teachers. The Board may consider their certificates of rating as certificates of eligibility or
issue an entirely new certificate upon registration of the teacher and payment of the
corresponding fees.

This provision shall likewise apply to those teachers who have permanent appointment
under the Magna Carta For Public School Teachers and all others who may be qualified for
registration as professional teachers under this Decree.

Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register
holders of Professional Teacher Certificate which registration shall evidence that the registrant
is entitled to all the rights and privileges of a Professional Teacher until and unless the
certificate is suspended or canceled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The
Board may, for reason of equity and justice, and upon proper application therefor, issue another
copy, original or duplicate, upon payment of the required fee, of a certificate which has been
revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be issued
subject to the rules of the Board.

Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of
the Board, effect the registration, without examination, of a teacher validly registered under the
laws of any foreign state or country; Provided, That the requirements for registration in said
foreign state or country are substantially the same as those required and contemplated by this
Decree, and the laws of such foreign state or country allow citizens of the Philippines to practice
the profession on the same basis and grant the same privileges as the citizens or subjects of
such foreign state or country; Provided finally, That the applicant shall submit competent and
conclusive documentary evidence, confirmed by the Department of Foreign Affairs, showing that
his country’s existing laws permit citizens of the Philippines to practice teaching profession
under the rules and regulations governing citizens thereof.

Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage
in teaching and/or act as a teacher as defined in this Decree, whether in the public or private
elementary or secondary school, unless he is holder of a Professional Teacher Certificate or is
considered a Professional Teacher under this Decree.

Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate of
another, or any person giving any false or forged evidence in order to obtain a Professional
Teacher Certificate or admission to an examination, or any person assuming himself as a
registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand
Pesos with subsidiary imprisonment or to suffer an imprisonment of not less than six
months nor more than two years, or both such fine and imprisonment at the discretion of the
Court.

Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders,
rules and regulations or parts thereof inconsistent with the provisions of this Decree are hereby
repealed or modified accordingly.

Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is
declared unconstitutional by a competent court, other provisions shall not be affected thereby.

Section 19. Effectivity. This Decree shall take effect January 1, 1977.

B. REPUBLIC ACT 7836

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF

THEPRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING ALICENSURE
EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.

ARTICLE I
 TITLE
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-
building and development through a responsible and literate citizenry. Towards this end,
the State shall ensure and promote quality education by proper supervision and regulation of
the licensure examination and professionalization of the practice of the teaching profession.

Sec. 3. Objectives. — This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the
teaching profession; and
(b) The supervision and regulation of the licensure examination.

Sec. 4. Definition of Terms. — For purposes of this Act, the following terms
shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, Culture and Sports, whether on part-time or full-time basis in the
private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis, including industrial arts or vocational teachers
and all other persons performing supervisory and/or administrative functions in all schools in the
aforesaid levels and qualified to practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted
under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.

ARTICLE II
BOARD FOR PROFESSIONAL TEACHERS

Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a
Board for Professional Teachers, hereinafter called the Board, a collegial body under the
general supervision and administrative control of the Professional Regulation Commission,
hereinafter referred to as the Commission, composed of five (5) members who shall be
appointed by the President of the Philippines from among the recommendees chosen by the
Commission. The recommendees shall be chosen from the list of nominees selected by the
accredited association of teachers, who duly possess all the qualifications prescribed in Section
8 of this Act. The chairman and the voice-chairman of the Board shall be appointed from these
five (5) members by the President: Provided, That the members of the first Board appointed
under this Act shall be automatically registered as professional teachers and issued with the
certificate of registration and professional license upon payment of the fees for examination,
registration, and other fees prescribed by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and
functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the
provisions of this Act in accordance with the charter of the Professional Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors,
proctors, and other personnel as needed who shall be entitled to a daily allowance to be fixed
by the Board for every examination day actually attended, use buildings and facilities of public
or private schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the
teaching profession. Such ethical standards, rules and regulations to take effect sixty (60) days
after its publication in the Official Gazette or in any newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers in
the Philippines;
(h) Adopt an official seal of the Board;
(i) Look into the conditions affecting the practice of the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement and
maintenance of high professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education comply
with the essential requirements for curricula, faculty and facilities for the elementary and
secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and professional
standards for professional teachers as it may come to the knowledge of the Board, and for this
purpose, to issue subpoena and subpoena duces tecum to secure the appearance of witnesses
and the production of documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem necessary for the
practice of the teaching profession and the upgrading, enhancement, development and growth
of education in the Philippines.

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3)
years from the date they assume office: Provided, That the first appointees to the Board under
this Act shall hold office according to the following terms: one (1) member shall serve for one (1)
year; one (1) member for two (2) years; the chairman, vice-chairman, and one (1) member for
three (3) years. Vacancies shall be served for the unexpired term only. No person who has
served for two (2) consecutive terms shall be eligible for reappointment. Appointment to fill an
unexpired term shall be considered an appointment to a complete term. The chairman or any
member shall take his oath of office prior to the performance of his duties.
Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:
(a) Be a citizen and resident of the Philippines;
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral
values in his personal as well as professional conduct and has not been convicted of any
offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in and preferably a
holder of a master's or doctorate degree in education, or their equivalents, from a university,
school, college, academy or institute duly constituted, recognized and/or accredited by the
Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional
license, save those members who shall compose the first Board for Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for at least
ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any university,
college, school, or institution conferring a bachelor's degree in education or its equivalents for at
least three (3) years prior to his appointment, and neither connected with a review center or with
any group or association where review classes or lectures in preparation for the licensure
examination are offered or conducted. Provided, however, That, the membership to the Board
shall be evenly distributed to cover all levels of education, including equitable representation of
the different fields of specialization.

Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the
Board shall receive compensation comparable to the compensation received by existing
regulatory boards under the Professional Regulation Commission, computed on the basis of the
number of examinees/candidates.

Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be
under the supervision and control of the Commission. All records, including applications for
examination, examination papers and results, minutes of deliberation, administrative cases and
investigative cases and investigations involving professional teachers shall be kept by the
Commission.

Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission,
through its chairman, shall provide the secretariat and other support services to implement
effectively the provisions of this Act.

Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may be
removed by the President of the Philippines upon recommendation of the Commission for
neglect of duty, incompetence, unprofessional, unethical, immoral or dishonorable conduct,
commission or toleration of irregularities in the examination, after having been given the
opportunity to defend himself in a proper administrative investigation. In the course of
investigation, the President may preventively suspend the respondent.

ARTICLE III
EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as otherwise
specifically allowed under the provisions of this Act, all applicants for registration as professional
teachers shall be required to undergo a written examination which shall be given at least once a
year in such places and dates as the Board may determine upon approval by the Commission.
A valid certificate of registration and a valid professional license from the Commission are
required before any person is allowed to practice as a professional teacher in the Philippines,
except as otherwise allowed under this Act.

Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school
teachers shall be separate. The examination for teachers in the elementary level shall consist of
two (2) parts, namely: professional education and general education. The examination for
teachers in the secondary level shall consist of three (3) parts, namely: professional education,
general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the
following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in
the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses
the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education
(BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with
a major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in
professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.

Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred
twenty (120) days after the examination, report the ratings obtained by each candidate to the
Professional Regulation Commission for approval and appropriate action.

Sec. 17. Issuance of Certificate of Registration and Professional License. — The

registration of a professional teacher commences from the date his name is enrolled in the
roster of professional teachers. Every registrant who has satisfactorily met all the requirements
specified in this Act shall, upon payment of the registration fee, be issued a certificate of
registration as a professional teacher bearing the full name of the registrant with serial number
and date of issuance signed by the chairman of the Commission and the chairman, vice-
chairman, and members of the Board, stamped with the official seal, as evidence that the
person named therein is entitled to practice the profession with all the rights and privileges
appurtenant thereto. The certificate shall remain in full force and effect until withdrawn,
suspended and/or revoked in accordance with law. A professional license signed by the
chairman of the Commission and bearing the registration number and date of issuance thereof
and the month of expiry or renewability shall likewise be issued to every registrant who has paid
the annual registration fees for three (3) consecutive years. This license shall serve as evidence
that the licensee can lawfully practice his profession until the expiration of its validity.

Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional
oath before practicing as a professional teacher.

Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional

growth and development and to provide additional basis for merit promotion, in addition to their
performance rating, teachers may take an oral and written examination at least once in five (5)
years as basis for merit promotion. In taking this examination, no fee shall be required.

Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time. Should he or
she fail to pass the merit examination for the second time, then he or she shall be required to
take a DECS accredited refresher course or program before being allowed to retake the
examination. Failure of any permanent teacher to pass the merit examination shall not,
however, be used as a ground for his/her dismissal or demotion.

Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board. Similar incentives shall be
given to teachers who make inventions, develop new methods of teaching, write a book or
books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be
integrated into one national organization which shall be recognized by the Board and the
Commission as the one and only integrated and accredited association of professional teachers.
Upon registration with the Board, every professional teacher shall be encouraged to become a
member of the integrated national organization. Those who have been registered with the Board
but are not members of the said integrated organization shall be allowed to register as members
of the said integrated organization within three (3) years after the effectivity of this Act.
Membership in the integrated organization shall not be a bar to membership in other
associations of the teaching profession. The professional teachers shall receive the benefits and
privileges appurtenant to their membership in the said integrated and accredited organization of
professional teachers only upon payment of the required membership fees and dues.

Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of
the Teaching Profession, and Cancellation of Temporary or Special Permit. — The Board
shall have the power, after due notice and hearing, to suspend or revoke the certificate of
registration of any registrant, to reprimand or to cancel the temporary/special permit of a holder
thereof who is exempt from registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of
the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of
the Board and the Commission, and the code of ethical and professional standards for
professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission. The decision of the
Board to revoke or suspend a certificate may be appealed to the regional trial court of the place
where the Board holds office within fifteen (15) days from receipt of the said decision or of the
denial of the motion for reconsideration filed in due time.

Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted

to the examination, or be given a certificate of registration or be entitled to any of the rights and
privileges provided under this Act; unless the country or state of which he is a subject permits
Filipino professional teachers to practice within its territorial limits on the same basis as subjects
or citizens of said country or state: Provided, that the requirements of certification of teachers
with said foreign state or country are substantially the same as those required and contemplated
under this Act: Provided, further, That the laws of such state or country grant the same privilege
to Filipino professional teachers on the same basis as the subject or citizens of such foreign
country or state.

Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the
names and addresses of professional teachers, date of registration or issuance of certificate,
and other data which in the opinion of the Board may appear pertinent shall be maintained.
Copies of the roster shall be provided by the Commission to the Board, the Department of
Education, Culture and Sports, and the integrated and accredited organization of professional
teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no
person shall engage in teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless he is a duly registered
professional teacher, and a holder of a valid certificate of registration and a valid professional
license or a holder of a valid special/temporary permit. Upon approval of the application and
payment of the prescribed fees, the certificate of registration and professional license as a
professional teacher shall be issued without examination as required in this Act to a qualified
applicant, who at the time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to
wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder of
Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a
master's degree in education or its equivalent. Provided, that they shall be given two (2) years
from the organization of the Board for professional teachers within which to register and be
included in the roster of professional teachers: Provided, further, that those incumbent teachers
who are not qualified to register without examination under this Act or who, albeit qualified, were
unable to register within the two-year period shall be issued a five-year temporary or special
permit from the time the Board is organized within which to register after passing the
examination and complying with the requirements provided this Act and be included in the roster
of professional teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as such, shall be
issued by the Board a special or temporary permit, and shall be assigned by the Department of
Education, Culture and Sports (DECS) to schools as it may determine under the circumstances.

ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise
allowed under this Act, no person shall practice or offer to practice the teaching profession in
the Philippines or be appointed as teacher to any position calling for a teaching position without
having previously obtained a valid certificate of registration and a valid professional license from
the Commission.

Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five
thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the
discretion of the court:
(a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration that of
another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any
member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any
title or description tending to convey or conveys the impression that he is a teacher without
holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act. The
penalty of fine or imprisonment or both, as provided in this section, shall also apply to any
school official who shall cause or be responsible for the commission of any of the above-
enumerated acts.

Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this
Act shall be included in the 1996 General Appropriations Act and thereafter.

Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60) days of
its approval. The Board shall submit to both Committees on Education, Arts, and Culture; and
the Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days after its
promulgation. Any violation of this section shall render the official/s concerned liable under
Republic Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for
Public Officials and Employees" and other pertinent administrative and/or penal laws.

Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector
not otherwise certified as professional teachers by virtue of this Act, shall be given (5) years
temporary certificates from the time the Board for Professional Teachers is organized within
which to qualify as required by this Act and be included in the roster of professionals. Provided,
however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and
Sports for the year 1995.

Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.

Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.

C. REPUBLIC ACT 9293

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-

EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take
the examination unless, on the date of filing of the application, he shall have complied with the
following requirements:

“(e) A graduate of a school, college or university recognized by the government and possesses
the minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its
equivalent;

(2) For teachers in the elementary grades, a bachelor’s degree in elementary education
(BSEED) or its equivalent;

(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with
a major and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in
professional education; and

(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.”

SEC 2. Section 26 of the same Act is hereby amended to read as follows:

“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or secondary
level, unless the person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid special/temporary
permit.

Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006.

Professional teachers who have not practiced their profession for the past five (5) years
shall take at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, or the equivalent training and number of hours,
to be chosen from a list of courses to be provided by the Board and the Department of
Education, before they can be allowed to practice their profession in the country.

Those who have failed the licensure examination for professional teachers, with a rating
of not lower than five percentage points from the passing general average rating, shall be
eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable
for a non-extendible period of two (2) years. The para-teachers shall be assigned to areas
where there is a shortage or absence of a professional teacher, as identified and provided by
the Department of Education and the Autonomous Region for Muslim Mindanao (ARMM)
education department to the Board for professional teachers and to the Commission. The
special permit shall indicate the area of assignment of the para-teacher.

A special permit may also be issued by the Board to a person who has excelled and
gained international recognition and is a widely acknowledged expert in his or her respective
field of specialization.”

SEC 3. Section 31 of the same Act is hereby amended to read as follows:

“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5)
years, issued to para-teachers by the Board for Professio
nal Teachers before the effectivity of this Act shall be allowed to expire based on the period
granted therein: Provided, That only special permits with a validity of three (3) years may be
renewed upon expiration for a non-extendible period of two (2) years.”

SEC 4. References to the term “Department of Education, Culture and Sports”, in section
4 (a) and section 25, and the term “DECS” in section 20, of the same Act, are hereby
amended to read as “Department of Education” and “DepEd”, respectively.

SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.

SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and
regulations, and other issuances which are inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.

SEC 7. Effectivity. – This Act shall take effect upon approval.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

Darliing-Hammond, L., Campbell, C. (2017). Empowered Educators: How High-Performing

Systems Shape Teaching Quality Around the World. John & Wiley Sons Incorporated
ISBN 9781119369608

Symeonidis, V. (2015). The Status of Teachers and The Teaching Profession: A Study of
Education Union Perspectives. Education International Research Institute

Popkewitz, T. (1994). PROFESSIONALIZATION IN TEACHING AND TEACHER EDUCATION:

SOME NOTES ON ITS HISTORY, IDEOLOGY, AND POTENTIAL. Teaching and Teacher
Education, Vol.10, N0.1, pp 1-14,1994
Let’s Check
Activity 1. Answer the following questions that follow about the laws that
professionalized teaching in the Philippines. (Adopted from Bilbao et.al, 2012)

1.What amendments to RA 7836 were made by RA 9293 on the following:

a. number of units in professional education required of non-education graduates

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b. registration of those engaged in teaching without examination

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c. required rating for para-teachers

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2. Other than para-teachers, who else are entitled to a special permit?

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3. What is required for teachers covered by Sec.26 of RA 9293 who have not practiced
their profession for the past five years?

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4. Who are qualified for the issuance of a license without examination?

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Let’s Analyze
Activity 1. Compare PD 1006 and RA 7836 along the following then give your own
observations. (Adopted Bilbao et.al, 2012)

Item PD 1006 RA 7836 Observation

1. Definition of
Teacher

2. Teacher’s
Examination

a.) Scope

b.) Qualification
Requirements for
Examinees
c.) Rating

d.) Report of
Results

3. National Board
for Teacher
4. The Board of
Professional
Teacher

5. Cause of
revocation of
Certificate/ license

In a Nutshell
Activity 1. Look closely at the current practices in relation to teaching as a profession in
the Philippines. Come up with a 300-word analysis report about how the laws stipulated
are being followed or not.
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 Q & A LIST

Now that you have gone through the lessons, you may list down your concerns and send it
directly via email following the format below.
email address: ctorrejos@umindanao.edu.ph

Do you have any question or clarification?

Questions/Issues Answers

1.

2.

3.

4.

5.