PROPOSED NEW TEACHER EDUCATION CURRICULUM

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PROPOSED NEW TEACHER EDUCATION CURRICULUM

• CHED Technical Panel on Teacher Education
• Zonal Public Hearings

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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

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BACKGROUND

• External Environment
• 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

RBEC
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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 teachers certificate).
• Assessment of adequacy of curriculum in terms of
  developing required skills for DepEd RBEC and
  other needs in the field.

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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.

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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.

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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.

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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.

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Proposed Objectives

• The revised teacher education curriculum shall
  develop teachers who
• have a deep understanding of the learning
  processes of students and the various factors
  that shape this process
• 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

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Proposed Objectives

• The revised teacher education curriculum shall
  develop teachers who
• can adjust be flexible in designing
  im-plementing curricula learning environments
  for different students, in different contexts
• have a deep understanding of the subject matter
  they will teach
• 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

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Proposed Objectives

• The revised teacher education curriculum shall
  develop teachers who
• are professional and ethical in the conduct of
  their responsibilities and in dealing with all
  the stakeholders of the educational process
• 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.

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Proposed Principles

• The following principles were considered in the
  design of the curriculum, shall guide its
  implementation. The curriculum should
• ensure that all students have the basic and
  higher level literacy, communication, numeracy,
  critical thinking, learning skills needed for
  higher learning
• 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

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Proposed Principles

• The following principles were considered in the
  design of the curriculum, shall guide its
  implementation. The curriculum should
• help all students to develop a deep and
  principles understanding of how educational
  processes relate to larger historical, social,
  cultural and politic processes
• ensure that all students develop a meaningful and
  comprehensive knowledge of the subject matter
  they will teach

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Proposed Principles

• The following principles were considered in the
  design of the curriculum, shall guide its
  implementation. The curriculum should
• 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)
• provide all students sustained, direct experience
  in the field/classroom throughout the curriculum
  (e.g., classroom observations, teaching
  assistance, practice teaching)

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Proposed Principles

• The curriculum should
• 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
• 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.
  

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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

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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 TEIs to
  offer program (e.b., educational technology lab
  effective relationship with lab school or
  equivalent)

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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

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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

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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.
  

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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.

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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.

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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.

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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

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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

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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.

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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

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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

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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.