Lesson 2:

Enchanced Teacher
Education Curriculum
Anchored on OBE
Desired Learning Outcomes:

Analyzed the influence of OBE in the teacher

education

Reflected on the future teacher education

curriculum in the light of OBE.
 As teacher education curriculum initiatives gear
towards globalization, contextualization, indigenization,
and other reforms or enchancements, a lot of
harmonization is being done by educators, curriculum
specialists, faculty, teachers, students, and all stakeholders.
Outcome-Based Education as a philosophy, system and
classroom practice gives a very strong signal in the
reconceptualization of the teacher education curriculum.

Let us learn how a teacher education curriculum

embraces the philosophy, system and classroom practice
of OBE.
Teacher Education Curriculum Anchored on
OBE
What could be a teacher education curriculum that
anchors itself on outcomes-based education? What would be
the features of this curriculum that could address and future
concerns of basic education? What competencies must one
acquire to be able to address these concerns? How will these
competencies enhance the attributes of a teacher education
graduate? These questions and many more shall be addressed in
the content of this lesson.
 1. Desired Outcomes of the Teacher Education Programs
(Ideal Graduate of Teacher Education Program
Competencies)

Questions like: What kind of teacher do we desire to graduate in the

future? What kind of teacher will you be? What qualities will you
possess?

To address these questions, it is necessary that the desired

competencies and outcomes of the teacher education curriculum be
clearly stated. These competencies will guide teacher education programs
on what product do they desire at the end of the college education. What
are attributes of the Ideal Graduate?
 Recognizing the demand of K to 12, the framework of the National
Competency-Based Teacher Standards (NCBTS) and global requirements
of ASEAN 2015, a need to harmonize the teacher competencies is very
critical. With OBE, these competencies will form the desired outcomes of
the teacher education program.

With the current imperatives of the 21st century, the teacher

education curriculum must emphasize teacher’s values, skills, and
knowledge that are fundamental to good teaching. The roles and
responsibilities of teachers should be viewed collaboratively with other
professionals because of new job opportunities. Teachers may not remain
in the classrooms but may take on tasks as course, designers, program
evaluators, training specialists, and others which are also related to
teaching.
 Competencies for all Future Teachers in the Teacher
Education Curriculum
It is desired, that all graduates of any teacher education program should have
the following competencies to be ready to teach in the classroom. Here are the
suggestions based on CMO 30. S. 2004 and the NCBTS.
1. Demonstrate basic and higher levels of literacy for teaching and learning.
2. Demonstrate deep and principled understanding of the teaching and learning
process.
3. Master and apply subject matter content and pedagogical principles appropriate
for teaching and learning.
4. Apply a wide range of teaching related skills in curriculum development ,
instructional material production, learning assessment, and teaching delivery.
5. Articulate and apply clear understanding of how educational processes relate to
political, historical, social, and cultural context.
6. Facilitate learning in various classroom setting diverse learners
coming from different cultural backgrounds.
7. Experience direct field and clinical activities in the teaching milieu as
an observer, teaching assistant or practice teacher.
8. Create and innovate alternative teaching approaches to improve
student learning.
9. Practise professional and ethical standards for teachers anchored for
both local and global perspectives.
10. Pursue continuously lifelong learning for personal and professional
growth for teachers.

With the enumerated intended outcomes, the future teachers should be

aware of the outcomes they should become.
 Using the National Competency-Based Standards as a frame, as a global Filipino
teacher let us analyze the intended competencies/outcomes that are addressed by the
different NCBTS domains. (TCSE Progress Report, 2013)
Teacher Standards Outcomes Domains Addressed in NCBTS
 Uses specialized knowledge and skill in a  Diversity of Learners
variety of school context and in diverse  Learning Environment
students backgrounds.  Curriculum
 Applies inquiry with the use of research and  Diversity of Learners
utilize evidence-based knowledge to  Planning, Assessing and Reporting
improve teaching.  Personal Growth and Professional
Development
 Social Regard for Learning
 Self- directs continuous learning related to  Personal Growth and Professional
own expertise for enhancement of students Development
outcomes and strengthening of professional  Social Regard for Learning
identity
 Maximize the involvement of education  Community Linkages
stakeholder and non-education communities
to work in collaboration for relevant
educational reforms.
 From the identified competencies, standards and outcomes the
IDEAL GRADUATE of the teacher education program as a new breed
of TEACHERS are:
• Multiliterate
• Reflective
• Master subject content
• Highly skilled
• Sensitive to issue
• Multicultural
• Innovative
• Highly professional
• Lifelong learner
 2. Teacher Education Curriculum: An Example
What kind of teacher education curriculum can develop such
competencies in colleges of education or teacher education departments?

Using the OBE framework, the competencies previously stated are

now translated into outcomes. These are the outcomes we need to see in
every graduate.

Teacher Education Program Outcomes

At the end of the degree plan for elementary or secondary teaching,
the future teachers must have:
Demonstrated basic and higher levels of literacy for teaching and learning.
Demonstrated deep and principled understanding of the teaching and learning process.
Mastered and applied the subject matter content and pedagogical principles appropriate for
teaching and learning.
Applied a wide range of teaching related skills in curriculum development, instructional material
production, learning assessment and teaching delivery.
Articulated and applied clear understanding of how educational processes relate to political,
historical, social, and cultural context.
Facilitated learning in various classroom setting diverse learners coming from different cultural
backgrounds.
Experienced direct field and clinical activities in the teaching milieu as an observer, teaching
assistant, or practice teacher.
Created and innovated alternative teaching approaches to improve student learning.
Practised professional and ethical standards for teachers anchored for both local and global
perspectives.
Pursued continuously lifelong learning for personal and professional growth as teachers.
 Content and Pedagogy to Achieve the Outcomes
Having identified the outcomes of the program, how will universities, schools and
departments from the future teachers?

1. Course or Degree Contents. To become a teacher, a college degree is required. A

degree is made up of courses or subjects which are clustered ass general education
courses, professional education courses and major or specialized subject courses.

There are similarities as well as differences in the required number of subjects and
courses that are recommended for teachers in the elementary and secondary level teaching.
Let us look at the examples:
Elementary Level Teaching for K to Grade 6- General Education Courses,
Professional Teacher Education Courses, Areas of Specialization or Additional Subjects in
a Specialized Field.
 Secondary Level Teaching for Grade 7 - 10 (Junior High)- General
Education Courses, Professional Teacher Education Courses, Major
Discipline (English, Math, Science, and others)

Second Level Teaching for Grade 11-12 (Senior High School) –

General Education Course, Professional Teacher Education Courses,
Major Discipline (higher level of contents)

There are common courses for both levels of teaching. In the

professional teacher education courses, both will have almost the same
with one or two courses that are different to address the context of the
grade level they will teach.
Example of Probable Subjects in the Professional Teacher Education
For all future teachers in K to 12 (Elementary and Secondary levels)
A. Foundation Courses
 Child and Adolescent Learners and Learning Principles
 The Teacher and Society
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge Courses
 Facilitating Learner-Centered Teaching and Learning
 Assessment of Learning
 Technology for Teaching and Learning
 The Teacher and the School Curriculum
 Building and Enhancing Literacy Skills Across the Curriculum
 Content and Pedagogy of the Mother Tongue (Elementary level only)
 Teaching for the Major Field Subjects (Secondary level only)
C. Major Courses for the Secondary and Selected Subject Area Content for
Elementary
D. Experiental Learning Courses
Field Study Courses (Field Observation)
Practice Teaching (Classroom Observation, Teaching Assistance, Full
immersion).

These subjects are coherent and integrated with one another to create and
achieve almost seamless experience of learning to teach. Bringing together theory
into practice, faculty teaching the content, also supervise student teachers in the
field. Pedagogical Content Courses (PCK) bring together courses that treat them
holistically.
There will also be an integration with the academic courses and the
practicum courses to allow students to learn from the experts in the field. This will
enhance collaborative relationships with the academe and the schools.
2. Methods of Teaching and Teaching Delivery Modes

The methods of teaching should be varied to address the different kinds of

learners. Time-tested methods as well as current and emerging strategies shall be
utilized. These should be student-centered, interactive, integrative, and
transformative. Courses should enhance the concept of “learning how to learn” for
future teachers. The methods of teaching should replicate what should be used in
the work place or schools.

The delivery modes may vary from the traditional face-to-face, on-line, and
experiential learning approaches. When these modalities are combined in one
course, it is called blended approach.

The use of technology for teaching and learning in all subject areas is
encouraged so that every future teachers will develop the skills to be ready to guide
future learners, most of whom are digitally skilled.A
 A very strong field – based experience in teacher
education where pre-service teacher students are
immersed to the actual classrooms is necessary. This
will enable the students to gain experiental learning
through observation, teaching assistantship and practice
learning.

Whatever methods of teaching or delivery modes

to be used by the teachers are clearly written in a course
design or syllabus prepared by the faculty and shared to
the students.
 3. Assessment of Learning
College learning shall be assessed in similar manner as all other
means of assessment. It has to be remembered that in the Philippine
Qualifications Framework (PQF) there are three levels of competencies
that all undergraduate students should possess as evidence of their
learning outcomes. This refers to Level 6 of the PQF which is described
as Level-1 Knowledge, Skills, and Values Level-2 Application of KSV
and Level-3 Degree of Independence.

Every subject has established a set of desired learning outcomes to

be achieved, at the end of the course. These learning outcome should be
evaluated so as to confirm if they have be achieved.
For example, in a subject Curriculum Development, the desired
course outcomes are:
At the end of the semester, the students must have:
1.Identified curriculum concept that include nature and purposes of curriculum.
2. Disccussed the different models of curriculum and approaches to curriculum
design.
3. Explained curriculum development in terms of planning, implementing, and
evaluating.
4. Described the different involvement of stakeholders in curriculum
implementation.
5. Utilized different evaluation procedures and tools in assessment of learning
outcomes.
6. Explained examples of curricular reforms such as K to 12 OBE.
7. Reflected on the value of understanding curriculum development as a teacher.
 How will we know that the students have arrived or
achieved the learning outcomes enumerated above? We need to
assess these, with the use of assessment tools and procedure as
mentioned in previous modules. The key verbs shall be used as
an assessment check to determine the success of the course.

The assessment procedure and tools should be

appropriate for the learning outcomes to be measured so as to
be valid and reliable.
 In summary, the teacher education curriculum that approaches the OBE model
for classroom practice begins with the end in view by establishing the program
outcomes at the start. It is followed by the Course Content, Pedagogy and
Assessment. But the three components are linked to each other.

Planning
(Degree
Outcomes and
Attributes of an
Ideal Graduate)
Evaluating
(Assessment of
Learning to Implementing
indicate if (Contents,
degree Methods of
outcomes have Delivery)
been achieved)
Thank you for listening 
Godbless 
Richelle R. Sarmiento
Reporter