Content analyses of Philippines' teacher education standards

Abstract

The qualitative content analyses aim to find out if the competencies of the University Professional Education Courses Syllabi and the Philippine Professional Standards for Teachers are anchored on the Teacher Education Program Outcomes of the Philippines. The comparability and compatibility of competencies of the two identified standards when matched with one another were established. The clusters of competencies between Teacher Education Program Outcomes and the professional education course syllabi includes (1) philosophical, socio-cultural, historical, psychological and political rootedness of education, (2) mastery of the subject matter/discipline, (3) knowledge and skills in applying varied teaching methodologies appropriate to the learners and their environment, (4) development of innovative curricula, instructional plans teaching approaches and resources for diverse learners, (5) development and responsible use of ICT to promote quality educational practices; (6) skills in monitoring, assessing and reporting learning processes and outcomes, (7) practice professional and ethical teaching standards sensitive to local, national and global realities. When Teacher Education Program Outcomes and PPST were compared, the analyses revealed that the two national standards for teacher education are congruent as shown in the cluster of competences namely :(1) content knowledge and pedagogy, (2) development and use of ICT to promote quality educational practices, (3) teaching methodologies that are appropriate to the learning environment and diversity of students, (4) planning, assessing, monitoring and reporting of students' learning outcomes, (5) ethical and professional practice, and (6) personal and professional growth. The analyses of the Professional Education course syllabi and the Beginning Teachers Indicators of the PPST revealed thirty-two (32) matched competencies summarized in seven domains namely content knowledge and pedagogy, the learning environment, diversity of learners, curriculum and planning, assessment, monitoring and reporting, community linkages, and professional engagements, and personal growth and development. These matched competencies showed that the three standards for teacher education in the country are congruent and aligned and is expected to define what the teacher quality is in the Philippines.