PROFESSIONAL EDUCATION TEST (SAMPLE LET ITEMS WITH RATIONALIZATIONS) 1.

CHILD AN
D ADOLESCENT DEVELOPMENT Yuan always waits at his neighbor Gerald every morning.
He enjoys seeing him while biking and imitates the actions of Gerald while he r
ides his own bike. Who is the proponent of Social Learning Theory which applies
in the situation? A. Bandura C. Bruner B. Kohlberg D. Skinner RATIONALIZATION: A
- Albert Bandura developed the Social Learning Theory and advocated that children
learn from what they see in the environment. A child submitted a poor written re
port but packaged with brightly colored paper. This showcases_______. A. Art ove
r academics C. art over science B. Substance over porma D. porma over substance RATI
ONALIZATION: D- When a student focuses more on designs and embellishments rather
than of content of a report, then it shows porma over substance. With the use of
mnemonics, the students are able to _____information. A. Analyze C. understand B
. Apply D. remember RATIONALIZATION: D-mnemonics like My Dear Aunt Sally to mean m
ultiplication, division, addition and subtraction help students remember informa
tion easily According to Krathwohls affective domain of objectives,________ is th
e lowest level of affective behavior. A. Valuing C. responding B. Organization D
. characterization RATIONALIZATION: C-the arrangement of Krathwohls affective dom
ain is responding, valuing, organization and characterization. A boy is closer t
o his mother and a girl is close to her father. These instances are under_. A. O
edipal complex C. phallic stage B. Latent stage D. Pre-genital stage RATIONALIZA
TION: C-when a boy is closer to the mother (Oedipus complex) and a girl is close
r to her father (Electra complex), these instances are under Freuds phallic stage
in the Psychosexual Development Theory. SOCIAL DIMENSIONS OF EDUCATION Teacher
Abi asks one of her students, What do you want to become when you grow up? This qu
estion is an indication of what kind of philosophy? A. Progressivism C. Existent
ialism B. Naturalism D. Idealism RATIONALIZATION: D-idealism because it stresses
the existence of ideas independent from the material world. Ideas that which ex
ist in the mind are the only reality. Teacher Jessy has not only explained the c
oncept of Philosophy of Education but also imparted this to her students. This d
emonstrates what kind of philosophy? A. Naturalism C. Realism B. Idealism D. Per
ennialism RATIONALIZATION: C-realism concerns with what is real, actual. For ide
as to be realized, they must be transferred or demonstrated. Which pillar of lea
rning aimed in the acquisition of the instrument of understanding in order to de
velop the students learn-to-learn skills? A. Learning to do C. learning to live t
ogether B. Learning to know D. learning to be RATIONALIZATION: B- learning to kn
ow implies learning how to earn by developing ones concentration, memory skills a
nd ability to think, acquiring the instrument of understanding. In his class, Te
acher Jakob always presents principles and values so as to encourage his student
s to examine them and decide for themselves whether to accept them or not. What
kind of philosophy does he practice? A. Idealism C. Humanism B. Essentialism D.
Existentialism RATIONALIZATION: D-Existentialism is a philosophy that emphasizes
subjectivity, freedom and responsibility. When a teacher emphasizes that mans se
nse should be trusted because they are the only way to acquire knowledge, the te
acher can be regarded as____. A. Naturalist C. Empiricist B. Realist D. Pragmati
st RATIONALIZATION: C-empiricism upholds that the only source of knowledge is th
e senses and sense-based experience. PRINCIPLES AND STRATEGIES OF TEACHING The s
chool conducted a general student election for the Supreme Student Council. The
election is patterned after the COMELEC system. The school is using what kind of
technique? A. Symposium C. Panel discussion B. Simulation D. Dramatization RATI
ONALIZATION: B-simulation is an activity that simulates almost real-life situatio
n. Other applications of simulation are the following: simulated flight for aviat
ion students, assigning student to be the mayor of the day. During problem solvi
ng method, the teachers primary role is: A. Director C. lecturer
2.
3.
4.

5.
1.
2.
3.
4.
5.
1.
2.

3.
4.
5.
B. Clarifier D. judge RATIONALIZATION: B-during problem solving activities, the
teacher acts as a clarifier especially when students are in doubt how to go abou
t the problem. Which among the following devices can be a scaled replica of a ce
rtain object? A. Mock ups C. globes B. Models D. maps RATIONALIZATION: B- models
like Heart Models are scaled replicas. Which of the following would be the best
choice if a teacher would like to focus on attitudinal change? A. Dramatization
C. role play B. Field study D. simulation RATIONALIZATION: C-role playing allow
s the child to shows his own personal emotions and therefore is a good option wh
en focusing on attitudinal change. This method relies heavily upon showing the l
earners a model performance. A. Activity C. reporting B. Demonstration D. field
study RATIONALIZATION: B- demonstration includes Teacher-Directed Demo, StudentDirected Demo, Teacher-Student Directed Demo and Resource Person-Directed Demo.
LEGAL BASES OF PHILIPPINE EDUCATION (LIST OF LAWS, ACTS AND DECREES) LIST OF LAW
S, ACTS AND DECREES AS LEGAL BASES OF PHILIPPINE EDUCATION
Act #74-enacted in Ja
nuary 21, 1901. It provides for the establishment of Department of Public Instru
ction and establishment of PCAT now TUP and PNS now PNU
Act #1870 founding of UP
(June 18, 1908) Act #2706 Private School Law (enacted March 10, 1917)
Commonwea
lth Act #1- preparatory military training shall begin in Elementary grade school
at age 10. This act was amended by PD 1706 (August 8, 1980) requiring all citiz
ens to render civil welfare service, law enforcement service and military servic
e. Commonwealth Act #80- (October 26, 1936) established the Office of Adult Educ
ation (vocational training in an effort to eliminate illiteracy)
Commonwealth Ac
t#578 (June 8, 1940) conferred the status of PERSONS IN AUTHORITY upon teachers
Commonwealth Act #586 Education Act of 1940-reduction of number of years in elem
entary (from 7 to 6), fixing school entrance age 7 years old, national support o
f elementary education, compulsory attendance in the primary grades for all chil
dren enrolled in grade one, introduction of double single session Commonwealth A
ct #589-(August 19, 1940) established school rituals in private and public schoo
ls RA #137 (June 14, 1947) enacted the Board of Textbooks
RA #896 (June 20, 1953
) Elementary Education Act of 1953. This law repealed Commonwealth Act #586 (res
toration of grade 7, abolition of double single session, compulsory completion o
f elementary, compulsory enrolment of children in public school upon reaching 7
years old) RA #1124 (June 16, 1954) created the Board of National Education
RA #
1265 (June 11, 1955) compulsory daily flag ceremony in all educational instituti
ons RA #1425 (June 12, 1956) teaching life, works and writings of Rizal especial
ly Noli and Fili in all public and private schools
RA #4760 (June 18, 1966) Magn
a Cart of Public School Teachers RA #1079 (June 15, 1959) provided that civil se
rvice eligibility shall be permanent and valid lifetime
RA #6655 (May 25, 1988)
Free Public Secondary Act of 1988 RA #7722 (May 18, 1994) created CHED RA #7743
(June 17, 1994) established public libraries and reading centers in every barang
ay RA #7784 (August 4, 1994) established Centers of Excellence and Teachers Educ
ation Council
RA #7796 (August 25, 1994) established TESDA RA #7836 (December 16
, 1994) Phil Teachers Professionalization Act (supercedes PBET)
RA #7877 (Februa
ry 14, 1995) Anti-Sexual Harassment Act EO #27 (July 4, 1986) inclusion of human
rights courses or subjects EO #189 (June 10, 1987) Basic Salary and COLA of pub
lic school teachers will be paid for by national government
PD 6-A-(September 29
, 1972) Education Development Decree of 1972 PD 146-(March 9, 1972) NCEE (superc
eded by RA7731 on June 2, 1994)
PD 688-(April 22, 1975) gave power to CSC the au
thority to give appropriate exam to all public school teachers PD 907-(March 11,
1976) all honor graduates of colleges and universities are granted civil servic
eeligibility PD 1006 (September 22, 1976) PBET
DECS Order #30 s 1993- NEAT
DECS
Order #30 s 1994- NSAT

APPLICATIONS OF DIFFERENT PHILOSOPHIES IN EDUCATION

NATURALISM Naturalism stands for a democratic and universal way-everyone must be
educated in the same manner Education is in accordance to human development and
growth Emphasis is given more on the physical development-informal exercise-and
hygiene of the person rather of the 3 Rs Aims to unfold the childs potential not
to prepare him for a definite vocation or social position-but to prepare him to
adapt to the changing times and needs o Consequently, ones conduct is governed by
impulse, instincts and experience. o It puts the child at the center of educati
onal process and prepares him to experience life as it is. o o o o IDEALISM o Id
eas are the only true reality, the ultimate truths for matter is nothing but jus
t a mere representation of ideas. o Emphasis is given on knowledge obtained by s
peculation and reasoning for its central tenet is that ideas are the only things
worth knowing for o Focus is on conscious reasoning of the mind in order to att
ain truth. This includes the activities pertinent to the human mind such as intr
ospection and intuition and the use of logic o Its aim is to discover the full p
otentials in child and cultivates it in order to prepare him for a better positi
on in the society and for him to serve the society better o Emphasis is given on
subjectsphilosophy, literature, religion and historythat will develop and enhance
the mind of the child o Methods used in teaching include lecture, discussion an
d Socratic dialogue o Character development is through emulation of examples and
heroes REALISM o The most effective way to find about reality is to study it th
rough organized, separate and systematically arranged matteremphasis is on subjec
t matter concerning Science and Mathematics o Methods used in teaching include r
ecitation, experimentation and demonstration o Character development is through
training in the rules of conduct o o o o o o o o o o o o EXIXTENTIALISM Subject
matter is personal choice Learning is based on the willingness of the student to
choose and give meaning to the subject Emphasis is given on the students rather
than on the curriculum content Students should not be treated as objects to be
measured and standardized Methods are geared on giving opportunities for the stu
dents for self-actualization and self-direction Character development is through
the responsibility of every individual in making a decision ESSENTIALISM School
ing is practical for this will prepare students to become competent and valuable
members of the society Focuses on the basics-reading, writing, speaking and the
ability to compute (arithmetic) Subjects that are given emphasis include geogra
phy, grammar, reading, history, mathematics, art and hygiene Stresses the values
of hard work, perseverance, discipline and respect to authorities Students shou
ld be taught to think logically and systematically-grasping not just the parts b
ut the whole Methods of teaching center on giving regular assignments, drills, r
ecitation, frequent testing and evaluation
PRAGMATISM o Involves students to work in groups o Methods of teaching include e
xperimentation, project making and problem solving. o Stresses on the applicatio
n of what have learned rather that the transfer of the organized body of knowled
ge PERENNIALISM o Some of the ideas in the past are still being taught because t
hey are significant o Curriculum should contain cognitive subjects that cultivat
e rationality, morality, aesthetics and religious principles. This includes hist
ory, language, mathematics, logic, literature, humanities and science. o Curricu
lum must be based on recurrent themes of human life for it views education as a
recurring process based on eternal truths o The teacher must have the mastery of
the subject matter and authority in exercising it. o Aims for the education of
the rational personto develop mans power of thoughtthe central aim of this philosop
hy o o o o o PROGRESSIVISM Focuses on the child as a whole rather than of the co
ntent or the teacher Curriculum content comes from the questions and interests o
f the students Emphasis is given on the validation of ideas by the students thro
ugh active experimentation Methods of teaching include discussions, interaction
(teacher with students) and group dynamics Opposes the extreme reliance on booki
sh method of instruction, learning through memorization, the use of fear and pun
ishment and the four walled philosophy of education

CONSTRUCTIVISM o A philosophy of learning which asserts that reality does not ex

ist outside of human conceptions. It is the individual who constructs reality by
reflecting on his own experience and gives meaning to it. o Learning is the pro
cess of adjusting ones mental modes to accommodate new experience. RECONSTRUCTIVI
SM o Schools should originate policies and progress that will bring social refor
ms and orders o Teachers should be an instrument to encourage and lead students
in the program or social reforms o Curriculum emphasizes on social reforms as th
e aim of education. It focuses on student experience and taking social actions o
n real problems o Method of teaching include the problem-oriented type (students
are encouraged to critically examine cultural heritage), group discussions, inq
uiry, dialogues, interactions and community-based learning o The classroom will
serve as a laboratory in experimenting school practices bringing the world into t
he classroom BEHAVIORISM o Asserts that human beings are shaped entirely by their
external environment o The only reality is the physical world o o o o o o o o o
o o NATIONALISM The most important development was the creation of common langu
age Stresses on the teaching of the principles of democracy, and duties of citiz
enship Stimulates the development of the state which includes the control and su
pport of public school system Curriculum includes the teaching of grammar, geogr
aphy and history Method of teaching gives emphasis on the content regarding on n
ature studies, physical exercises and play activities HUMANISM Education is a pr
ocess and should not be taken abruptly. The unfolding of human character proceed
s with unfolding of nature The learner should be in control of his destiny Conce
rn is more on methods which include theme writing rather than oral discussions,
drills and exercises, playing Asserts the importance of playing in the curriculu
m Emphasizes motivations and the use of praise and rewards Curriculum includes s
ubjects concerning literary appreciation, physical education, social training in
manners and development