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THE NEVER-ENDING QUEST OF QUALITY TEACHING

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AC GL

on 5 February 2016

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Transcript of THE NEVER-ENDING QUEST OF QUALITY TEACHING

THE NEVER-ENDING QUEST FOR QUALITY TEACHING
INTRODUCTION
In the heart of this specific quest to improve teaching is the teacher who we might say is the pivotal factor in the teaching and learning process.
STATEMENT OF THE PROBLEM
1. What are the two (2) significant legislations that made significant impact to teacher education?
2. What are the strategies that PNU has embarked on to improve the quality of teacher education in the Philippines?

PRESENTATION
Two (2) significant legislations that made significant impact to teacher education
The teacher is the greatest player and decision-maker in the arena where learning takes place and, given a good teacher, learning can be made to happen despite deficiencies in the curriculum, technologically-deprived classroom, inadequacy of instructional materials and even with unmotivated learners.
1. REPUBLIC ACT NO.7784
2. REPUBLIC ACT NO. 7836
This act has professionalized teaching by requiring teachers to have a license for employment by the licensure examination being administered by the Professional Regulation Commission, a government agency mandated to give graduates their passports to practice their profession.
Few Strategies that PNU has embarked on to improve the quality of teacher education in the Philippines
1. Strategy No. 1: Improving student’s selection through subjective admission
Administering an entrance examination to bring students for its programs, it was only in 1996 when a greater impetus to use this administrative mechanism for getting better teacher candidates was given a push.
3. Strategy No. 3 STEP (Search for and Tryout of Effective Strategies)
This is aimed at a continuous search for new learning and instructional design materials and technologies that optimize the full potential of pre-service teachers. The priorities have been the promotion of the instructional assessment strategies consistent with the constructionist view of learning in the reflective view of teaching.
2. Strategy No. 2 ENCORE - Engagement in Curriculum Organization; Restructuring and Enrichment
There are two (2) sub-component of this strategy, the conceptualization in designing of various teacher education models, and the restructuring and enrichment of the present teacher education core curricula.
4. Strategy No. 4, is the usual INSET or In-Service Enhancement for Teachers Extension Services
One of the functions of the university is providing in-service training for teachers. This is one major component of our extension program which recognizes the complementary nature of pre-service and in-service education of teachers
6. Strategy No. 6, are what we call LET-Related Experiences
Preparing the students and alumni who would like to pass the licensure exam for teachers.
5. Strategy No. 5, FIELD Intensive Experiential Learning and Development
Addressing the need to strengthen the instructional programs through systematic integration of theory with immersion practice in the field schools.
THE NEVER-ENDING QUEST FOR QUALITY TEACHING
Reporter:
ALEYDE CAROLINE G. LIM
IMPLICATIONS
We must influence the direction of teacher education in our country. I believe that the recruitment and the retention of good teachers is key to improving of schools.
I also believe that the strong teaching force depends on serious attention to teacher preparation and on-going learning; and that school reforms cannot succeed unless they focus on creating the conditions, including schools and curriculum context, in which teachers can teach well.
PRETTY GOOD
PRETTY GOOD
There is once a pretty good students
Who sat in a pretty good class
And was taught by a pretty good teacher;
Who always let pretty good pass.
He wasn’t terrific at reading
He wasn’t a whiz-bang at Math
But for him, education was leading
Straight down a pretty good path.
He didn’t find school too exciting
But he wanted to do pretty well,
And he did have some trouble with writing
And nobody had taught him to spell.
When doing arithmetic problems,
Pretty good was regarded as fine;
Five and five needn’t always add up to ten,
A pretty good answer was nine.
The pretty good student was happy
With the standards that were in effect,
And nobody thought it was sappy
If the answers were not quite correct.
The pretty good class that he sat in
Was part of a pretty good school,
And the student was not an exception;
On the contrary, he was the rule.
The pretty good school that he went to
Was right there in a pretty good town,
And nobody there ever noticed
He could not tell a verb from a noun.
The pretty good student in fact
Was part of a pretty good mob,
And the first time he knew what he lacked
Was when he looked for a pretty good job.
It was then, when he sought a position
He discovered that life can be tough;
And he soon had his sneaky suspicion
Pretty good might not be good enough
The pretty good town in our story
Was part of a pretty good state
Which had pretty good aspirations
And prayed for a pretty good fate.
There once was a pretty good nation
Very proud of the greatness it had,
But which learned much too late,
If you want to be great,
Pretty good is in fact pretty bad.
THANKS FOR LISTENING!




GOD BLESS US ALL....
An act to strengthen teacher education in the Philippines by establishing centers of excellence, creating a teacher education council for the purpose, appropriating funds therefore, and for other purpose.
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