CHED MEMORANDUM ORDER (CMO)
NO 30
SERIES 2004
SUBEJECT: REVISED POLICIES
AND STANDARDS FOR UNDERGRADUATE TEACHER EDUCATION CURRICULUM.
______________________________________________________________________
ARTICLE
INTRODUCTION
SECTION 1.
Quality pre-service teacher education is a key factor in quality Philippine
education. In the Philippines, the pre-service preparation of the teachers for
the primary and secondary educational sectors is very important function and
responsibility that has been assigned to higher education institutions.
ARTICLE II AUTHORITY
TO OPERATE
SECTION 2. all
private higher education institutions PHEI’s intending to offer the bachelor of
Elementary Education (BEED) or Bachelor of Secondary Education (BSED) or any of
the Professional education courses specified in both curricula must first
secure proper authority from the commission in accordance with existing rules
and regulations. The Government- supported institutions are strongly encouraged
to strictly adhere to the provisions in this policies and standards,
ARCTICLE III PROGRAM SPECIFIACTIONS
SECTION 3.
Degree
The Degree programs herein shall be called Bachelor of Elementary
Education (BEED) or the Bachelor of Secondary Education (BSED).
SECTION 4.
Program Description and General Objectives
The BEED is structured to meet the
needs of professional teachers for elementary schools and special education
programs in the Philippines, and as the BSEd for the needs of professional
teachers for secondary schools in the Philippines.
The
BEED aims to develop elementary school teachers who are either;
a. Generalists
who can teach across the different learning areas in grade school.
b. Special
Education teachers or;
c. Pre-
school teachers
SECTION 5.
Allied Programs
Teacher Education is an applied
discipline which draws from many of the basic discipline in the social
sciences, the Science and technology fields And also the Humanities and related
fields.
ARTICLE IV COMPETENCY STANDARDS
SECTION 6.
Graduate of BEEd and BSEd programs are teachers who.
·
Have the basic and higher level literacy,
Communication, numeracy critical thinking, learning skills needed for higher
learning.
·
Have a deep and principled understanding of
the learning processes and the role of the teacher in facilitating these
processes in their students;
·
Have a deep and principled understanding of
how educational processes relate to larger historical, social cultural and
political processes.
·
Have a meaningful and comprehensive knowledge
of the subject matter they will teach;
·
Can apply a wide range of teaching process
skills (including curriculum development, lesson planning, material
development, educational assessment and teaching approaches);
·
Have a direct experience in the field and
classroom
·
Can demonstrate and practice the professional
and ethical requirements of the teaching professions;
·
Can facilitate learning diverse types of
learners, in diverse type of learning environments, using a wide range of
teaching knowledge and skills;
·
Can reflect on the relationships among
teaching process skills, the learning processing in the students, the nature of
the content/subject matter, and the broader social forces encumbering the
school and educational processes in order to constantly improve their teaching
knowledge, skills and practices.
·
Can be creative and innovative in thinking of
the alternative teaching approaches, take informed risks in trying out these
innovative approaches and evaluate the effectiveness of such approaches in
improving student learning; and
·
Are willing and capable to continue learning
in order to better fulfill their mission as teachers.
ARTICLE
V CURRICULUM
SECTION 7. CURRICULUM DESCRIPTION
The curriculum herein is designed to
prepare professional teachers for practice in primary and secondary schools in
the Philippines. The design features include various components that correspond
to the basic and specialized knowledge and skills that will be needed by a
practicing professional teacher: foundational general education knowledge and
skills, theoretical knowledge about teaching and learning methodological skills
that allow them more options and greater flexibility in designing and
implementing learning environment that will maximize their students’ learning,
once they are in the teaching service.
SECTION 8.
Curriculum Outline
|
BEEd
|
BSEd
|
General
Education Courses
|
63
|
63
|
Profesional
Education Courses
|
54
|
51
|
·
Theoritical/concepts courses
|
12
|
12
|
·
Methods/strategies courses
|
27
|
24
|
·
Field study courses
|
12
|
12
|
·
Special topics courses
|
3
|
3
|
Specialization / content courses
|
57
|
60
|
TOTAL UNITS
|
174
units
|
174
units
|
SECTION 9.
General Education Courses
General education and legislated
courses shall follow existing requirements. The CHED Memorandum No. 59 series
1996 (63 units) is the recommended track for the teacher education programs. In
addition, the course requirements for the selected general education courses
are specified in this curriculum (refer to section 17)
SECTION 10.Professional
Education Courses
These courses represent component of
the curriculum that aims to develop the range of knowledge and skills needed in
the practice of the teaching profession. These courses are divided into three
broad categories:
·
Theory and concepts courses,
·
Methods and strategies courses ,and
·
Field study courses.
SECTION 11.
Theory and Concepts Courses
The following are theory and
concepts courses that provide the broad frame works within which students can
understand, rationalize and reflect on the various methods, strategies,
processes, issue and other matters related to the teaching profession.
·
Child and adolescent development
·
Facilitating human learning
·
Social dimensions of education
·
The Teaching professions
SECTION 12. Methods
and Strategies Courses
The Following are the Methods and
strategies courses in the program that aim to develop in students a wide range
of skills to facilitate and evaluate learning in diverse types of the students
in a variety of learning environment.
SECTION 13.
Field study courses
The
following series of courses are the field study courses that are intended to
provide students with practical learning experiences in which they can observe
verify, reflect on , and actually experience different components of the
teaching learning processes in actual school settings. The experience will
begin with field observation and gradually intensify until students undertake
practice teaching.
SECTION 14.
Special Topics Courses
Students will have the opportunity
to explore special topics and issues related to their field by taking three
one-unit elective seminars on a range of topics chosen by the teacher education
institution, based on their perceived needs of the students and the expertise
of their faculty.
SECTION 15.
Content Course for Courses BEEd
For the BEEd program, all students
have to complete 57 units of the content courses that correspond to the various
learning areas in the various learning areas in the elementary education
curriculum. These courses which are in addition to the related GE requirements
are distributed as follows:
Science
|
12
units
|
Mathematics
|
12
units
|
English
|
12
units
|
Filipino
|
6
units
|
Social
Studies
|
6
units
|
Music,
Arts and Physical Education
|
3
units
|
Home
Economics and livelihood Education
|
3
units
|
Values
Education
|
3
units
|
For
BEEd program, students may choose to take 57 units of the content courses in
two areas of specialization: SPECIAL EDUCATION AND PRE-SCHOOL EDUCATION.
SECTION 16.
Specialization Courses for BSEd
For the BSEd program, all students
have to complete 60 units of the content courses in one of the following areas
of specialization:
·
Mathematics
·
Physical Sciences
·
Natural Sciences
·
English
·
Filipino
·
Social studies
·
Values Education
·
Technology Education
·
Music, Arts, Physical and Health Education
·
Islamic Studies
SECTION 17.
Sample Program of Study (minimum units)
The Program of study herein is only
an example. HEIs may use this sample and modify according to its needs. They
may also add other preferred courses. The Example program of study is shown in
ANNex A.\\
ARTICLE
VI COURSE SPECIFICATIONS
SECTION 18. The Teacher Education curriculum provides
minimum requirements for the course specification for the selected general
education courses, all professional education courses and specialization
courses. The course specification indicates the minimum requirements. HEIs may
follow their own course specification in the implementation of the program.
However, the minimum requirements for these courses should be complied with all
Annex B.
ARCTICLE
VII REPEALING CLAUSE
SECTION 19. All pertinent rules and
regulation or parts thereof that are inconsistent with the provisions of this
policy are hereby repealed or modify accordingly.
ARCTICLE VII EFFECTIVELY CLAUSE
SECTION
20. These curricula for teacher
education curriculum shall commence first semester of school year 2005-2006 and
shall be affected as follows:
SY
|
2005-2006
|
For
incoming freshmen
|
SY
|
2006-2007
|
For
incoming freshmen and sophomores
|
SY
|
2007-2008
|
For
incoming freshmen, sophomores and juniors
|
SY
|
2008-2009
|
All
year levels.
|
HEIs
applying for permits to offer new teacher education programs must comply with
these policies and standards before they can be granted permit to offer the
programs.
ARTICLE
IX ACKNOWLEDGEMENT
SECTION 21. The commission
acknowledges the following for their contribution in the development of these
policies and standards
FOR THE
COMMISSION
(SGD) MA. CRISTINA D. PADOLINA
OFFICER – IN – CHARGE
OFFICE OF THE CHAIRMAN