Quality Teacher Education

Manila Bulletin, January 25, 2009 | Go to article overview

Quality Teacher Education


TODAY, government, teacher education institutions, and professional organizations are responding to an urgent call for an improved, relevant, and modern teaching-learning environment that can ensure a timely transformation toward much-needed educational reforms. With the advent of new information and communication technologies, a renewed concern for cultural and moral values, and the tremendous influence of media and other products brought about by internationalization, a reshaping of teachers' personal and professional lives necessitates measures whose impact can go beyond the traditional educational basics.

Some reform initiatives that are intended to enable teachers to cope with the demands of a global society are now being recognized.

I. Commission on Higher Education

A. On Curriculum

CHED issued Memorandum Order No. 30, series 2004, known as the "Revised Policies and Standards for Undergraduate Teacher Education Curriculum" aimed at assisting teacher education institutions (TEIs) with the following features: 1.) For BSE and BEE there is an increase in the number of units from an average of 150 to 174; 2.) an extended exposure to actual teaching-learning situations by requiring Field Study courses (one unit each) from the second year for a total of 6 units plus a 6-unit practicum; 3.) requirement of Masteral or Doctoral degrees for the faculty, and 4.) implementation of continuing professional development programs.

B. Creation of a Technical Panel for Teacher Education

The panel recommends policies, standards, and guidelines for implementing and monitoring programs and projects. A board provides technical assistance to the Commission and higher institutions in planning and developing suitable programs.

C. Recognition of Centers of Excellence and Centers of Development

RA 7722 mandates the establishment of COEs and CODs which serve as "catalysts" toward the development of exemplar programs to serve as models for other schools in the region.

D. CHED strictly monitors, regulates, and rationalizes the pre-service education systems as to their compliance in 1.) implementing the prescribed curriculum, 2.) maintaining a high level teacher profile, and 3.) providing modern facilities and instructional resources.

II. Department of Education

A. Implementation of a program called Teacher Education Development Program (TEDP) which serves as the roadmap to build a partnership among CHED, TEIs, and the Professional Regulation Commission (PRC), thus strengthening the modes of planning, developing, and improving teacher education programs that will raise the knowledge and skills level of basic education teachers.

A key element of the program is called the National Competency-Based Teacher Standards (NCBTS) which is a framework consisting of the following domains based on the core values of Filipino teachers and on principles of effective teaching and learning: 1.) Social Regard for Learning, 2.) The Learning Environment, 3.) Diversity of Learners, 4.) Curriculum, 5.) Planning, Assessing and Reporting, 6.) Community Linkages, and 7.) Personal Growth and Professional Development. The performance indicators for each domain are included.

B. Creation of a Teacher Education Council presided by the Secretary of Education. TEC is introducing the Teacher Induction Project intended to assist beginning teachers (1-3 years) gain a smooth entry into the teaching world, being tried in schools nationwide.

C. National Upgrading of proficiency in teaching Science and Math in public and private schools, now being undertaken by identified National Training Centers located in the different educational regions. …

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