Stances in Student -Teachers’ Spoken Reflection: An Exploratory Linguistic Study to Enhance a Reflection Inventory

Reflective Teaching as a relatively new approach toward teaching and education can be traced back to Dewey’s (1933) assertion of reflective action. To date, methodologies remain almost recursive. Arguably, the modality of written genres may tempt the teachers to produce cursory reflective writings. This exploratory paper presents the sorts of linguistic stance resources such as boosters, hedges and attitude markers culled from one-hour case of spoken, peer reflection with three English practice teachers. Themes were analysed from these linguistic stance resources. Overall, the studentteachers’ reflection is enthused with a seesaw between force and conviction; mitigation, apprehensions, and misgivings of teaching-learning practices. Arguably, this pendulum results in the unstable positive and negative affective attitude about the teaching-learning process. Based on the themes, indicators for reflective practices were added to the reflective inventory designed by Akbari, Behzadpoor, and Dadvand (2010). Limitations, linguistic research trajectories and implications for mentoring are offered accordingly

PSLP 63154: Activity Completion Report

This Activity Completion Report (ACR) provides advice on the completion of Public Sector Linkages Program (PSLP) 63154 to the Australian Department of Foreign Affairs and Trade (DFAT), through the Australian Embassy in the Philippines. PSLP 63154 was implemented by way of a partnership between the Philippine Normal University, Manila, and the University of New England, Armidale, NSW, through the Philippine National Research Centre on Teacher Quality (RCTQ) and the National Centre for Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR), respectively. PSLP 63154 was, in the first instance, a three-year Activity. However, the program was extended twice resulting in a cohesive, developmental nine-year program (July 2012 to June 2015) comprised of three distinct phases: Establishment Phase (July 2012 - June 2015); Consolidation Phase (July 2015 - June 2019); and Transformation Phase (July 2019 - June 2021). The overarching End of Investment Goal of the nine-year program was improving teacher quality, which supported the Philippine Department of Education's (DepEd's) goal of improved learner outcomes

Phillipine Professional Standards for Teachers, Domain 3: Diversity of Learners

Domain 3: Diversity of LearnersDomain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain underscores the importance of teachers' knowledge and understanding of, as well as respect for, learners' diverse characteristics and experiences as inputs to the planning and design of learning opportunities. It encourages the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment

The Validation of the Philippine Professional Standards for Teachers (PPST): Final Report

This Executive Summary offers the Department of Education (DepED) information and insights into the validation of the Professional Standards for Teachers (previously referred to as the Developmental-National Competency-based Teacher Standards or D-NCBTS). The validation process was designed to gather evidence from across the Philippines that reflected the views and aspirations of classroom teachers and key education stakeholders. Significantly, the construct of professional standards was established empirically by taking into account teacher perceptions, experiences and accounts of their current and future development, and of the nature of their work

Assessing Senior High School Achievement in The Philippines: Policy-Level Concept Note

The Policy-Level Concept Note For Assessing Senior High School Achievement in the Philippines (Policy-Level Concept Note) is a project of the Basic Education Sector Transformation (BEST) Program, supported through funding by the Australian Department of Foreign Affairs and Trade (DFAT). BEST is working with a range of partners, and in particular the Philippine Department of Education (DepEd) and the Commission of Higher Education (CHED), within the Philippines' education system to support the implementation of the K-12 Education reforms. The current focus of the reforms relates to implementation of the Grade 11-12 curriculum for the first time in the Philippine education system

Updated Manual: Results-based Performance Management System (RPMS) for Teachers and School Heads

TEACHERS play a crucial role in improving the quality of the teaching and learning process. Good teachers are vital to raising student achievement. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education

Manual: Results-based Performance Management System manual for teachers and school heads

TEACHERS play a crucial role in improving the quality of the teaching and learning process. Good teachers are vital to raising student achievement. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education

Pre-service Teachers Practice-based Training: PSTePT Framework

Frameworks serve as a compass to guide institutions and organizations towards attaining set goals. They establish an order by which principles and other relevant elements connect and interplay. It offers a set of standards and initial processes to ensure that all stakeholders have shared understanding of the system.With DepEd's adoption of the Philippine Professional Standards for Teachers (PPST) as the framework for teacher quality, Teacher Education Institutions (TEIs) are expected to respond by ensuring that the curriculum and training they offer is aligned with what the system needs. To support TEIs, the Pre-service Teachers Practice-based Training (PSTePT) framework is designed to serve as guide in training pre-service teachers to reach the qualifications of the Beginning Teacher career stage as defined in the PPST

Bhutan Professional Standards for Teachers

Bhutan has accorded highest priority to education since the inception of modern education. Recognizing education as a principal social equalizer and as a means of preparing Bhutanese citizens to thrive in the everchanging global scenario. Bhutan continues to prioritize investment in education. In recent years, the need to improve quality of education has become a priority for the Ministty of Education against the backdtop of widespread public concern over a perceived decline in quality ot education. Among many factors that influence quality of education, teacher quality has been revealed by many researders as the most critical

Final Report of the Task Force on NEAP Transformation: Proposed detailed design

THE TASK FORCE adopts recommendations within the National Educators Academy of the Philippines - Transformation Study Report to transform and upscale NEAP. Task Force members see the recommendations as an essential step to better meet the professional learning needs of classroom teachers and school leaders