The Teaching Profession

Trends toward Professionalism

Managing the Learning Environment
Developing an Educational Philosophy

Presentors:
Menil, Sarah Jane
Pales, Bernie Jane
Bayud, Romnick
Silos, Ayette
Peape, Gretchen

BSED Filipino 1E
 TRENDS TOWARD
PROFESSIONALISM
 The Nature of National Competency-Based Teacher
Standards
The nature The Nature of National Competency-Based
Teacher Standards was born out of the partnership
between different academic institutions along with the:

• Commission on Higher Education (CHED)

• Teacher Education Institutions (TEIs)
• Philippine Regulatory Commission (PRC)
• Department of Education (DepEd)
• Civil Service Commission (CSC)
• As mentioned in a paper by Dr. Isagani Cruz in
2001this is the “People Power Model of Curricular
Change”—the result of the social change that
happened to the country and the need for education
to be the main effort in bringing competitiveness and
innovativeness among the people in the twenty-first
century.
• NCBTS is a framework for teaching and teacher
development that would guide all teaching-
related policies, reforms, and activities.

• In the NCBTS paradigm, the teacher is a

professional who is authorized to make
important decisions in the educational process
and is accountable for their students’
accomplishment of learning goals.
The main principle of NCBTS is that:
• All Filipino teachers must be committed and
held responsible for providing classroom
instruction with results that are manifested in
high performance levels in terms of student
learning outcomes.
• Teachers must be dedicated to the well-being
of the students and communities they serve,
taking into account their cultural diversity,
group aspirations, and what is valued in
education.
The NCBTS also defines seven domains within which
teachers can develop professionally. Under each domain,
specific strands and indicators are defined. The domains
can be classified into two broad categories, with the first
category further divided into two sub-categories:

• Domains that relate to the teacher as a facilitator of

learning (Domains 2 to 6),
• Domains on the knowledge and skills for facilitating
learning (Domains 3 to 5),
• Domains on linking the knowledge and skills to context
(Domains 2 and 6), and
• Domains that relate to the teacher as a learner
(Domain 1 and 7).
 Domain 1. Social Regard for Learning
(SRFL)
• The SRFL domain focuses on the ideal that
teachers are positive and powerful role
models for students to pursue different efforts
to learn. The teacher’s action, statements, and
different types of social interactions with
students exemplify this ideal.
Domain 2. Learning Environment (LE)
• This domain concentrates on the importance
of providing a social, psychological, and
physical environment where students can
engage in the different learning activities and
work toward attaining high standards of
learning, regardless of their individual
differences in learning.
Domain 3. Diversity of Learners (DOL)
• The DOL domain emphasizes that teachers can
facilitate the learning process, even with
diverse learners, by recognizing and
respecting the students’ individual differences
and by using knowledge about their
differences to design assorted sets of learning
activities to ensure that all learners can
achieve the desired learning goals.
Domain 4. Curriculum (Curriculum)
• The curriculum domain refers to all elements
of the teaching-learning process that work
together to help students understand the
curricular goals and objectives, and to attain
high standards of learning defined in the
curriculum. These elements include the
teacher’s knowledge of subject matter and the
learning process, teaching-learning
approaches and activities, instructional
materials, and learning resources.
 Domain 5. Planning, Assessing, and
Reporting (PAR)
• This domain refers to the alignment of
assessment and planning activities. In
particular, PAR addresses the (1) use of
assessment data to plan and revise teaching-
learning plans; (2) integration of assessment
procedures in the plan and implementation of
teaching-learning activities; and (3) reporting
of the learners’ actual achievement behavior.
 Domain 6. Community Linkages (CL)
• The CL domain states that classroom activities
are meaningfully linked to experiences and
aspirations of the learners in their homes and
communities. This domain focuses on
teachers’ efforts directed at strengthening the
links between schools and communities to
help in the attainment of the curricular goals.
 Domain 7. Personal Growth and
Professional Development (PGPD)

• The PGPD domain asserts the ideal that

teachers give importance to having high
personal regard for the teaching profession,
concern for professional development, and
continuous improvement as teachers.
 Developing Transformative Education

 Transformation should be the guiding principle to

change and improve a society which is a prosperous,
peaceful, just, and humane. This will serve as the basis
to develop the government, educational institutions,
organizations, and the people pursuing the goals and
objectives of education.

 Transformative education means the individuals

development as a whole person—the development in
all aspects of a human being, including the physical,
moral, creative, emotional, intellectual, and spiritual,
as well as the expression of their potential.
 The school administrator plays an important role
implementing the transformative education.
 The administration represents the school to unify
the teachers, staff, students, and parents.
 He should promote a strong staff development
program to allow teachers the opportunity to
successfully incorporate the curriculum change.
 The school administrator must be transparent,
service oriented, inspiring, democratic and
enthusiastic leader for the improvement of the
school.
• To meet these demands, the educational paradigm and
curriculum must be
 holistic,
 modern, and
 participatory.
It is in the process of educating the people to become
liberal, pro-Filipino, and pro-poor, that they become
effective instruments in transforming a prosperous and
modern democratic society.

• The Vision Mission statement of the school must be

based on the compliance with changing laws that
govern education. In addition, objectives of the school
must be specific and based on the needs of the society
to achieve transformative education.
The teachers’ role is also another important
component in realizing transformative
education. The teachers’ commitment,
dedication, and creativity are decisive in the
success of this goal.
Social commitment and dedication are also
essential for a teacher who makes the
difference in providing quality education. This
is so because transformative education
requires greater effort, discipline, and
creativity on the part of the teacher
 The teacher invests in preparation, develops creative lesson
plans, and must always be on the lookout for materials and
ways to continuously improve the lesson.

 He or she must develop the aptitude and skills for relevant

and democratic teaching, and updated in teaching methods.

 Furthermore, this view reinforces the need of educational

institutions to focus on the learners’ growth and
transformation.

 Therefore, the notion of institutions as leaning communities is

fundamental in constructing a new relationship between the
learner, the teacher, and the institution.
A library is an important investment of the
school. It needs to be filled with books and
other publications mostly written by Filipino
teachers and scholars.
Finally, the school must be continually
transformed to become better than what they
are so that the students will be encouraged to
study harder.
The personnel and other school officials must be
redeployed,
retooled, and
service oriented
They must also be responsible for the physical
environment in the campus to provide a good
atmosphere for the learner.
The technical and vocational laboratories need
to be equipped with the appropriate
apparatus for experiments and for producing
inventions.
 Visual aids and other materials must be
available for hands-on learning and not only
for display purposes.
 Requirements of Transformative Education

Traditional Transformative Education

Non-Transformative

Goal of Education Develop intellect Personal and social transformation

View of Learning Transmission Facilitation of learning
Behaviorist Constructivist
View of Knowledge Objective, neutral Contextual, plural, lasting application
View of Teacher Source of Knowledge Facilitator of learning
Object of Teaching and Curriculum and disciplinal content Identified problems
Learning Lived experiences
Social condition
Disciplinal content is selected based on
experiences, problems, and social conditions

View of Learner Passive and recipient Active and co-creator

Pedagogy Content-oriented Learner-centered
Power in the Exercised by the teacher / Negotiated authority
classroom Authoritarian
 The transformed teachers not only perform their regular duties in
the school, but also participate in the organizations or activities not only in
the school but also in his environment for social transformation and the
transformation of the education system. These activities include:

 attending seminars,
 joining organizations that can help in their profession and advance their
awareness in social issues,
 linking themselves with other sectors of society that address specific and
general issues concerning the people,
 contributing their time and skills to information and education campaigns
to conscientisize the people, and even
 directly integrating in marginalized communities in a process of providing
direct social service and deepening one’s commitment.
 Managing the Learning Environment

Classroom Management
-refers to the teacher’s ability to create
and maintain orderly classrooms.

Effective management is one of the key

characteristics of an effective school, and an
orderly classroom increases student’s
motivation to learn.
 Effective teaching and classroom
management are interdependent.
It’s virtually impossible to maintain an
orderly classroom in the absence of effective
teaching, and effective teaching is impossible
when students are disruptive.
Ways to become effective teachers
Subject Matter Knowledge
Planning
Instruction
Assessment
Classroom Management and Discipline
Professional Growth
Teachers know the subject matter they
teach and make it accessible to learners.
Teachers consider their goals for student
learning and their knowledge of students
and the subject matter as they develop and
sequence learning.
Teachers address learning goals through
meaningful activities that draw on students
and encourage powerful learning.
Teachers collect varied kinds of information
related to learning goals and involve
students in assessing their own progress.
Teachers establish and maintain safe
environments that promote fairness,
respect, and responsibility.
Teachers engage in self-analysis to foster
their own development, and they act as
members of learning communities.
Roles and Tools for Classroom Discipline

• As a teacher, you must:

 teach authentically by means of developing your own
discipline program based on your personality,
preferences, and philosophy.

 Your lesson plans need to consider the particular

ages, characteristics, and strengths of your students
and their families, and reflect your genuine
appreciation for your students as individuals.
• Several strategies to create and maintain
warm and respectful classrooms:

Treat all learners with dignity and respect.

Actively prevent misbehavior.
View discipline and opportunity to help
students develop independence.
Address discipline issues in multiple ways and
on multiple levels.
 Treat all learners with dignity and respect

Within the classroom, teacher must

emphasize the importance of maintaining
students dignity. They must feel that you respect
them as individuals, are concerned about their
needs, and understand their perspective.
 Actively prevent misbehavior

Misbehavior occurs when the students

educational needs go unmet. Albert (1996) suggests
the we can create belonging that goes a long way in
preventing misbehavior by using the three Cs:
 capable,
 connect and
 contribute
 Six proactive strategies that can help you forestall much of
student’s misbehavior:

1. Use meaningful curriculum

The teacher should check the curriculum to ensure
the content is appropriate, using strategies that accommodate student
diversity.

2. Attend to students maturation and motivation

Study the characteristics of your learners and the
realign your expectations to their physical and emotional
development. For instance, kindergarten pupils should be expected to
sit for only about ten minutes before the activity changes, but older
students can succeed with longer periods of sustained activity.
3. Established yourself as an authority figure
When students respect their teacher as an authority, they tend to
behave well. Teachers established themselves as authorities using different
combinations of power, as recounted by hoover &kindsvatter (1997).

 Expert power: The teacher is perceived by the group as having superior

knowledge about the content, about the teaching, and about individual needs.

 Referent power: the teacher is liked and respected because she is perceived
as ethical and concerned about her students.

 Legitimate power: the teacher has the right to make certain decisions by the
sheer power of her official role as a teacher.

 Reward power: the teacher has the power because she can distribute rewards,
including tangible items, such as candy, and privileges and social awards, such
as praise and attention.

 Coercive power: the teacher has power because she can punish.
4. Establish clear expectations
Students make better choices about their
behavior when they know what is expected of them.
• Start by developing a set of classroom rules, either
with the students’ help or your own. Keep a
• List of rules down to about four or five in number
and state each rule in positive terms.
5. Keep things positive
A praise statement keeps the atmosphere
positive, builds your referent power, and serves as a
gentle reminder for what all students should be doing.
Emphasize what students should do right and you help
prevent misbehavior.
In addition, effective management, a meaningful
curriculum, and genuine concern for your students can
prevent much behavior that could otherwise distract
from learning.
6. Use nonverbal communication

You can prevent misbehavior by using

nonverbal communication to inform students
that you feel confident in your own abilities, that
you are aware of their actions, that you care
about them, and that you will help the students
make good choices about the behavior.
 View discipline as an opportunity to help students
develop independence
Human development appears to be driven by two
competing forces:
(1) the need to be loved and to belong, and
(2) the need to do for oneself.

Teachers’ efforts to discipline should channel the fight

for self-control so that it follows productive paths. We need to
love our students enough to help them develop, and we can
do so by:

(1) establishing a climate that promotes independence, and

(2) addressing their behaviors in ways that encourage self-
control.
 Community school relations
• School as official members of the kind of the civic organizations in the Philippines
should maintain strong relationships with the community and with other
community instructions.
• Being a teacher means a being fully supportive of the Philosophy and practices of
the community, as a Filipino citizen, we have to show concern about the needs of
communities by encouraging the application of learning.
• It is also the responsibility of school officials and teachers to collect, organize, and
present to the public the facts necessary for adequate interpretation of the
educational needs of the community, and to take on the leadership roles in
arriving at proposals to meet these needs.
• The parent-teacher association (PTA) is the most logical and convenient
organization for securing support of the educational programs of the school. This
body is a very valuable group that serves as the link to learning and development
of the student and community as well. It represents the community to the school
administration and in turn interprets the school to the community.
• Recently, the community was included In the association, forming the Parent-
Teacher-Community Association (PTCA). In other words, the school becomes the
center of the community for progress and all related developmental activities.
Value of Professional Development for Teachers

“Professional Development is a dynamic

process of learning that leads to a new level of
understanding or mastery and a heightened
awareness of the context in which educators
work that may compel them to examine
accepted policies and routines” (p.71)
 When you become a teacher, you will be a
“Work in progress” rather than a “finished product”.
In other words, as a teacher, you might beside that
you need to learn better ways to facilitate and
assess critical thinking among your students.
Additionally, in pursuing professional
development, opportunities to make better
contribution to the lives of students each year
contribute to your profession in broader ways and
finally derive satisfaction from personal and
professional growth.
• Professional meetings
Meeting’s range from general and specific conferences to focused workshops on working
with particular students needs, on specific teaching or assessment strategies, and on
subject matter areas. With time, you may be ready to provide workshops that showcase
your own expertise.
Benefits:
 Meetings can directly address your areas of interest or need.
 Meetings can present practical strategies for immediate implementation, which makes
them especially appealing to new teachers.
 Effective speakers can inspire and restore enthusiasm.

• Professional members
National, local and international organizations focus on educational concerns.
Benefits:
 Joining an organization can increase your feelings of belongingness to a professional
community.
 You can select your level of participation, which can vary from minimal (pay your dues
and read the literature) to extensive (take on leadership roles).
 Most associations’ membership fees include both practical and research journals.
 Members receive benefits such as discounted conference fees and opportunities for
travel and insurance.
• Professional literature
Abundant educational resources include practical texts, scholarly texts, research journals,
trade magazines, and internet resources. Check teacher supply stores, university and local
libraries, and the teacher’s lounge for relevant resources.
Benefits
 Electronics searches allow you to find large amounts of information specifically related
to your needs.
 You can read at your own convenience.
 Reading can allow for greater depth that can short workshop sessions.
 You can draw conclusions if you read primary resources.

• Professional study
Local travel opportunities include visits to nearby classroom, schools, and field trips sites.
More extensive travel includes trips to far away sites to examine schooling practices.
Educationally-related field trips to distant sites to study the culture, language, history, or
natural phenomena can provide course credit.
Benefits:
 Travel broadens our experiences and views of good practice
 Travel can provide you with empathy and skills for addressing diverse learners.
 Travel can increase your subject matter base and the resources you draw form in your
classroom teaching.
• Advanced study
Advanced study through a university can result in an advanced credential, certificate,
or a graduate degree.
Benefits:
 Advanced study is often particularly meaningful for teachers because they can
draw from the background of their own teaching experience
 Advanced study is professionally satisfying when it results in a specialized set of
skills and attitudes that can be used to serve students and the profession.
 Advanced study provides for a greater number of professional options.
 Advanced study is the typically mechanism for advancing on the salary scale in
public schools.

• Professional writings
Informal writings by teachers include private journals and handbooks for local and
national distribution. Many education journals and magazines welcome contributions
from practicing teachers
The role of education technology in education
Modern times has brought new inventions and
technologies, such as printing, recording, photography,
cinematography, television, radio, and the computer, which can
contribute to the vast array of resources for the modern teacher.
Living in the age of technology means that Information
Technology plays an important role in the present-day education.
Computers, television sets, cell phones and the like make
information a fast global phenomenon. Making these available
and using them facilitate and enhance learning.
In selecting media for instruction, the teacher must first
determine exactly what his objectives are and then select the
most appropriate types of media for the task.
For most education situations, the following principles for the
preparation of an audiovisual plan can serve as a guide:
 It must be simple.
 Use audio-visual presentation as aids but do not use them as substitute to
teaching.
 It must be practical.
 It must be educational.
 It must be interesting.
 It must fit the school’s operation.
 It must have maximum support.
 It must be effective.
 It must be personalized.
 It must have definite scope.
 Types of instructional materials: their advantages and limitations

Type Advantages Limitations

Printed material
(Textbooks, periodicals, etc.)
 Cheap
 Provide an outline that the
teacher can use in planning
courses, units and lessons
 Convenient
 Self-paced
 Enable the students to take
home the materials they
need
 Provides a common
resource for all the students
to follow
 Provides pictures, graphs,
and other illustrative
materials which facilitate
learning
 In many classes, the become
the only point of view in the
course
 Usually written for national
audience
 Often lack the pizazz of
electronic media
 Not as effective in the case
of special students who
need “assistive” technology
Visuals (pictures, graphs, charts,
photographs)
Chalkboard/display board
Audio materials (tapes and
recorders)
 Permit close up detailed  Sometimes over used
study at individual’s own  Many teachers rely heavily on
pacing them
 Attract student attention and
aid concentration
 Add variety and interest to a
lesson
 Cut down unnecessary
teacher talking time
 Allows for spontaneity, speed,  Boredom on the part of the
and change students
 Can fit the tempo of any  The discussion is monotonous
lesson in the subject
 Valuable for emphasizing the
major points of a lesson
 Easy to prepare  Involve auditory organ only
 Portable and easy to operate  Have a tendency to be
 Duplication is easy and overused
economical  Children are sometimes
 Enhance the learning of verbal sensitive to noise and other
information unnecessary sounds
 Capture real sound
 Allow one to record and listen
to his/her own voice/sounds
Developing an Educational Philosophy
 Philosophy defined
Educational history offers descriptions and stories that indicate change
of venue, people, and context, but educational questions remain relatively
constant.
We can see that educators have constantly struggled with philosophical
questions related to education: the purpose of education, the nature of the
learner, the strategies associated with teaching, and the struggle between
religion, basic education, and liberal approaches.
Philosophies form the basis for understanding purposes of education
and help develop theories about what should be taught and how students learn.
Idealism and realism, two of the oldest philosophical positions, and pragmatism
and existentialism, both newer philosophical systems, all impact educational
thought.
In most cases, philosophies do not reflect only one view, but represent
an evolution of thinking that has guided decisions and theory building.
Idealism
 Considered as the oldest philosophy
 Idealism started during the time of Plato in ancient
Greece
 According to idealist, nothing exists except IDEAS.
Thus, reality is known via one’s mind.
 It stresses on the mental idea, intrinsic or spiritual,
rather than physical fact or material value.
 It also claims that man’s knowledge is based on his
mental state, and that the mental stimulus perceived
by a man’s soul comes from an infinite spirit which is
God and God is the summum bonum or the highest
good in whom absolute good, beauty, and values are
found.
 In teaching, Socratic method is the strategy in
bringing ideas to the learner in which the teacher
can stimulate the learner’s awareness of ideas by
asking leading questions.
Another important aspect of idealist
methodology is the role of imitation. Its subject
matter-based curriculum emphasizes the great
enduring ideas of the culture.
Teachers themselves should be the models
worthy of imitation by students, and they should
have wide knowledge of the cultural heritage and
lead a well-ordered life.
Realism
 Realism stresses objective knowledge and values, and
was developed by the ancient Greek philosopher,
Aristotle.
 Thomas Aquinas articulated a form of religious realism.
 Alfred North Whitehead continued the realist tradition in
the modern day era.
1. There is a world of real experiences that human
being have not constructed.
2. The human mind can know about the real world
3. Such knowledge is the most eligible guide to
human conduct, both individuals and social.
 For realist, societies established schools to provide
students with knowledge about the objective world. On
the other hand, the role of the school is primarily
academic.
In order to perform their educational
responsibility, realist teachers need to be knowledgeable
in the content of their subject.
 Realist teachers should have a general
education in the liberal arts and sciences– a
background that will enable the teacher to
demonstrate relationships between her area of
expertise and other subject matters.
Realist teachers may employ a wide
repertoire of methods, such as the lecture,
discussions, demonstrations, or experiments.
Mastery of content is most important, and
methodology is a necessary but subordinate means
to reach that goal.
Pragmatism
 Pragmatism is derived from the Greek word
pragma meaning “a thing done, a fact that is
practiced”.
 It is a modern philosophy that originated in the
United States
 Among its founders were Charles S. Pierce,
William James, George Hebert Mead, and John
Dewey.
 This philosophy is very much related to
experimentalism, which is based on the scientific
investigation.
 Pragmatist teachers are more concerned with
the process of solving problems intelligently. They do
not dominate the classroom but seek to guide learning
by acting as facilitators of the student’s research and
activities.
For students in a pragmatist classroom, the main
objective is to share the experience of applying the
scientific method to a full range of personal and
intellectual problems.
Through their use of problem-solving method, it
is expected that the students will learn to apply the
process to situations both in and out of school and thus
reduce the separation of the school from society.
Existentialism
The philosophy of existentialism, representing
both a feeling of desperation and a spirit of
hope, examines life in a very personal way.
An existentialist education encourages deep
personal reflection in one’s identity,
commitments, and choices.
Existentialist author Jean Paul Satre stated
that “Existence precedes Essence”.
-Simply means that human beings enter the world
without being consulted. Human freedom is total,
and one’s responsibility for choice is also total.
 An existentialist teacher would encourage
students to philosophize, question, and participate in
dialogue both the meaning of life, love, and health.
An existentialist curriculum would consist of
whatever might lead to philosophical dialogue.
In addition to literary, dramatic, and biological
subjects, students need to create their own modes of
self-expression.
For the existentialist, the school is where
individuals meet to pursue discussion about their own
lives and choices.
Perennialism
 Perrennialism means “perpetual” or “long lasting”.
Educators who identify themselves as perennialists
advocate a curriculum of timeless values and
knowledge. They believe that:
1. Truth is universal and does not depend on the
circumstances of places, time, or person
2. A good education involves a search for and an
understanding of the truth
3. Truth can be found in the great works of civilization
4. Education is a liberal exercise that develops the
intellect.
 Perennialism is also the belief that nature,
including human nature is constant.
 Perennialism have roots both in idealism and
realism.
 The roots of perennialism lie in the Philosophy of
Plato, Aristotle, and St. Thomas Aquinas.
 Divided into two groups:
1. Those who espouse the religious approach to
education adopted by Aquinas
2. Those who follow the secular approach
formulated in the 20th century America by such
individuals as Robert Hutchins and Adler.
 The perennialist views education as a recurring
process based on eternal truths, thus, the school’s
curriculum should emphasize the recurrent themes of
human life.
It should contain cognitive subjects that cultivate
rationally and the study of moral, aesthetics, and
religious principles to develop the attitudinal
dimension.
The curriculum of a perennialist’s education
would be subject-centered, drawing heavily upon the
disciplines of literature, mathematics, history, and the
humanities.
 The teacher, accordingly, must be one who
has mastered discipline, who is a master teacher
in terms of guiding truth, and who is beyond
reproach.
The teacher is to be viewed as authority
and his expertise is not to be questioned.
The role of the school is train an
intellectual elite who will one day take charge of
passing this on to a new generation of learners.
Progressivism
 Progressive education was part of the general reform
movement in American life in the 19th century.
 Political progressives such as Robert La Follette and
Woodrow Wilson wanted to curb powerful financial
and industrial trusts and monopolies to make the
democratic political system truly operative.
 On the other hand, progressive education gained
impetus from a rebellion against traditional schooling
 Educator such as G. Stanley Hall, Francis Parker, and
William H. Kilpatrick argued against mindless routine,
note memorization, and authoritarian classroom
management.
 It views that all learning should focus on the child’s
interest and needs.
Progressive education is best reflected by
numerous theories and practices in both public and
private schools. The list is significant:
• The open classroom
• Individual instruction
• Self-paced instructional materials
• Grouping by needs and interest
• Affective education
• Problem based curricula, such as themes focusing on
the environment, social issues, and political questions
• Vocational or career education
• Counseling
 Progressivism is an educational philosophy
emphasizing curricula that focuses on real world problem-
solving and individual development.
Progressive schools emphasize children’s freedom
and other stressed social reform
Teacher who follow progressive principles are
instructionally flexible, using a repertoire of learning
activities that includes problem solving, field trips, and
creative expression.
Progressive teachers see the teaching-learning
process as active, exciting, and ever- changing.
Progressive teachers want students to work
collaboratively on projects based on their shared
experiences.
Essentialism
 Essentialism as an educational philosophy is grounded
in the oldest and most commonly accepted philosophy
found in public school.
 Its root word, “essential,” implies that certain studies
are more crucial than others.
 It was popularized in the 1930s by the American
educator William Bagley.
 Essentialists’ principles derive from the back-to-basics
movement which occurs in education on a cyclical
basis.
 Back-to-basic means that learning should focus on
basic skills, such as reading, writing, and mathematics.
 The role of schools should concentrate on the essential
skills and subjects that contribute to literacy and to social
and intellectual efficiency.
In the back-to-basics proponents the teacher must be
well prepared and accountable for children’s learning.
Essentialist teachers, preferring a structured
curriculum, seek to transmit cultural heritage to students
by means of carefully sequenced basic skills and subjects.
The teacher is to be a specialist in subject-matter
content and skilled in organizing it into instructional units.
Social Reconstructivism
Reconstructivism perspective looks to
construct society by integrating new
technological and scientific development with
those parts of the culture that remain viable.
According to reconstructivism analysis, human
civilization made a great technological
transition when it moved from an agricultural
and rural to an urban and industrial society.
George Counts
Harold Rugg
 The teachers responsibility is to help reduce the
cultural gap between technology and values of the
individual.
Education is designed to awaken the students’
consciousness about social problems and to engage
them actively in solving those problems.
It urges the teacher to lead their students on a
searching examination of culture and society, both
domestically and globally, and to encourage students to
investigate controversial issues in order to develop
alternatives to conventional wisdom.
Classroom Application of the Educational Philosophies
Traditional Perennialism (Idealism, Essentialism Progressivism Post Modernism Social
Philosophy Realism) (idealism, (Pragmatism) (Existentialism) Reconstructivism)
Most closely Realism)
Related
Educational Train the intellect; Acquire basic Acquire the ability Critically examine To construct
Goals moral development skills; acquire to function in the today’s institutions; society
knowledge real world; develop elevate the status of
needed to problem-solving marginalized people
function in skills (women and cultural
today’s world minorities)

Curriculum Emphasis on enduring

ideas
Emphasis on basic skills
Emphasis on problem
solving and skills
needed in today’s world
Emphasis on the works
of marginalized people
Social sciences used as
reconstructive tools
Role of the Deliver clear lectures; Deliver clear Guide learning Facilitate discussion Guide learning
teacher increase student lectures; with questioning; that involve clarifying with questioning;
understanding with increase student develop and guide issues develop and guide
critical questions understanding practical problem- practical problem-
with critical solving activities solving activities
questions
Teaching methods Lecture; questioning; Lecture; practice Problem-based Discussions; role Guide learning
coaching intellectual and feedback; learning; play; stimulation; with questioning;
thinking questioning cooperative personal research develop and
learning; guided guide practical
discovery problem-solving
activities

Learning High structure; high High structure; high Collaborative; Community- Community-
environment levels of time on task level of time on task self-regulated; oriented; self- oriented
democratic regulated

Assessment Frequent objective Frequent objective, Continuous; Collaborative Essay and analysis
and essay essay and feedback; between teacher test
performance test informal and student;
monitoring of emphasis on the
student progress exposure of
hidden
assumption

Proponents  Adler  Bagley • John Dewey Jean Paul Satre Theodore

 Bloom  Bestor • Kilpatrick Drameld
 Hutchins  Conant • Parker George Counts
 Maritain  Morrison • Washburne William Stanley
Harold Hugg
Thank you for listening!
Requirements of Transformative
Education
Behaviorist Constructivist
 View of Knowledge Objective,
neutral Contextual, plural, lasting
application
View of Teacher Source of knowledge
Facilitator of learning
Object of Teaching and Learning
Curriculum and disciplinal content
Identified problems
Lived experiences
Social condition
Disciplinal content is selected based on
experiences,
Problems, and social condition
View of Learner Passive and recipient
Active and co-creator
Pedagogy Content-oriented
Learner-centered
Power in the Classroom Exercised by
the teacher/ AuthoritarianNegotiated
authority
environment for social transformation
and the transformation of the
education system. These activities
include attending seminars, joining
organizations that can help in their
profession and advance their
awareness in social issues, linking
themselves with other sectors of
society