Enhanced teacher education curriculum, Lecture notes of Literary Analysis

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Enhanced Teacher

Education Curriculum

Anchored on Outcome-

Based Education

Lesson 7.

Reporter:

Aglibot, Marjoree Clarisse c.

Cantillo, ammy

As a teacher education curriculum initiatives gear towards globalization, contextualization, indigenization and other reforms or enhancements, a lot of harmonization is being done by educators, curriculum specialists, faculty, teachers, students and all stakeholders. Outcome- Based Education is philosophy, system and classroom practice, gives a very strong signal in the reconceptualization of the teacher education curriculum.

• (^) Outcome 4: Applied a wide range of teaching related skills in curriculum development, instructional material production, learning assessment and teaching delivery.
• (^) Outcome 5: Articulated and applied clear understanding of how educational processes related to political, historical, social and cultural context.
• (^) Outcome 6: Facilitated learning in various classroom setting, diverse learners coming from different cultural background.
• (^) Outcome 7: Experienced direct field and clinical activities in the teaching milieu as an observer, teaching assistant or practice teacher.

• Outcome 8: Created and innovated alternative teaching approaches to improve student learning.
• Outcome 9: Practiced professional and ethical standards for teacher anchored for both local and global perspective.
• Outcome 10: Pursued continuously lifelong learning for personal and professional growth as teachers.

By the Department of Education Order no. 42, s. 2017 Philippine Professional Standards for Teachers (PPST) Aside from the quality teacher outcomes of CHED, the Department of Education (DepEd) released a set of teacher competencies that are necessary for teachers who will be teaching in basic education. We shall focus first on the Beginning teachers Competencies for career stage level

1. Beginning teachers are newly employed teachers who are mostly fresh graduates from college. As a beginning teacher, you must possess competencies that will enable you to be ready to be employed. These competencies will strengthen those that you have mastered already in your

PPST Domain with clusters of competencies are : Domain 1: Competencies on content knowledge and pedagogy. Domain 2: Competencies on the learning environment. Domain 3: Competencies on diversity of learners. Domain 4: Competencies on curriculum and planning. Domain 5: Competencies on assessment and reporting. Domain 6: Competencies on community linkages and Proficiency engagement. Domain 7: Competencies on personal growth and professional.

But above all the three standards competencies, you should take note of the Philippine qualifications framework, which was discussed earlier. But to give emphasis, let us bring the concept back to this section. Philippine Qualifications framework (PQF level 6 for Bachelor's degree) PQF 6 level of outcomes PQF 6 description of outcomes Knowledge, skills and Va10 Graduates possess a broad of level of coherent knowledge and skills in their field of study for professional work (teaching) and lifelong learning. Application of (knowledge, skills and values) Application of professional work (teaching) in a broad range of discipline and/or for further studies. Degree of independence (in work place) Independent (as a teacher) and/or in teams for related field.

The New Teacher Education Curricula The new features of the teacher education curricula after considering local and global conditions, the commission on Higher Education approved through a Commission Memorandum Order- Program Standards and Guidelines (CMO- PSG). The offering of new teacher education degrees to prepare teachers in basic education. The degree programs are anchored on the principle of OBE, the PQF Framework, the k-12 curricula for basic education and the general education courses for college degrees. To addresses the needed teacher quality for the 21st, the different degree programs will produce future ready teachers in basic education. New and enhanced courses are included in the curriculum.

CMO number s. 2017 Title of degrees CMO 74 s. 2017 BEEd- Bachelor of Elementary Education CMO 75 s. 2017 BSEd- Bachelor of Secondary Education with majors in English, Mathematics, Science, Filipino, Social Studies Values Education CMO 76 s. 2017 BECEd- Bachelor of Early Childhood Education CMO 77 s. 2017 BSNEd- Bachelor of Special Needs Education CMO 78 s. 2017 BTLEd- Bachelor of Technology and livelihood Education CMO 79 s. 2017 BTVTEd- Bachelor of technical-Vocational Teacher Education CMO 80 s. 2017 BPEd- Bachelor of physical education CMO 81 s. 2017 BSESS- Bachelor in science exercise and sports sceinces ( not for teaching degree) CMO 82 s. 2017 BCAEd- Bachelor of culture and Arts Education CMO 83 s. 2017 PB-DALS- Post- Baccalaureate Diploma in Alternative learning system All of the above degree programs except BSESS adhere to the common program outcomes stated earlier to be achieved during the college preparation of pre-service teachers. Also embodied in the intended program outcomes are those of the PPST for beginning teachers and other teacher standard.

Course content to achieve the outcomes What contents should be taught to prepare prospective teachers in the future jobs? Course contents are means to an end of achieving the outcomes. These are theories, principles, generalization, concepts and ideas. These are three major clusters of subjects or courses which provide the content of the degree programs. Cluster 1: Professional Educational Courses- these are courses that are common to all degree which will provide a rock or foundation of becoming a teacher. The course titles are as follows:

B. Pedagogical Content Knowledge- the subjects will provide foundation, theory and practice in the different aspects of teaching.

• (^) Facilitating learned- Centered Teaching and learning
• (^) Assessment in learning 1
• (^) Assessment in learning 2
• (^) Technology for teaching and learning 1
• (^) The teacher and the school curriculum
• (^) Building and enhancing new literacies across the curriculum

C. Experiential Learning Courses- these are subjects that bring together theory and practice.

• Field study 1 - Observations of teaching and learning in actual school environment
• Field study 2 - Participation and Teaching Assistantship
• Teaching Internship

Pedagogical Approaches to deliver the content and achieve the outcomes The uniqueness of teaching future teachers is that the delivery of strategy and methods come in two layers. The first layer will enable to learner who are college students to delivered learning outcomes of the lesson and the second layer is the find a strategy that will teach the content in the future work place which is the basic education. In other word the pedagogy utilized "should be teaching how to teach".

The delivery modes may vary from the three modes or a combination of the three.

1. Face to face (F2F) - a traditional delivery mode where the teacher and students are physically present

to hold classes in a designated place. One class can be taken as a whole group or small groups at one

setting. The different strategies maybe utilized appropriate to the students grouping.

2. Distance Learning or Remote learning - on line or printed module. Distance learning is a delivery

mode where the students and teachers are not physically present in one designated place or classroom.

For the on-line teacher is stationed in a control hub while the students are connected to the hub.

Classes are either synchronous or asynchronous. On the other hand, distance learning using a printed

module utilize hard bound materials in printed form, where detailed instructions by the teacher will be

followed by the learner. Knowledge and skill of on-technology is required for the first while the second

one requires independent learners.

3. Blended learning and flexible Learning- this is a combination of the f2f and the distance learning. The

whole course will be using the two delivery modes and should be reflected in the curriculum syllabi.

• (^) Experiential Learning (lifelong learning) - following the theory of learning by doing, experiential

Learning approach allows the learners to experience learning first hand. Sometimes it is also called

immersion, apprenticeship or practicum.