Merry Joy G.

Labios BEED 3A
Title: The Teacher Professional and the Teaching Profession Across the ASEAN and
Beyond

The Educational What Grade Levels can How are they recruited
Professional Qualifications They Teach
Teacher in
China Primary education is Preschool, elementary Teachers in China are
compulsory and lasts 6 school, middle school, recruited through national
years, followed by junior high school, and exams, interviews, and
and senior middle university levels are just evaluations, with specific
school, and higher a few of the levels at educational requirements
education includes which teachers can based on their desired
universities, colleges, instruct students. teaching level.
and vocational
institutions.
Japan Compulsory education, Teachers can teach in Japan's teacher
lasting 9 years from 6 to various educational recruitment process
15, allows students to settings such as involves passing national
choose between upper preschools, elementary exams and interviews, as
secondary education or schools, junior high well as completing
vocational school, schools, high schools, university-based teacher
followed by higher and universities. training programs.
education at universities
and colleges.
USA Education varies by Teachers have the Teachers in the USA are
state but typically covers ability to teach in recruited through various
grades K-12. After various educational pathways, including
completing high school, settings such as completing a bachelor's
students can pursue preschools, elementary degree, obtaining state
higher education in schools, middle certification, passing
universities, colleges, or schools, high schools, exams, and some states
vocational schools. and universities. requiring a master's
degree.
Singapore Compulsory education, In addition to Singapore's teachers are
lasting from 6 to 16, is universities, junior recruited through the
mandatory for students colleges, and primary National Institute of
aged 6-16. They can and secondary schools, Education (NIE) and
then choose between teachers can work as must complete teacher
junior college, preschool instructors. training programs,
polytechnic, or including a bachelor's
vocational institutions degree and practical
for further education. teaching experience.
Indonesia Compulsory education, Teachers can teach in In Indonesia, teachers
lasting from 7 to 15, is various educational are selected through a
followed by senior settings such as centralized process that
secondary education, preschools, primary includes meeting
vocational education, or schools, secondary educational
Islamic education. schools, and requirements, passing
universities. exams, and undergoing
training at teacher
training institutes.
Thailand Compulsory education, Teachers can teach in Thailand employs
lasting from 6 to 15, is preschools, primary teachers through a
followed by the option of schools, high centralized system,
upper secondary institutions, and requiring a bachelor's
education, vocational universities. degree, passing exams,
education, or technical and completing a teacher
education. training program.
Brunei Compulsory education, Instructors are able to Brunei's Ministry of
lasting 12 years from 5 work in early childhood Education manages a
to 16, allows students to centers, elementary centralized system for
choose between upper schools, high schools, teacher recruitment,
secondary education or and colleges. requiring a bachelor's
vocational education. degree and passing
exams.
Malaysia Compulsory education, Teachers can teach at Malaysia's Ministry of
lasting 11 years from 6- preschools, primary Education manages a
17 years, allows schools, secondary centralized system for
students to choose schools, and teacher recruitment,
between upper universities. requiring a bachelor's
secondary education or degree, passing exams,
vocational education. and training.
New Compulsory education, Teachers can teach in New Zealand recruits
Zealand lasting from 6 to 16, is various educational teachers through a
followed by senior settings such as early combination of university
secondary, vocational, childhood centers, education and practical
or tertiary education, primary schools, teaching experience,
which students can secondary schools, and requiring a bachelor's
choose from. universities. degree in education and
teacher registration.
South Korea Compulsory education, Teachers have the South Korea employs
lasting from 6 to 15, is ability to teach in teachers through a
followed by the option of educational settings competitive recruitment
academic, vocational, or such as preschools, process, requiring a
specialized high school. elementary schools, bachelor's degree,
middle schools, high passing exams, and
schools, and completing a teacher
universities. training program.
 Finland Compulsory education, Have the ability to teach In Finland, teachers are
lasting from 7 to 16, is in various educational recruited through
mandatory for students, settings, including university education
who can then choose preschools, primary programs, requiring a
between upper schools, secondary master's degree in
secondary education or schools, and education and practical
vocational education. universities. teaching experience.

Write an essay on the topic:

How does a Filipino teacher compare with a teacher in the ASEAN and beyond?
➢ Filipino teachers are highly regarded for their dedication, competence, and
adaptability, not only within the ASEAN region but globally. With strong educational
qualifications, teaching methods, and a robust education system, Filipino teachers
are sought after for their adaptability, excellent communication skills, and ability to
teach English as a second language. They are known for their passion for
teaching, innovative teaching methods, and proficiency in English. They are skilled
in using technology to prepare students for the digital age and are highly regarded
in countries like the United States, the United Kingdom, Australia, and the Middle
East. Overall, Filipino teachers excel in the global education sector due to their
strong educational background, adaptability, proficiency in English, and passion
for teaching.

If given the opportunity to experience in another country listed above, where would you
like to teach? Explain
➢ I would choose to teach in Japan due to its rich culture, advanced education
system, and high regard for educators. Japan's education system is renowned for
excellence and innovation, offering resources and support systems for personal
and professional growth. The diverse culture of Japan allows for a new and exciting
environment, enriching cultural experiences and broadening global perspectives.
The emphasis on respect for educators in Japanese society is particularly
appealing, with a strong sense of community within schools. This supportive
environment would enable the author to thrive as a teacher and make a positive
impact on students' lives. Overall, teaching in Japan would be a unique and
rewarding experience.
1. What message do these data convey: 2/3 of the countries judged the professional
status of teachers most similar to social workers? Explain your answer.
➢ Two-thirds of countries, including Japan, USA, Singapore, Indonesia, Thailand,
Brunei, Malaysia, and South Korea, consider teachers' professional status most
similar to social workers. This is due to factors such as compensation, perceived
social impact, work environment, and prestige. Teachers in these countries often
receive salaries and benefits comparable to or below those of social workers,
despite their significant role in shaping society. They are seen as having a
profound impact on society by nurturing and educating the next generation, but
may not receive the same level of respect. Both professions face challenges such
as high workloads, limited resources, and dealing with complex social issues.
Despite their respect, teaching may not always be viewed with the same level of
prestige as social work.
2. In most European countries, more respondents believe that pupils disrespected
teachers than respected them. Is this situation true to the Philippine setting? Yes? No?
Explain your answer.
➢ In the Philippines, the cultural norm is one of respect for authority figures, including
teachers. Teachers are highly regarded and seen as role models, and students
are taught to show deference to them from a young age. The Philippine education
system places a strong emphasis on discipline and respect in the classroom, with
codes of conduct in place to address any instances of disrespect or misbehavior
towards teachers. Despite the presence of student misbehavior, the situation
where more respondents believe that pupils disrespect teachers than respect them
is not true in the Philippine setting.
3. Fifty percent of parents in China would encourage their children to become teachers.
Would you do the same thing to your younger sister or brother? Why? Why not?
➢ As a future teacher and to be the first teacher in our family at the right time, yes, I
will do the same thing, because Teaching is a noble profession with numerous
benefits, including job security, personal fulfillment, and the chance to make a
positive impact. However, it may not be the right choice for everyone. If your
younger sibling has a genuine interest in teaching and a passion for working with
children or young adults, I would encourage them to pursue a career in
education. Teaching offers a stable, rewarding career path with opportunities for
advancement, continuous learning, and competitive salaries. It also provides a
good work-life balance, making it an attractive option for those seeking stability
and fulfillment. However, if teaching is not their passion, I would support them in
exploring other career options that align with their goals. The most important
thing is for them to choose a career path that brings happiness, fulfillment, and
personal satisfaction.
4. Do you agree with the survey results that teachers should be paid according to student
performance? Yes? Or No? Why? Why not?
➢ No, the survey results do not support the idea of paying teachers based solely on
student performance. This approach can lead to unfair evaluation, a narrow focus
on test scores, undermining collaboration, and increasing teacher burnout and
turnover. Factors outside a teacher's control, such as socioeconomic background
and individual student abilities, can influence student performance. Pay-for-
performance systems can also create a competitive environment, hindering
resource sharing and best practices. High-stakes accountability measures can
also increase stress and pressure on teachers, resulting in higher turnover rates
and negative effects on school culture and student learning outcomes. Instead,
teacher pay should be based on experience, qualifications, professional
development, and job complexity. Recognizing and rewarding teachers for their
dedication and contributions to student learning is a more equitable and effective
approach.
5. Teachers in the 21 countries surveyed, have positive trust ratings. Do you think Filipino
teachers are also trusted? Yes? or No? Explain?
➢ Yes, Filipino teachers are highly respected and valued in the Philippines, as they
are seen as mentors, role models, and key contributors to future generations'
development. Filipino culture emphasizes the importance of education, and
teachers are viewed as central figures in the educational system. They impart
knowledge, academic skills, values, discipline, and a love for learning to students,
shaping their character and future. Teachers often go above and beyond their
official duties, taking on additional responsibilities to support their students and
communities. Overall, Filipino teachers enjoy positive trust ratings within their
communities and their contributions to society are highly valued.