current issues in education - meeting the challenges of the 21st century today

TEACHING OUR TEACHERS


Meeting The Challenges Of The 21st Century Today


Dr. Elvira Ramos



Dr. Elvira Ramos


Prepared by Christian Paul Peligro

Introduction

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Introduction

As educational leaders, classroomteachers, students and parents will agree,21st century teaching carries with it acomplicated mix of challenges andopportunities. Challenges include the issuesof teacher turnover, accountability, changingstudent populations and studentexpectations, mounting budget pressures,and intense demand to build students’ 21stcentury skill. (Teaching In The 21st Centuryeduviews 2008, blackboard.com)

Introduction

The last decade of the 20th century wasspent on stock taking and envisioningfuture development at an internationalscale. A view was envisioned by expertsin education through a UNESCO reportlast may, 1998, entitled Learning TheTreasure Within.

Introduction

A point raised in this report by JacquesDelor is the concept of lifelong learningand its evolution. It isn‘t simply a stagewhich one must graduate from. Theconcept of a learning society, which putsgreater value to learning as a fulfillinghuman endeavor, is emerging, and ourlearning institutions and organizationsmust constantly reformulate themselves inkeeping up with this role.

Introduction

There are many factors shaping theeducation scenario. First of which istechnology and the emergence of aninformation and knowledge economy. Moreand more people are now engaged ininformation and knowledge activities as theirprincipal means of sustenance. The internetand the world wide web have openedavenues for learning and sharing knowledge.

Introduction

Major shifts are also taking place in thegovernance of Education. The window ofreform has taken larger and deeperdimensions in practically every country inthe_world.

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Introduction

Policies and official processes are also takingsteps toward change. Specifically in ourcountry, big changes have occurred and arewaiting to be fully implemented due to thenew K12 program and the ASEANIntegration. Changes to the traditional waysof_teaching_are_anticipated.


Introduction

Such changes in our country are also effectedby yet another factor that is shaping thefuture of education. Globalization. To be ableto meet the demands of the internationalstage and maintain an edge in working hereand abroad, it was deemed by educationalexperts that Filipinos need to up their gamein the field of Education. The government,then, followed through with this new systemcalled=K12.


Introduction

All of these magnifies the significance ofthe role of teacher education institutionsin shaping the future of education andrearing those who will be at the forefrontof education and learning for the comingcentury.


Issues and Challenges

Issues and ChallengesWho are teaching our teachers?

Issues and ChallengesWho are teaching our teachers?

The model of teacher education isbased on a series of beliefs for teachersthat provide the rationale for the existenceof coursework, experiences, outcomes,and assessments that occur throughout.These beliefs represent a commitment byuniversity and local school community toensure the quality preparation of newteaching professionals. (Colorado StateUniversity) http://www.slideshare.net/polchan


SEAMEO INNOTECH (the preferrededucation solutions provider in SoutheastAsia and beyond) proposed the developmentof TEIs in order to gain a better appreciationof the teaching philosophy, their capabilityand readiness to promote and utilizeinformation and communicationtechnologies. They ensure that the enhancedbasic education program meets the demandfor quality teachers.

Who are teaching our teachers?


Formerly, only TEIs were the soleproviders for pre-service and training forteachers. Now, acting TEIs or dulyrecognized organizations acting as TEIs(DROATS) is in coordination with DepEd,CHED, and other stakeholders, ensuring thattheir curriculum meets the necessary qualitystandards for trained teachers. They providetraining for purposes of retooling thegraduates of the teacher educationcurriculum, and only in such areas wherethere is a shortage of trained teachers.



DROATS are temporary in nature andthey may diminish once existing TEIshave aligned their teaching educationcurriculum with the enhanced basiceducation curriculum under the K12 Law.




Foundations are also a source ofqualified teachers. These refers to nonprofit organizations, which are notoperating as educational institutions,contracted by DepEd for a fixed period, toprovide volunteers to teach in basiceducation in areas where there is ashortage of qualified teachers.



These volunteers include graduates ofScience, Math, etc., admitted byfoundations duly recognized for theirexpertise in the education sector and whosatisfactorily complete the requirementsset by these organizations. Thesevolunteers must pass the LET within 5years from hiring.



TESDA is also a source of teachers.Graduates of technical or vocationalcourses may teach in their specializedsubjects in the secondary education,provided that these graduates possess thenecessary certification issued by TESDA.




Practically, a teacher for the new K12program may come from almost all thefields of study and profession becauseExperts and Practitioners are also allowedto teach. They do not need any LETrequirement, MA, nor teaching experienceas long as they are qualified as experts intheir field of work. They may teach parttime in secondary education.


Issues and ChallengesContent Mastery and Pedagogy



What might be one of the mostimportant part of teaching (if not themost) is content mastery. A teacher needspassion and patience, but more thananything else, she needs to know what sheis talking about. That is what gives herauthority.http://www.slideshare.net/polchan

Content Mastery and Pedagogy


While pedagogy is the HOW theteaching and learning occurs. Student arenot just empty vessels to be filled with ourexpert knowledge. They must constructtheir own understandings through ourconsidered learning experiences.

These two are not exclusive to eachother and are demonstrated to go hand inhand.http://www.slideshare.net/polchan

Content Mastery and Pedagogy

Issues and ChallengesTeacher Preparation



Different nations have set differentstandards to determine if a teacher isprepared and qualified to become ateacher. Focusing in our country, here is ashort review of the statistics from ourprevious years (from National StatisticsOffice Philippines In Figures 2014)


Teacher Preparation


Here are statistics for enrollees andgraduates of Education and teacher trainingcourses

Teacher Preparation


Here is a press release by Philippinebusiness for education about theperformance in the Licensure Exam forteachers for October 2009 to September2013. http://www.slideshare.net/polchan

Teacher Preparation

Alarming Facts About Ph’s Teacher Schools

According to the latest statistics from the Commission on HigherEducation (CHED), for every 100 enrollees in teacher educationprograms in the Philippines, only 16 will eventually graduate, onaverage. http://www.slideshare.net/polchan

On their first try, only eight of these 16 graduates will pass theLicensure Examination for Teachers (LET), an exam graduates needto take before they can teach in public schools, given the country’saverage national test-taker passing rate of 54%. For the other eightrepeaters, the average passing rate is 16%.


1. 601 TEIs for elementary and 795 TEIs forsecondary performed below their respectivenational passing rates

601 TEIs for elementary (out of 1,025 or 59%) and795 TEIs for secondary (out of 1,259 or 63%)performed below their respective national test-taker passing rates of 52% and 56%. A big chunkof these bad performing TEIs are Private Non-Sectarians (55%) followed by State Universitiesand Colleges (27%), Private Sectarian (13%), andLocal Colleges and Universities (5%).

Teacher Preparation


2. 107 TEIs for elementary and 151 TEIs forsecondary had at least 75% of their students passthe LET http://www.slideshare.net/polchan

Only 107 TEIs for elementary (out of 1,025 or 10%)and 151 TEIs for secondary (out of 1,259 or 12%)had at least 75% of their students pass the LET.Majority of these good performing TEIs arePrivate Non-Sectarians (35%) followed closely byPrivate Sectarian (31%), State Universities andColleges (28%), and Local Colleges andUniversities (6%).

Teacher Preparation


1. Quality and Accessible Education

• Close down programs of TEIs that have consistentlyperformed poorly for five years.

• Incentivize good performance in TEIs by giving moreweight to measurable performance indicators such as:

• In the financing criteria of government schools; and• In the accreditation of private schools

Teacher Preparation


2. Selective screening and recruitmentprocess

• Conduct a parallel review of LET questionsand the teacher education curriculum of TEIsfor improved alignment to the new K-12System.

• Explore other pre-college screeninginstruments or standards such as a nationalentrance exam for teachers.

Teacher Preparation


3. Information Management

• Require each TEI (esp. SUCs and LCUs) to make LETresults readily available to parents and prospectivestudents. http://www.slideshare.net/polchan

• LET application forms should differentiateinformation on undergraduate degrees from theCertificate in Teaching Program for betterperformance monitoring.

• The Department of Education and private schoolsassociations should signal to TEIs the needed majorsor specializations of teachers in order to better balancesupply and demand.

Teacher Preparation

Issues and ChallengesChanging Roles Of Teachers


One of the biggest challenges for teachersis that their role in the school managementhas also changed. The school needs them asindividuals, who can make decisions andcope with the stress of the changing world ofschools. At the same time teachers need to beable to work in teams, cooperate withcolleagues and parents, they have to writeprojects to gain money for the schoolprogrammes, they have to be PR experts’ andneed to do all these things for a modestmonthly income. (sens-public.org)

Changing Roles Of Teachers


The future world of learning is onewhere the forces of globalization,pervasive technology, and changingdemands in the learning environmentcombine to form a dynamic setting that isboth challenging and daunting forteachers. Together with the changes, newexpectations have knocked on our doors.



Globalization laces new and shiftingdemands on the education serviceprovider, altering the terms of operationsfor a teacher. In the K12 program, someteachers will have to retool themselvesand enroll to training programs and othercourses in order to continue teaching andearn for a living.



Teacher education should be reorientedin order to address sustainability. UNESCOhas associated with York University inToronto, together with other universities toincorporate to their programmes, practices,and policies. Each member institutionaddresses environmental, social, andeconomic contexts to create locally relevantand culturally appropriate teacher educationprograms for both pre-service and in-serviceteachers.



Teachers deal with unique sets ofchallenges. Meeting more stringent licensurerequirements, added professionaldevelopment demands, and increasinglyrigorous course content often add emotionaland professional stress to teachers’ lives. Theadded pressures of the accountabilitymovement requirements such as increasedreporting, additional testing, differentiatinginstruction for diverse learners, andinvolvement in their school communities,add time to their already full schedules.



Parental expectations for thoroughcommunications and rapid response toquestions and requests add greater demandsto their overflowing workdays. And whileteachers generally are committed to theirstudents, enjoy their work, and are devotedto their profession and their content areas,21st century students come to school withvery different sets of experiences andexpectations than their 20th centurycounterparts.



These tech-savvy, multi-media, multi-taskingdigital natives navigate everyday life fardifferently than many of their digital immigrantteachers. Connecting with them, relating to them,and motivating them now require teachers whoare open to new ways of teaching and supportingstudents. Given these challenges, teachers who arenew to the profession often find themselvesfrustrated, disappointed, and unsupported. Theyleave their schools and often the profession andthe cycle continues. (Angel C. de Dios Phd,Georgetown University, US)


Innovations and Strategies



Like most issues, the foregoing pointsdemand deeper introspection and analysison our part. It is essential, however, toaddress them and focus our vision forteacher education and training in the lightof all these changes.

Innovations and StrategiesReforms


TEDP is TEACHER EDUCATION and DEVELOPMENT PLAN

- is the master plan for Teacher Education.

-is the articulation of a singularcompetency based framework for teachingand teacher development that wouldguide all policies, reforms, and activitiesrelated to teaching and teacherdevelopment.

Reforms


The National Competency Based TeacherStandards (NCBTS) is at the heart of theTEDP. It is the key element of the TEDP(Teacher Education and DevelopmentProgram). NCBTS defines effective teachingas being able to help all types of studentslearn the different learning goals in thecurriculum. An integrated theoreticalframework that defines the differentdimensions of effective teaching

Reforms

Innovations and StrategiesNCBTS

Innovations and Strategies7 domains


A number of models on technologysupport for teacher upgrading areavailable. The teacher utilizes a variety oftechnologies to support the design ofmaterials, communication of knowledge,and the storage and retrieval ofinformation.

Technological Options And Tools


An example of this is the recentinitiative of SEAMEO Innotech last 24th

October, 2014. Taking advantage of themany uses of mobile technology ineducation, they initiated the developmentof a teacher resource kit utilizing smartphones and tablets to promote thedevelopment of 21st century skills. The kitis designed to bridge the digital dividebetween students and teachers.



Also, regular computer tools likemicrosoft applications, networking sites,email, and the like, are very helpful forregular activities of a teacher.



Teachers also have the ability tosocialize and communicate with fellowteachers and experts from different fieldsvia communities online and they caneasily track new innovations through theinternet.http://www.slideshare.net/polchan



Global Filipino Teacher program by Globe telecom

Launched in 2009, the Global Filipino Teacherprogram trains teachers on Effective ClassroomManagement using ICT. Going beyond just teachingGFTs to integrate ICT in the classroom, the programalso trains them to conduct problem-based learning.To date, the program has benefitted 342 schools across12 regions nationwide, and has produced 262proficient Global Filipino Teachers.


Global competence is the name of thegame. With the dawn of the 21st century,the global community is urged to keep upwith the higher expectation set forth by theadvancing age of globalization andtechnology. Particularly, the people becomethe gauge of progress. Countries need toproduce internationally competent humanresource for stronger economy, bettergovernance, and a more productive society.To do this, as what human capital theorysuggests, the key is improving the quality ofeducation.

In this regard, a call for globalization ofeducation in catering new generations of Filipinolearners needs to be answered. This is definitely ahuge challenge for the Philippines; in fact, it hasbeen a quest since then that until now thegovernment tries to accomplish. In pursuance ofthe aim of improving Filipino society, we arecontinuously striving on our way to becoming atpar with other developed countries in terms of thequality of education as well as fighting our way tosolving many of its complications. (Shalee L.Tusara) http://www.slideshare.net/polchan

Sources

• paascu.org

• dianeravitch.net

• the-teacher.wikisaces.com

• pbed.ph

• unesco.org

• sens-public.org

• colostate.edu

• seameoinnotech.org

• philbasiceducation.blogspot.com

• National StatisticsOffice

• prc.gov. ph

• inquirer.net

• mb.com. Ph

• unescobkk.org

• Deped.gov. ph

• ched.gov. ph

End


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