Teaching Profession UNIT 1 | R E V I E W E R

WHAT IS TEACHING?
• Teaching is the pedagogical practice in which a knowledgeable individual,
commonly referred to as the teacher or educator, transfers knowledge, skills,
information, or wisdom to another individual or a collective group of
individuals, also known as students or learners.

• The primary objective of pedagogy is to foster the acquisition of knowledge

and comprehension through the systematic and coherent presentation of
information, employing many instructional methodologies and strategies.

THE ROLES OF A TEACHER

• The responsibilities of an educator contain multiple dimensions and extend
beyond the simple dissemination of information. Educators play a vital role in
shaping the educational trajectory of their students and influencing their
personal and cognitive growth. Educators frequently assume a range of major
tasks in their professional practice.

A) AS A PERSON
• A teacher is a someone who fulfills the function of an educator,
facilitating the transmission of knowledge, skills, and advice to pupils
across diverse educational contexts. In addition to their professional
duties and obligations, teachers possess individual personalities,
characteristics, experiences, and attributes that influence their teaching
methods and interactions with pupils.

B) AS A PROFESSIONAL
• In the realm of professional responsibilities, the term “teacher” refers
to a someone who has received formal training and education in order
 to effectively provide instruction, direction, and support to students in
various educational settings.
• The role of a professional educator extends beyond the simple
transmission of knowledge. It involves a commitment to a defined set
of ethical standards, continuous personal growth, and the use of
pedagogical concepts to enhance the educational experience.

C) AS A COMMUNITY LEADER AND SOCIAL ADVOCATE

• In addition to their primary job in the classroom, teachers often
assume the responsibilities of community leaders and social advocates,
thereby exerting a positive influence on their local communities and
society as a whole.
• Educators utilize their professional standing to effectively tackle
societal concerns, advocate for constructive transformation, and
actively participate in both local and global spheres.

D) AS A MODEL OF CHARACTER
• Educators frequently assume the role of exemplars for their pupils.
The behavior, values, and attitudes of individuals can exert a substantial
influence on the developmental trajectory of students.

E) AS AN EXPERT
• A teacher, in the context of expertise, can be defined as an educator
who possesses a comprehensive understanding and specialized
knowledge in a certain subject matter or academic discipline.
• This level of competence enables Individuals to offer advanced
education, mentorship, and assistance to students who are seeking a
more profound comprehension of the subject matter.
• Educators who are acknowledged as authorities frequently possess a
profound level of proficiency within their selected discipline and may
actively contribute to the progression of knowledge within their
respective academic sector.

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CHALLENGES IN TEACHING
1. MULTICULTURAL CLASSROOMS
• Multicultural education should not be regarded as a mere chore to be
completed or as a final objective to be achieved.
• Conversely, it is an educational methodology that strives to
encompass the entirety of student population foster cross-cultural
knowledge acquisition, and cultivate sound interpersonal abilities
within a diverse milieu.
• According to Shilpa Bhouraskar, an regarpreneur providing online
courses to students globally, online education is regarded as the current
and forthcoming paradigm in the field of education
• According to the speaker, multicultural classroom serve as a dynamic
environment for knowledge acquisition and cultural exchange passive
and unidirectional transmission of knowledge from teacher to student,
there exists a dynamic exchange of ideas, narratives, and personal
encounters that enhance the educational process in manners
unattainable inside homogenous classroom settings.

➢ The utilization of diverse activities and games within multicultural

educational settings represents a commendable approach to cultivating
inclusivity and promoting the active engagement of students in sharing
their respective cultural backgrounds.
➢ It is additionally advantageous for educators to engage students in
several modes of study in order to fully immerse them in the learning
process. The act of self-disclosure inside a structured context is typically
more comfortable compared to being subjected to spontaneous and
unrestricted inquiries.
➢ These activities can afterwards create a secure environment for
discourse and operate as a gateway to more comprehensive
engagements. The subsequent section delineates several instances of
activities and games that are suitable for varying age cohorts.

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 ➢ This explores instructional strategies that can be employed to
effectively address cultural diversity within the classroom setting. The
subsequent examples illustrate factors that can advance the cause of
intercultural education:

1. CONTENT INTEGRATION: The integration of cultural practices, cultural

values, history, and respect for cultural diversity can be incorporated
into the curriculum of basic education across numerous subjects.

2. CULTURAL IMMERSION: Students have the opportunity to experience

immersion in many cultures. This opportunity will enable students to
engage in direct cultural immersion and gain insights into the lives,
values, and customs of individuals from many backgrounds.

3. CELEBRATING CULTURAL DIVERSITY: In a manner akin to the practices

seen at the United Nations Month Celebration and Linggo ng Wika,
students have the opportunity to partake in and derive pleasure from
many cultural forms such as dance, folk literature, music, visual arts,
and attire.

4. CULTURE RESPONSIVE PEDAGOGY: Educators employ teaching

methods, attitudes, and tactics that demonstrate regard for the cultural
values, cultural mindset, and cultural behaviors of the students.

5. TEACHING LOCAL CULTURE: Teachers will facilitate the acquisition of

knowledge regarding local culture among students through the
utilization of lectures, field trips, and symposia.

6. USING THE LOCAL LANGUAGE AS MEDIUM OF INSTRUCTION: It is

imperative for educators to provide assistance in the execution of the
Mother Tongue- Based Multilingual Education (MTB-MLE) initiative of
the Department of Education (DEPED). It is recommended that

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 individuals contribute to the creation of educational resources aimed at
instructing students in the local language and culture.

Here are various methodologies that can be employed to incorporate

indigenous knowledge into the curriculum:
1. Real-life story model
2.Problem-based approach
3. The proposal entails extending invitations to individuals residing within
the local community, as well as esteemed leaders within the community,
to serve as resource persons within the school setting.
4. Teachers have the capacity to create various educational resources, such
as modules, worksheets, and learning kits, to facilitate the dissemination
of indigenous knowledge.

CHALLENGES IN TEACHING
LEARNER-CENTERED TEACHING
• Educators ought to prioritize the recognition of learner-centered
education and constructivist teaching methodologies. Learner-centered
education pertains to an educational approach that takes into account the
information, skills, abilities, attitudes, interests, and beliefs that learners
possess and bring with them to the classroom.

CHILDREN WITH SPECIAL NEEDS

• Special education is a distinct field within the realm of education that
aims to comprehensively comprehend the characteristics and
requirements of diverse learners who possess exceptional needs.
• As an academic discipline, this field of study focuses on equipping
educators and other professionals with the necessary knowledge and skills
to effectively address the unique requirements of individuals with special

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 learning needs. This includes developing appropriate teaching methods,
designing tailored curricula, and implementing various educational
interventions.
• Children that possess exceptional requirements necessitate tailored
educational programs and assistance in order to facilitate the realization
of their maximum capabilities. The phrase “special education” is a
comprehensive concept that incorporates a variety of services and
interventions specifically tailored to address the distinctive requirements
of children with Exceptionalities.
The following are few fundamental components of special needs
education:

1. INDIVIDUALIZED EDUCATION PLAN (IEP): Special education begins with

the development of an Individualized Education Plan (IEP) for each
student. An IEP is a customized educational plan tailored to the specific
needs and abilities of the child. It outlines goals, objectives, and the
services and accommodations the child will receive.

2. INCLUSIVE EDUCATION: Inclusive education is a philosophy that

encourages the inclusion of children with special needs in regular
classrooms alongside their typically developing peers. The goal is to
create an inclusive and supportive learning environment where all
children can learn and grow together.

3. SPECIALIZED INSTRUCTION: Children with special needs may require

specialized instruction and teaching methods. This can involve one-on-
one instruction, small group instruction, or the use of assistive
technology to facilitate learning.

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 4. SUPPORT SERVICES: The topic of special needs refers to those who
require more support and accommodations due to physical, cognitive,
emotional, or developmental challenges. Education frequently entails a
collaborative effort among a cohort of experts, encompassing special
education instructors, speech therapists, occupational therapists, and
counselors, who collectively strive to deliver the requisite support
services. These professionals assist in addressing the individualized
needs of the kid.

5. ACCOMMODATIONS AND MODIFICATIONS: Accommodations and

modifications are adjustments made to the curriculum and learning
environment to meet the child’s needs. Accommodations provide
support without altering the curriculum, while modifications may
involve changes to the curriculum to suit the child's abilities.

6. SPECIALIZED PROGRAMS: Some children with special needs may

benefit from specialized programs, such as those for students with
autism, hearing impairments, visual impairments, or developmental
delays. These programs are designed to address specific challenges.

7. EARLY INTERVENTION: Early intervention is crucial for children with

special needs. Identifying and addressing a child’s needs as early as
possible can lead to better outcomes. Early intervention services can
begin as early as infancy and continue through the early school years.

8. PARENT AND FAMILY INVOLVEMENT: Parents and families play a

critical role in the education of children with special needs. They are
often involved in the IEP process, collaborate with educators, and
provide support at home.

9. TRANSITION PLANNING: As children with special needs approach

adulthood, transition planning becomes important. This involves

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 preparing them for life beyond school, including vocational training,
employment, and Independent living.

10. LEGAL PROTECTIONS: Various laws, such as the Individuals with

Disabilities Education Act (IDEA) in the United States, provide legal
protections and guidelines for the education of children with special
needs. These laws ensure that children with disabilities receive a free
and appropriate public education.

CHALLENGES IN TEACHING

MULTI-GRADE CLASSES
• Multigrade teaching refers to the instructional practice of educating
students from several grade levels within a same classroom setting.
• According to Pawilen (2016), teachers must have the ability to
effectively manage diverse student behaviors and cater to their
individual needs and interests.

ICT INTEGRATION
• The Integration of Information and Communication Technology (ICT)
in education entails the assimilation of technological tools, resources,
and methodologies into the instructional and learning procedures.
• The primary objective of this integration is to augment the caliber of
education, promote learning achievements, and provide students with
the necessary skills for the digital era.
• The integration of information and communication technologies (ICT)
involves a diverse array of technological tools and approaches, such as
computers, the internet, software applications, digital devices, and
other related components.
• The integration of ICT in the field of Teaching and Learning (TL) has
yielded numerous advantageous advancements in pedagogical
practices and student learning experiences.

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 • Computer software has effectively improved the quality of
presentations, reports, and lectures for both professors and students. •
The integration of Information and Communication Technology (ICT) in
education facilitates the accessibility of valuable information across
various domains of life and academic disciplines for both learners and
educators.

Here are some key aspects of ICT integration in education:

1. DIGITAL RESOURCES: Teachers use digital resources such as e-books,

educational websites, multimedia presentations, and online
educational platforms to supplement traditional teaching materials.
These resources can make learning more engaging and interactive.
2. INTERACTIVE LEARNING: ICT enables interactive learning
experiences through activities like online quizzes, simulations, virtual
labs, and educational games. These tools can help students better
understand and retain information.
3. COMMUNICATION AND COLLABORATION: ICT facilitates
communication and wolaboration among students, tenation: ICT
facilitates communicand the world. Students can collaborate on
projects using online tools, participate in virtual discussions, and
connect with peers and mentors globally.
4. PERSONALIZED LEARNING: Technology allows for personalized
learning experiences, where students can progress at their own pace
and receive tailored instruction and feedback. Adaptive learning
platforms and data analytics play a role in this.
5. ACCESS TO INFORMATION: The internet provides students with
access to a vast amount of information and resources. This can
empower students to explore topics beyond the classroom
curriculum and conduct research.
6. DIGITAL LITERACY: ICT integration also includes teaching students
digital literacy skills, which are essential for navigating the digital

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 world effectively and responsibly. This includes skills like online
research, digital citizenship, and data literacy.
7. TEACHER PROFESSIONAL DEVELOPMENT: Teachers need training
and professional development to effectively integrate ICT into their
teaching practices. This includes learning how to use educational
software, online tools, and digital pedagogical strategies.
8. ASSESSMENT AND FEEDBACK: Technology can streamline the
assessment process by enabling online quizzes, automated grading,
and data analysis. It also allows for more timely and personalized
feedback to students.
9. FLEXIBILITY IN LEARNING: ICT integration allows for flexible learning
environments, including blended learning (a mix of in-person and
online instruction) and fully online courses. This flexibility can cater
to diverse learning styles and needs.
10. GLOBAL PERSPECTIVE: Through ICT, students can gain a global
perspective by connecting with students and educators from
different countries and cultures, fostering a deeper understanding of
the world.
11. INCLUSIVE EDUCATION: Technology can assist in providing
inclusive education for students with special needs. Tools like screen
readers, speech recognition software, and accessibility features can
make content more accessible.
12. COST-EFFICIENCY: While there are initial costs associated with ICT
integration, it can lead to cost savings over time, as digital resources
can be reused and distributed more easily than traditional materials.

➢ ICT integration in education is not just about using technology for the
sake of it but rather using it as a tool to enhance the teaching and
learning process. It requires thoughtful planning, ongoing support, and
a focus on pedagogical goals to be successful in improving educational
outcomes.

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CHALLENGES IN TEACHING
BRAIN-BASED EDUCATION
• Teachers have a notable obstacle in comprehending and implementing the
tenets of brain-based education. The emergence of BBE can be attributed to
advancements in brain research. Numerous noteworthy neuroscience studies
have contributed several insights into the functioning of the human brain and
the processes behind human learning.
• Caine & Caine (1997) examine the concepts of curriculum and instruction
through the lens of a brain-based perspective. The instructional approach
commences by incorporating “brain- mind learning principles” that have
been generated from empirical research on the brain.

Here are concepts subsequently used within the educational setting:

1. The brain encompasses several components such as physiology, emotions,
fantasies, and inclinations, functioning as a comprehensive system. It is
imperative to take into account the entirety of the matter.
2. The development of the brain is contingent upon its interactions with the
environment and individuals inside it.
3. One characteristic inherent to humanity is the pursuit of individual
significance.
4. Individuals construct significance by experiencing specific patterns of
comprehension.
5. Emotions play a crucial role in shaping individuals’ perceptions of patterns.
6. The brain concurrently processes information into discrete components
and integrated entities.
7. The process of learning encompasses both concentrated attention and
peripheral input.
8. Learning encompasses both unconscious and conscious processes.

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9. The organization of information in memory varies depending on its
meaningfulness and fragmentation.
10. Learning is developmental.
11. The brain forms an optimal amount of connections within an environment
that is both supportive and demanding, with the impression of threat
hindering the process of learning.
12. Each individual’s brain exhibits a distinct organizational pattern.

CHALLENGES IN TEACHING
MULTIPLE INTELLIGENCES
• The concept of individuals possessing multiple intelligences originated from
the scholarly investigations conducted by the renowned academician.
• Professor Howard Gardner, affiliated with Harvard University. In the year
1983. Gardner authored a publication entitled “Frames of Mind,” wherein he
introduced the notion of multiple intelligences. Gardner's hypothesis of
multiple intelligences posits a compelling concept that human beings
possess distinct and unique cognitive abilities, which include:
1. LINGUISTIC INTELLIGENCE: The capacity to critically examine and
interpret data, as well as generate tangible outcomes through the
utilization of spoken and written communication.
2. LOGICAL-MATHEMATICAL INTELLIGENCE: The capacity to formulate
mathematical equations and proofs, perform computations, and solve
abstract problems.
3. SPATIAL INTELLIGENCE: The capacity to perceive and manipulate
spatial pictures of varying scales, ranging from macroscopic to
microscopic.
4. MUSICAL INTELLIGENCES: The capacity to generate, retain, and
interpret diverse arrangements of auditory stimuli.

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 5. NATURALIST INTELLIGENCE: The capacity to recognize and
differentiate. Various categories of plants, animals, and weather
phenomena present in the environment.
6. BODILY KINESTHETIC: The capacity to utilize one’s own physical form in
order to generate commodities or address challenges.
7. INTERPERSONAL INTELLIGENCES: The capacity to perceive and
comprehend the emotional states, wants, drives, and objectives of
individuals.
8. INTRAPERSONAL INTELLIGENCES: The capacity to identify and
comprehend one’s own emotional states, wants, and intentions.

The notion of multiple intelligences has emerged as a significant catalyst for

transformative shifts in the educational landscape, compelling numerous
educators and educational institutions to undertake substantial modifications
to the existing educational framework.
The concept of individualizing entails that educators should strive to acquire
comprehensive knowledge on the intelligence profiles of their students. It is
imperative for educators to possess a comprehensive understanding of
diverse pedagogical approaches and evaluation methods that effectively
facilitate the development of each student’s potential. The process of
pluralizing entails the responsibility of educators to choose the most
significant topics, concepts, or ideas, and subsequently provide them through
a diverse range of instructional approaches.

UNESCO’S 4 PILLARS OF EDUCATION

The “Four Pillars of Education” paradigm was created by UNESCO (United
Nations Educational, Scientific and Cultural Organization) in 1996. The
primary purpose of these pillars was to provide a framework for educational
policies and practices on a global scale, with an emphasis on a comprehensive
approach to education that extends beyond the acquisition of academic
knowledge.

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THE FOUR PILLARS ENCOMPASS:
1. LEARNING TO KNOW
• This particular pillar places emphasis on the cultivation of cognitive
abilities and the acquisition of knowledge. The significance of critical
thinking, problem-solving, and a comprehensive grasp of diverse
disciplines is underscored.
• This educational approach fosters a sense of curiosity and active
involvement among learners, prompting them to delve into and interact
with a diverse array of material and concepts.

2. LEARNING TO DO
• This pillar places emphasis on the cultivation and enhancement of
practical skills and competences. The educational approach fosters the
utilization of students’ knowledge in practical contexts, the cultivation
of vocational proficiencies, and the readiness to confront diverse
professional and personal obstacles.
• It advocates for an active and practical methodology in the process of
acquiring knowledge.

3. LEARNING TO BE
• This pillar is focused on the process of personal growth and the
exploration of one’s own identity. The promotion of values, attitudes,
and emotional intelligence is fostered by this phenomenon.
• The educational approach encourages the development of a
comprehensive set of skills and knowledge that cultivates introspection,
innovation, moral principles, and a strong feeling of individuality and
direction.

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 4. LEARNING TO LIVE TOGETHER
• This principle highlights the significance of social and interpersonal
competencies. The primary objective of this initiative is to foster the
cultivation of comprehension, acceptance, compassion, and
collaboration among individuals hailing from various socio-cultural
contexts.
• This statement underscores the importance of fostering peaceful and
inclusive societies through the avenue of education.

➢ The aforementioned four pillars are designed to provide guidance to

educators, policymakers, and stakeholders in the establishment of
comprehensive educational systems that effectively address multiple
facets of human development. The objective is to provide individuals
with the necessary skills and knowledge to become engaged and
accountable members of society. Capable of making beneficial
contributions while attaining personal fulfillment.

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