PROPOSED NEW TEACHER

EDUCATION CURRICULUM

CHED Technical Panel on Teacher Education

Zonal Public Hearings
 BACKGROUND
• Curriculum defined in
CHED Memo No. 11
(S. 1999) finished
one cycle in 2003
• Opportune time to re-
assess the pre-service
teacher education
curriculum
 BACKGROUND
External Environment
RBEC • Revised Basic Education
Curriculum (2002) which
requires a new range of
teaching-learning skills
• Changing character of
student learners
• Changing global standards
and definitions of teaching
competence
• Constantly changing
demands on the teacher
 Curriculum Review Process
• Comparison of current curriculum courses and
structure with international benchmarks.
• Summary of results of previous studies
reviewing the effectiveness and efficiency of
current curriculum.
• Assessment of the current curriculum compared
with alternative pre-service schemes (CITE; 18
unit teacher’s certificate).
• Assessment of adequacy of curriculum in terms
of developing required skills for DepEd RBEC
and other needs in the field.
 Key Discussion Points
• There is an over-supply of pre-service teacher
education graduates, many of whom do not
have the requisite skills to become good
teachers.
• There are too many teacher education
institutions and many that do not comply with
minimum requirements.
• The profile of students who enter the pre-
service teacher education programs is below
average.
 Key Discussion Points
• The average TEI graduate has weak basic
communication, literacy, quantitative skills, and
higher order thinking skills.
• The typical TEI graduate has a limited range of
teaching-learning approaches/strategies (e.g.,
unable to implement RBEC).
• The typical TEI graduate has quite poor skills
for assessing student learning assessment.
• The typical TEI graduate has naïve or poor
understanding of the learning process among
students.
 Key Discussion Points
• The typical TEI graduate has a
compartmentalized knowledge about the
theories-methods-practices of teaching.
• The typical TEI graduate has below average
content knowledge, especially in science and
mathematics.
• The typical TEI graduate does not have
enough experiential training to allow for
effective transition into classroom situation.
• The typical TEI graduate cannot easily adopt
new educational concepts and processes.
 Key Discussion Points
• Many TEI graduates perceive some curriculum
elements to be either irrelevant to their
preparation for actual teaching.
• Some of the required professional education
courses are not required in other countries.
• Some of the content of professional education
courses are very outdated and are no longer
required in other countries.
• The typical delivery system and curricular
structure for pre-service teacher education is
lagging behind global standards.
 Proposed Objectives
The revised teacher education curriculum shall
develop teachers who:
1 have a deep understanding of the learning
processes of students and the various factors
that shape this process;
2 can facilitate learning of diverse types of
learners, in diverse types of learning
environments, using a wide range of teaching
knowledge, skills, and values, including
educational assessment;
 Proposed Objectives
The revised teacher education curriculum shall
develop teachers who:
3 can adjust & be flexible in designing & im-
plementing curricula & learning environments for
different students, & in different contexts;
4 have a deep understanding of the subject matter
they will teach;
5 can critically reflect on the relationships among
their teaching practices, the learning needs, goals
& processes of the students, & the various
contexts of the teaching-learning process;
 Proposed Objectives
The revised teacher education curriculum shall
develop teachers who:
6 are professional and ethical in the conduct of
their responsibilities and in dealing with all
the stakeholders of the educational process;
7 are willing and capable to continue to acquire
& utilize new knowledge about teaching
processes and technologies in order to better
fulfill their mission as a teacher.
 Proposed Principles
The following principles were considered in the
design of the curriculum, & shall guide its
implementation. The curriculum should:
1 ensure that all students have the basic and
higher level literacy, communication,
numeracy, critical thinking, learning skills
needed for higher learning;
2 help all students to develop a deep and
principled understanding of the learning
processes and the role of the teacher in
facilitating these processes in their students;
 Proposed Principles
The following principles were considered in the
design of the curriculum, & shall guide its
implementation. The curriculum should:
3 help all students to develop a deep and
principles understanding of how educational
processes relate to larger historical, social,
cultural and politic processes;
4 ensure that all students develop a meaningful
and comprehensive knowledge of the subject
matter they will teach;
 Proposed Principles
The following principles were considered in the
design of the curriculum, & shall guide its
implementation. The curriculum should:
5 help all students acquire a wide range of teaching
process skills (including curriculum development, lesson
planning, materials development, educational
assessment, teaching approaches, and the use of
educational technology):
6 provide all students sustained, direct experience
in the field/classroom throughout the curriculum
(e.g., classroom observations, teaching assistance,
practice teaching):
 Proposed Principles
The curriculum should:
7 ensure that all students constantly reflect on the
relationships among the teaching process skills,
the learning processes in students, the nature of
the content/subject matter, & the broader social
forces encumbering the school & educational
processes; and
8 should be implemented and administered by
teacher educators who have a deep and principled
understanding of learner-centered principles as
they apply to the development of future teachers.
Key Features of Proposed Curriculum
• Focuses on development of cognitive and
affective processes and competencies;
• Enhanced General Education requirements;
• Professional education requirements are
designed to be integrated;
• Theoretical knowledge focuses on student
learning and situated nature of teaching
processes;
• Methodological knowledge emphasize wide
options for facilitating student learning;
Key Features of Proposed Curriculum
• Experiential courses spread over most
curriculum and is integrated with theoretical
and methodological courses;
• Specialization courses for BSE increased to 63
units for a major;
• Content courses for BSE increased to 63 units
spread over major learning areas;
• Sets higher minimum requirements for TEI’s
to offer program (e.b., educational
technology lab; effective relationship with lab
school or equivalent)
Summary of Proposed BSE Curriculum
• General Education - 63 units
• Professional Education - 57 units
– Theory/Concepts : 12 units
– Methods/Strategies: 24 units
– Field Study: 18 units
– Special Topics: 3 units
• Specialization/Major - 63 units
TOTAL 183 units
Summary of Proposed BEE Curriculum
• General Education - 63 units
• Professional Education - 57 units
• Subject Matter/Content - 63 units
– Mathematics : 12 units
– Science: 12 units
– English: 12 units
– Filipino: 9 units
– Social Studies: 9 units
– Values Education: 3 units
– PHEM 3 units
– THE 3 units
TOTAL 183 units
 Professional Education Courses
• Human Development: Basic course
on human development focusing on
current research & theory on the
biological, cognitive, linguistic, social
and emotional dimensions of
development and the factors that
affect the progress of development.
• Theories of Learning: Introduction to
contemporary theories and research
on learning with emphasis on the
cognitive, metacognitive,
motivational, socio-cultural, and
individual difference factors in
acquisition of knowledge.
Professional Education Courses
The Social Dimensions of Education
• Introduction to the historical, social,
cultural, political & economic
dimensions of educational processes.
Teaching Profession
• The course deals with the teacher as an
individual, classroom teacher,
community teacher & global teacher.
This emphasizes professionalization to
cover teachers’ status and levels of
professional rewards and
professionalism to improve
competencies.
 Professional Education Courses
Principles of Teaching I : The course introduces
prospective teachers to the nature of
teaching. It deals specifically with the
principles of effective instruction & the
concomitant processes involved; instructional
planning & actual teaching. The course is a
blend of theoretical information & selected
matching actual experiences.
Principles of Teaching II : The course introduces
prospective secondary & elementary teachers
with knowledge & understanding of the
subject area which include: foundation
disciplines, structural components, & models
of teaching & assessment strategies. These
will provide the student with the theoretical
underpinnings in teaching & develop
concepts, skills, attitudes, values related to
the subject area.
Professional Education Courses
Assessment of Student Learning I
• Focuses on the development and utilization
of assessment tools to improve the
teaching-learning process. Emphasis is
given on the use of teaching for measuring
knowledge and thinking skills.
Assessment of Student Learning II
• Focuses on the development and utilization
of alternative forms of assessment in
measuring authentic learning. Emphasis is
given on how to assess process – and –
product- oriented learning targets at well as
effective learning. Students will experience
how to develop rubrics for performance –
based and portfolio assessment.
 Professional Education Courses
Educational Technology I
• Focuses on the application of
research findings in the design,
development, implementation,
and evaluation of instruction.
Educational Technology II
• The course is designed to
support the use of information
technology in teaching and
learning. It introduces
innovative technologies to
facilitate and foster meaningful,
effective learning practices
Professional Education Courses
Curriculum Development
• The course is intended to introduce
the education students to effective
curriculum design and assessment.
The course topics include
curriculum models, principles and
approaches in designing, delivering
and assessing the curriculum
Developmental Reading
• A course to develop the teacher as
reader and the reader as teacher in
the light of the constructivist
perspective
 Professional Education Courses
Field Study & Practice Teaching
• A series of courses intended to
provide students with experiences
in actual school environments.
The experiences will begin with
field observation and gradually
intensify until students undertake
practice teaching. The early field
experiences will be designed to
allow students to explore the
concepts and skills they learn in
the classroom as they operate in
the actual school setting.
Professional Education Courses
Special Topics
• Seminars focused on specific
issues, problems, strategies, and
other concerns that might be
relevant in the prospective
teachers developments.
• Sample topics:
– Teaching Multigrade Classes
– Environmental Education
– Teaching Multicultural Classrooms
– Integrative Teaching Strategies
– Collaborative Learning
– Use of Popular Media in Teaching
– Topics on Distance Learning
 Other Consideration
• Faculty development (professional
education & specialization courses)
• Availability of textbooks/references
• Upgrading library/learning resources
• Upgrading educational technology
laboratory
• Establish stronger linkage with field
study site (i.e., laboratory school,
partner school, etc.)
• Higher number of required units will
require restructuring of distribution
over 4-year or 5-year period
 Conclusion
• Teachers are most critical factors in educational
reform and improvement.
• Teacher education institutions and the teacher
education curriculum have to undergo significant
changes if they aim to produce teachers who will
be powerful agents of educational change.
• Whenever major changes are underway, the
sectors concerned have to converge their efforts
and resources in preparing for the significant
changes that need to take place.