College of Teacher Education

GED 412 – Course Syllabus

COURSE INFORMATION
1. Course Number : GED 412
2. Course Name : The Teaching Profession
3. Course Description : This course deals with the teacher as individual, classroom teacher,
community teacher and global teacher. This emphasizes professionalization to
cover teacher’s status and levels of professional rewards & professionalism to
improve competencies. This talks about the intricacies of teaching and about
teaching both as a mission, a vocation, and a profession.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class schedule : 6 hours per week
8. Program Educational Objectives (PEO) of BEED/BSED:
Three to five years after graduation, the BEED/BSED graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development,
teaching approaches, and ethical considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and trainings.

9. Student Outcomes (SO) of BEED/BSED and their links to PEO

PEO
Upon graduation, the BEED/BSED students are expected to:
A B C D

 SO a* Articulate the relation of education to larger historical, socio-cultural, philosophical,


psychological and political processes.
 SO b* Facilitate learning using a wide range of teaching methodologies in various types of

environment.
 SO c* Develop innovative teaching approaches for diverse learners.

 SO d* Apply skills in curriculum development, lesson planning, materials development,

instructional delivery and educational assessment with the integration of ICT.
 SO e* Demonstrate basic and higher levels of thinking skills in planning, assessing and
 
reporting.
 SO f* Practice professional and ethical teaching standards to respond to the demands of the
 
community.
 SO g* Pursue life-long learning for personal and professional growth.

Note: * SO being addressed in this course

10. Course Outcomes (CO) of EDUC109 and their links to SO

SO
Upon completion of the course, the BEED/BSED students are expected
to:
A b c d e f g
CO 1 Define roles of teachers as an individual, classroom managers and I I I I I
the community.
CO2 Explain the values of a professional teacher. I I I I

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 College of Teacher Education
GED 412 – Course Syllabus

CO3 Examine education and teacher-related laws. I I I I

Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

PPST’s domains, strands, and indicators targeted in this course

Course Outcomes Domain Strand Indicators for Beginning

Teachers

CO 1 Define roles of Domain 7. Strand 7.1 Philosophy of 7.1.1 Articulate a personal

teachers as an individual, Personal teaching philosophy of teaching that
classroom managers and Growth and is learner-centered.
the community. Professional
Development Strand 7.2 Dignity of 7.2.1 Demonstrate
teaching as a profession behaviors that uphold the
CO2 Explain the values of a dignity of teaching as a
professional teacher. profession by exhibiting
qualities such as caring
attitude, respect and
integrity.
CO3 Examine education
and teacher-related laws. Strand 7.3 Professional 7.3.1 Seek opportunities to
links with colleagues establish professional links
with colleagues.

Strand 7.4 Professional 7.4.1 Demonstrate an

reflection and learning to understanding of how
improve practice professional reflection and
learning can be used to
improve practice.

Strand 7.5 7.5.1 Demonstrate

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

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GED 412 – Course Syllabus

1. Demonstrate updated and deep

knowledge of the subject matter
Vision: By 2022, a globally recognized they teach.
institution providing quality, affordable
2. Apply a wide range of teaching
and open education
process skills particularly on lesson
planning, materialsProgram Educational Objectives (PEO)
development,
Mission: Provide a dynamic and
supportive academic environment through approaches and ethical
the highest standards of instruction, considerations.
research and extension in a non-sectarian 3. Demonstrate ethical
institution committed to democratizing responsibility in the teaching
access to education.
profession.
4. Engage in continuing
Values: Excellence, Integrity, Honesty,
Innovation, Teamwork professional education and
trainings.
Core Competency: “Quality,
affordable open education

1. Define roles of teachers as an individual,

classroom managers and the community.
a. Articulate the relation of education to larger historical, socio-cultural,
Course Outcomes
2. Explain the values of a professional teacher. (CO)
philosophical, psychological and political processes.
b. Facilitate learning using a wide range of teaching methodologies in
3 Examine education and teacher-related
various types of environment.
c. Develop innovative teaching approaches for diverse learners.
laws.
Student Outcomes (SO)
d. Apply skills in curriculum development, lesson planning, materials
development, instructional delivery and educational assessment with
the integration of ICT.
e. Demonstrate basic and higher levels of thinking skills in planning,
assessing and reporting.
f. Practice professional and ethical teaching standards to respond to the
demands of the community.
g. Pursue life-long learning for personal and professional growth.

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 College of Teacher Education
GED 412 – Course Syllabus

CO and Assessment task alignment

Assessment Task
CO Theory-based Practice-based Assessment Coverage
Schedule
1. Define roles of teachers Multiple Choice Short essay First Exam Part 1: Chapters 1-3
as an individual, as Questions
classroom managers and in
the community.
2. Explain the values of a Multiple Choice Demonstration Second Exam Part 2: Chapters 4-5
professional teacher. Questions

Multiple Choice Classroom Third Exam Part 3: Chapter 6

3. Examine education and Questions Situation
teacher-related laws. Analysis

*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice Questions

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GED 412 – Course Syllabus

Assessment Task Details (Theory-based)

Assessment Coverage Assessment Task Details

Schedule
First Exam Part 1: Chapters 1-3 Multiple Choice You are expected to formulate your own philosophy of education and apply it in
Questions real-life teaching. Likewise, you are to differentiate teaching as a vocation, mission
(70% of the exam) and a profession. This assessment task shall include Chapter 1 which focuses on
teachers as persons in the Society. Chapter 2, on the other hand, focuses more on
the NCBTS and the 21st century teachers. Likewise, Chapter 3 centers on the
becoming a global teacher. Here, multiculturalism, teacher exchange programs,
and educational technologies that relate to teaching are further discussed.
Second Part 2: Chapters 4-5 Multiple Choice You are expected to demonstrate deep knowledge on the basic laws on the
Exam Questions professionalization of teaching such as Presidential Decree No. 1006, Republic Act.
(70% of the exam) No. 7836, Republic Act No. 9293 and the Code of Ethics for Professional Teachers.
You are to exude characteristics and attitudes that are in-line with the code of
ethics exemplifying values worthy of emulation.
Third Exam Part 3: Chapter 6 Multiple Choice You are expected to be knowledgeable on the education and teacher-related laws.
Questions Example of which is the 1987 Constitution, Republic Act 4670 (Magna Carta for
(70% of the exam) Public School Teachers), Batas Pambansa Blg. 232, Republic Act No. 9155
(Governance of Basic Education Act), Family Code of the Philippines, Republic Act
No. 7610, Republic Act No. 7877 (Anti-Sexual Harrassment Act), Republic Act. No.
8980, Republic Act No. 10157, UNESCO and the historical perspective of the
Philippine Educational System.
Final Exam Chapters 1-6 Multiple Choice This assessment task is designed for you to demonstrate a comprehensive
Questions understanding of the philosophy, values, and teacher-related laws that give a
significant impact on you being a future educator.

Assessment Task Details (Practice/Performance-based)

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GED 412 – Course Syllabus

Assessment Coverage Assessment Task Details

Schedule
First Exam Part 1: Chapters 1-3 Short essay  In this task, you are required to summarize at least (7) philosophies of education and draw
(30% of the exam) their implications to teaching and learning.
 After which, you are to make an essay inculcating your own formulated philosophy of
education.
 You are expected to integrate your own formulated philosophy of education to the real-
classroom setting.
 The short essay will be on-the-spot and should only be written in the front page of the
examination booklet or bond paper.

 You will be graded according to the following criteria (see rubric attached):
1. Depth of analysis (30 points)
2. Coherence of arguments (30 points)
3. Link to real-life classroom setting (30 points)
4. Academic literacy (10 points)

Second Exam Part 2: Chapter 4-5 Demonstration  The purpose of this task is for you to apply your knowledge of the basic laws on the
(30% of the exam) professionalization of teaching and the code of ethics for professional teacher.
 You are required to demonstrate a real-life situation where violations in the code of ethics
are illustrated. You have to find solutions to the said violations basing it on RA 7836 and the
Code of ethics for Professional Teachers.
 Each group will only be given 10 minutes to demonstrate real-life situations.

 You will be graded according to the following criteria (see rubric attached):
1. Understanding of the code of ethics and professionalization of teaching (40 points)
2. Organization of the demonstration (40 points)
3. Delivery and Articulation (20 points)

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GED 412 – Course Syllabus

Assessment Task Details (Practice/Performance-based)

Assessment Coverage Assessment Task Details

Schedule
Third Exam Part 3: Chapters 6 Classroom  The class will be divided into five.
Situation Analysis  Each group will be assigned one teacher-related law:
(30% of the exam)  RA 4670
 BP 232
 RA 7610
 RA 7877
 RA 8980
 RA 10157
 Each group will be asked to provide a situation in essay format that shows violations
in any of the teacher-related law stipulated above.
 These violations should be accompanied with appropriate solutions that should be
based on legal and professional readings.
 At least one member of the group is required to present their outputs in front.
 Each group will only be given 10 minutes to present and answer the questions from
the teacher and the class.
 You will be graded according to the following criteria (see rubric attached):
1. Authenticity of Violations related to the assigned law (20 points)
2. Organization of presentation (40 points)
3. Oral presentation that includes delivery, articulation, etc. (40 points)

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 College of Teacher Education
GED 412 – Course Syllabus

11. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1  Classroom orientation (University  Lecture
to Policies; PEOs, SOs, Cos; Core values;  Oral presentation 1. Heibronn, R. and Foreman, L.

Week 3 and G-Factor)  Writeshop on essay (2015), Philosophical

 Module 1: You, The Teacher, as a writing perspectives on teacher
Person in Society  Research article education: Hoboken: John Wiley
1. Your Philosophical Herniate reading/discourse and Sons.
2. Formulating Your Philosophy of  Oral recitation 2. Sullivan, Edmund O.
Education Transformative Learning:
3. Foundational Principles of Educational Vision for the 21st
Morality and You Century. London: Zed Books,
4. Values Formation and You 2011.
5. Teaching as Your Vocation,
Mission, and Profession
 Module 2: The Teacher in the Classroom
and Community
1. NCBTS
2. The 21st Century Teacher
3. School and Community
Relations
4. Linkages and Networking with
Organizations

 Module 3: On Becoming a Global

Teacher
1. Global Education and Global
Teacher
2. Education Systems of Selected
Countries of the World
3. Multicultural Diversity
4. Teacher Exchange Programs
5. Educational Technology

TOPICS FOR SECOND EXAMINATION

Week 4  Chapter 4: The Professionalization of  Group dynamics  Green, A., Lingard, B. and
to Teaching  Concept mapping Verger, A. (2016) The
Week 5 1. Presidential Decree No. 1006  Oral presentation handbook of Global
2. RA 7836 education policy. London:
 Research article
3. RA 9293 Routledge.
reading/discourse
 Oral recitation
 Chapter 5: Becoming a Professional
Teacher
1. Code of Ethics for Professional
Teacher

TOPICS FOR THIRD EXAMINATION

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GED 412 – Course Syllabus

Week 6  Chapter 6: Other Education and  Group dynamics 1. Anti-Sexual Harassment

Teacher-Related Laws Act of 1995 (RA 7877).
 Concept mapping
To  RA 4670 Approved, February
 Oral presentation 1995.
 BP 232
 Classroom
Week 7  RA 7610 Board for Professional
simulation analysis 2.
 RA 7877 Teachers, Professional
 Research article
 RA 8980 Regulation Commission.
reading/discourse
 RA 10157 Code of Ethics for
 Oral recitation
Professional Teachers.
 Chapter 7: Historical Perspective of the Resolution No. 435, s.
Philippine Educational System. 1997. Manila
1. Historical Development of the
3. Republic Act NO. 1057.
Philippine Educational System
An Act Institutionalizing
2. Journey in Basic Education
the Kindergarten
Curricular Reforms: 1946-2011
Education into the Basic
Education System and
Appreciating Funds
Thereof. January 20,
2012.

4. The Child and Youth

Welfare Code.
Presidential Decree No.
603, As Amended.
Reprint. 2002. Manila

12. TEXTBOOK : Bilbao, P., Corpuz, B., Llagas, A. and Salandanan, G. (2015). The Teaching Profession,
3rd Edition. Lorimar Publishing House

13. References:

1. Green, A., Lingard, B. and Verger, A. (2016) The handbook of Global education policy. London: Routledge.
2. Heibronn, R. and Foreman, L. (2015), Philosophical perspectives on teacher education: Hoboken: John Wiley and Sons.
Domenech,
3. Abao, E., Pogoy, A., and Bolodo, R. (2014). Field Study 6 On Becoming a Teacher. Malabon City, Mutya Publishing House Inc.
4. Vega, V., Prieto, and Carreon, M., (2015). Social dimensions of education: Quezon City, Manila. Lorimar
Publishing, Inc
5. Borabo, M., Borabo, H. (2015). My practice teaching handbook & portfolio: OBE & kto12 based. Quezon City, Manila.
Lorimar Assessment Methods Publishing, Inc.
Weights
14. COURSE EXAMINATIONS EVALUATION
A. Exam 1 – 3 MCQ and Performance-based 30%
B. Final Exam 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Research 15%
E. Oral recitation 10%
F. Assignments 5%
Total 100%

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GED 412 – Course Syllabus

15. Policies and guidelines

a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or any
ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATORS are NOT allowed during EXAMINATIONS.
e. Base-20 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.

Prepared by: References Reviewed by:

EULA MAE C. BUSBUS

Faculty BRIGIDA E. BACANI, MAED

THERESA F. MISOLA AVP – LIC

Faculty

KATHLEEN Y. FALCULAN
Faculty

Reviewed by:
Recommending Approval:

MARIBEL CASINTO-ABALOS
Program Head JOCELYN B. BACASMOT, PhD
Dean, College of Teacher Education

Approved by:

PEDRITO M. CASTILLO II, EdD

AVP, Learning Innovation and Design

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