Outcome – Based LEARNING EXPERIENCE 1:

The Teacher as a Person

1.1 EXPOSURE: Observing Oneself

AM I A PROMISING TEACHER?

My 10 Personal Qualities

Description of Myself Critical Examples

1. Passionate for work Pleasured and committed in achieving

higher levels of performance

2. Humble I used to listen more than I speak

3. Organized Person Making sure to accomplish tasks

on time

4. Workaholic Keep working even on late hours

5. God Fearing Trying my best to live righteously in

the sight of the Lord despite sinful
nature.

6. Passion for Children I love and I’m fond of working with

children

7. Patient I can wait for my breakthrough and I

am thankful into what I am now

8. Reliable I am a trusted person

[Link] Telling the truth even when it hurts

10. Noble wife and loving mother Worthy and strong in taking good care
of my family
My 10 Personal Qualities that I Intend to Further Develop

My Personal Qualities Rationales

1. Self-confidence Need to affirm and trust myself that I

can be whatever I want to be

2. Communication Skills I need to master my communication

skills more, most especially at
speaking and writing in English
language medium.

3. Comprehension I must read frequently, learn new

words and vocabularies, and interpret
different
meanings

4. Time Management I’ll try my very best to overcome

procrastination- “the dream killer”

5. Interpersonal Abilities Need to relate more to people,

communicate and build relationships
with them. I also need to practice
learning to handle social situations.

6. Leadership I must be willing to take on more

leadership responsibilities

7. Ability to plan I must practice more on planning and

formulating blueprints of goals and
actions

8. Ability to make wise decisions I must give myself time to

thoughtfully
make a decision. I must be a wise-
decision maker.

9. Public Speaking I need to trust my capability in public

speaking

10. Classroom Management I must study more on classroom

management techniques

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My Observation and Reflection of My Personal Qualities

My Present Best Personal My Desired Personal

Qualities Qualities

1. Passionate for Work [Link]

2. Competent 2. Kind

3. Workaholic 3. Energetic

4. Patient 4. Confident

5. God-fearing 5. Creative

6. Humble 6. Joyful

7. Organized Person 7. “People smart”

8. Caring 8. Smart

9. Honest 9. Friendly

10. Reliable 10. Confident

1.2 PARTICIPATION: Meaning exploration through observing

experienced teachers

Teacher’s Personal Class 1 Class 2

Attributes

The teacher… Observed No Observed No

Opportunity Opportunity
to Observe to
Observe

1. shows concern for ☑ ☑

students’ welfare

2. treats all students ☑ ☑

with

2
respect.

3. does not show ☑ ☑

favoritism

[Link] joy and ☑ ☑

enthusiasm in teaching

[Link] of ways on how ☑ ☑

to
improve students’
performance.

[Link] sensitive to the ☑ ☑

needs
of the learners.

[Link] varied teaching ☑ ☑

resources

8. addresses the ☑ ☑
individual
needs of the students.

[Link] to class well ☑ ☑

prepared.

[Link] honest ☑ ☑
feedback
on students’ behavior
and
performance.

1.3 IDENTIFICATION: Associating observation data with commonly

studied desirable teacher’s qualities

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Self- reflection: Are your personal qualities reflected in the wheel of desirable
qualities of a teacher? Write in the wheel “have” for those you possess and
“haven’t” for those you do not possess yet.

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1.4 INTERNALIZATION: Comparing and contrasting personal qualities
with desirable teachers’ qualities

A. Which of the desirable teacher’s qualities do you have at the moment? List
them down.

The desirable teachers’ qualities that I have at the moment are:

● Honest/ Truthful
● Caring
● Competent

B. Which of your present qualities do you want to further develop or

strengthen? Are they in the list of desirable teachers’ qualities?

My present qualities that I want to develop are:

● Creative
● Respectful
● Fair

Yes, these qualities are in the list of desirable teachers’ qualities.

C. Think of the teachers you have observed.

C.1 Which desirable personal qualities of teachers do most of them

possess?

The desirable personal qualities that they most possess are: (1)
responsible, (2) creative, (3) creative, (4) caring, and (5) competent.
They are responsible and dedicated in their teaching profession. They are
also creative in doing instructional materials in order to stimulate interest
to students. Another quality is that, they are caring and loving teachers.
Lastly, they are very competent in teaching. They really have a mastery
in their subject matters.

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C2. which attributes did you not have the opportunity to observe?

The attributes that I did not have the opportunity to observe in

Class 1 are:

● When the teacher does not show favoritism

● Use of varied teaching resources
● Addressing the individual needs of the students

In Class 2, the attributes that I did not observed

are:

● When the teacher thinks of ways on how to improve students’

performance
● Sensitive to the needs of learners
● Addressing the individual needs of students

1.5 DISSEMINATION: Formulating a plan of action to enhance desired

personal qualities

A. What will be your plan of action to further develop your qualities of

becoming a highly promising teacher?

I should further develop those qualities which I need to improve of

becoming a highly promising teacher. I believe that for effective teaching
to happen, it involves more than just expertise in an academic field. As I
knew that teaching is not an easy job to do. Although there are many
different ways to teach effectively, good instructors have several qualities
in common. As a future educator, I should prepare myself, set clear and
fair expectations, have a positive attitude, patient with students, and is
able to adjust teaching strategies to fit both the students and the material
recognizing that diffferent students learn in different ways.

As a teacher, I am a role model who sets the tone for the class.
Students will be able to reciprocate if I am able to show enthusiasm and
commitment. As a teacher, you are a role model who sets the tone for the
class. Students will be able to reciprocate if I am able to show enthusiasm

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and commitment. Conversely, when I am negative, unprepared and
impatient, these qualities will be reflected in the attitudes of my students.
I want my students to remember me as an important part of their
education experience. Teaching is most effective when students are
motivated by the desire to learn so, I need to prepare myself to engage
my students with a positive attitude. I’ll practice myself being friendly and
respectful of one’s authority so that my future students will do the same.
Teaching and learning are challenging but I should stay focused and
improve my classroom management skills on order to class into harmony
and prosperity.

B. Make a personal diary of your progress in achieving your plan of action.

This semester, I am able to:

● Write an objective and comprehensive lesson plan

● Apply what I have learned to practice
● Improve my self-confidence in reporting
● Apply positive traits of being a teacher
● Through class observation, I learned a lot in improving teaching
techniques
● Have courage and determination in accomplishing my goals
● Improve my communication skills; both in writing and speaking
● Practice to be always smiling, joyful and enthusiastic
● Dedicate to my studies
● Learn a lot of knowledge that can help me to achieve mastery in
the subject matter I’m in.

Outcome – Based LEARNING EXPERIENCE 2:

The Teacher’s Philosophy of Education

2.1 EXPOSURE: An invitation to experience: Identifying belief

statements

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MY BELIEF STATEMENTS

The following are statements of thoughts, views, and values as they relate
to teaching. For each item below, respond according to the strength of your
belief.

5 – Strong Agree

4 - Moderately Agree

3 - Slightly Agree

2- Disagree

1- Strongly Disagree

Do I believe in this statement? 5 4 3 2 1

1. Education is constant. ☑

2. The school’s function is to teach the ☑

world.

3. The school sharpens the mind. ☑

4. The school continually seeks to discover ways to ☑

improve society.

5. The school exists to aid students in ☑

knowing themselves and their place in
society.

6. Change is necessary at all times. ☑

7. Education is a preparation for life. ☑

8. The curriculum focuses on values ☑

development.

9. The teacher is a model of behavior. ☑

10. The teacher must impart knowledge of ☑

reality.

11. Curriculum consists of subjects and ☑

doctrines.

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12. The curriculum puts heavy emphasis on ☑
social subjects and experiences.

13. The school presents exemplary models of ☑

behavior.

14. The school is dominated by subjects ☑

such as Math and Science.

15. The teacher interprets and tells. ☑

16. The students determine what should be ☑

taught.

17. The students are actively involved in ☑

discovering the world in which they live.

18. The students are passive participants in ☑

the study of things.

19. The students are passive recipients of ☑

learning.

20. The teachers’ questions assist students in ☑

personal journey.

21. The methods of teaching are receiving, ☑

memorizing and reporting.

22. The methods of teaching are ☑

observation and study.

[Link] methods of learning are problem ☑

solving and inquiry

24. Subject matter is a matter of ☑

interpretation.

25. Subject matters are literary, ☑

philosophical and religious.

2.2 PARTICIPATION: Generating data through answering belief survey

form

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BELIEF STATEMENTS SURVEY FORM

Request one new teacher (1 – 3 years in teaching) and one seasoned

teacher (4 – or more years of teaching experience) to answer the given Belief
Statements Survey Forms.

A. Mark your beliefs as a new teacher using the following numerical indicators:

5 – Strong Agree

4 - Moderately Agree

3 - Slightly Agree

2- Disagree

1- Strongly Disagree

Belief Statements for New Teachers

Do I believe in this statement? 5 4 3 2 1

1. Education is constant. ☑

2. The school’s function is to teach the ☑

world.

3. The school sharpens the mind. ☑

4. The school continually seeks to discover ways to ☑

improve society.

5. The school exists to aid students in ☑

knowing themselves and their place in
society.

6. Change is necessary at all times. ☑

7. Education is a preparation for life. ☑

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8. The curriculum focuses on values ☑
development.

9. The teacher is a model of behavior. ☑

10. The teacher must impart knowledge of ☑

reality.

11. Curriculum consists of subjects and ☑

doctrines.

12. The curriculum puts heavy emphasis on ☑

social subjects and experiences.

13. The school presents exemplary models of ☑

behavior.

14. The school is dominated by subjects ☑

such as Math and Science.

15. The teacher interprets and tells. ☑

16. The students determine what should be ☑

taught.

17. The students are actively involved in ☑

discovering the world in which they live.

18. The students are passive participants in ☑

the study of things.

19. The students are passive recipients of ☑

learning.

20. The teachers’ questions assist students in ☑

personal journey.

21. The methods of teaching are receiving, ☑

memorizing and reporting.

22. The methods of teaching are ☑

observation and study.

[Link] methods of learning are problem ☑

solving and inquiry

24. Subject matter is a matter of ☑

interpretation.

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25. Subject matters are literary, ☑
philosophical and religious.

B. Mark your beliefs as a seasoned teacher using the following

numerical indicators.

5 – Strong Agree

4 - Moderately Agree

3 - Slightly Agree

2- Disagree

1- Strongly Disagree

Belief Statements for Seasoned Teachers

Do I believe in this statement? 5 4 3 2 1

1. Education is constant. ☑

2. The school’s function is to teach the ☑

world.

3. The school sharpens the mind. ☑

4. The school continually seeks to discover ways to ☑

improve society.

5. The school exists to aid students in ☑

knowing themselves and their place in
society.

6. Change is necessary at all times. ☑

7. Education is a preparation for life. ☑

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8. The curriculum focuses on values ☑
development.

9. The teacher is a model of behavior. ☑

10. The teacher must impart knowledge of ☑

reality.

11. Curriculum consists of subjects and ☑

doctrines.

12. The curriculum puts heavy emphasis on ☑

social subjects and experiences.

13. The school presents exemplary models of ☑

behavior.

14. The school is dominated by subjects ☑

such as Math and Science.

15. The teacher interprets and tells. ☑

16. The students determine what should be ☑

taught.

17. The students are actively involved in ☑

discovering the world in which they live.

18. The students are passive participants in ☑

the study of things.

19. The students are passive recipients of ☑

learning.

20. The teachers’ questions assist students in ☑

personal journey.

21. The methods of teaching are receiving, ☑

memorizing and reporting.

22. The methods of teaching are ☑

observation and study.

[Link] methods of learning are problem ☑

solving and inquiry

24. Subject matter is a matter of ☑

interpretation.

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25. Subject matters are literary, ☑
philosophical and religious.

2.3 IDENTIFICATION: Categorizing belief statements according to

school of thoughts

There are several kinds of philosophical beliefs which represent broad

spectrum of thoughts of what school should do, what curriculum should
offer,how teacher will teach and how students will learn. Our beliefs score will
focus on five distinct school of thoughts: perennialism, idealism, realism,
experimentalism and existentialism.

A. Compare the philosophical views of the new and seasoned teacher with your
own by checking the appropriate box/es.

OUR SCOREBOARD A

Strength of Belief

Item Do I believe in this My Own New Seasoned

statement? Teacher Teacher

1 Education is constant. 1 2 1

7 Education is preparation for 5 4 5

life.

11 Curriculum consists of subjects 5 4 1

and doctrines.

15 The teacher interprets and 4 2 5

tells.

19 The students are passive 1 3 1

recipients of learning.

PERENNIALISM

Compare the results. Who among you strongly adhere (rating of 5) to

perennialism as a school of thought?

Among the three of us, I am the one (student teacher) who strongly adheres
to perennialism as a school of thought.

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OUR SCOREBOARD B

Strength of Belief

Item Do I believe in this My Own New Seasoned

statement? Teacher Teacher

3 The school sharpens the mind. 5 3 5

9 The teacher is a model of 5 4 4

behavior.

13 The school presents exemplary 5 4 5

models of behavior.

21 The methods of teaching are 1 1 3

receiving, memorizing and
reporting.

25 Subject matters are literary, 2 3 5

philosophical and religious.

IDEALISM

Compare the results. Identify who among you have strong tendencies to be
believers of idealism.

Among the three of us, the seasoned teacher has the strongest tendency to be
a believer of idealism. After her is me (student teacher). The last believer is
the new teacher.

OUR SCOREBOARD C

Strength of Belief

Item Do I believe in this My Own New Seasoned

statement? Teacher Teacher

2 The school’s function is to 5 4 4

teach the
world.

10 The teacher must impart 5 4 1

knowledge of
reality.

14 The school is dominated by 5 3 1

subjects such as Math and
Science.

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18 The students are passive 1 4 5
participants in the study of
things.

22 The methods of teaching are 5 4 3

observation and study.

REALISM

Compare the results. Who among you have strong tendencies to be a realist
teacher/s?

As I’ve compared the results, I figured out that I (student teacher) has the
strongest tendency to be a realist teacher. Next to me is the new teacher and
last in line is the seasoned teacher.

OUR SCOREBOARD D

Strength of Belief

Item Do I believe in this My Own New Seasoned

statement? Teacher Teacher

4 The school continually seeks to 4 4 5

discover ways to improve
society.

8 The curriculum focuses on 3 4 5

values development.

12 The curriculum puts heavy 4 2 5

emphasis on
social subjects and
experiences.

17 .The students are actively 5 4 5

involved in discovering the
world in which they live.

23 The methods of learning are 5 4 3

problem solving and inquiry.

EXPERIMENTALISM

Compare the results. Are you all experimentalist teachers? Who among you

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have the strong tendencies to be experimentalists?

As I have observed, the seasoned teacher has the strongest tendency to be an

experimentalist teacher. After her is me (the student teacher), and lastly is the
new teacher.

OUR SCOREBOARD E

Strength of Belief

Item Do I believe in this My Own New Seasoned

statement? Teacher Teacher

5 The school exists to aid 5 3 5

students in knowing
themselves and their place in
society.

6 Change is necessary at alL 5 2 5

times.

16 The students determine what 5 3 5

should be taught.

20 The teachers’ questions assist 5 2 2

students in personal journey.

24 Subject matter is a matter of 3 3 5

interpretation.

EXISTENTIALISM

Compare the result. Who among you are strong believers of existentialism as
a school of thought?

Among the three of us, the strongest believer of existentialism is me (the

student teacher). Next to me is the seasoned teacher and lastly is the new
teacher.
Self-reflection

B. What philosophical agreements develop among the new, seasoned teachers,

and in you?

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The philosophical agreements that developed among us were: (1) we both
disagreed that education is constant, and (2) we also both agreed that education
is a preparation for life.

Our total scores also in perennialism and experimentalism are very close
to each other.

C. What significant differences appear among the three groups? (new teacher,
seasoned teacher, and you)

The significant differences that appear among us are we have very

different score ranges of Idealism, Realism, and Existentialism tests. Thus, I can
conclude that we have really different philosophical beliefs.

2.4 INTERNALIZATION: Contexualizing internalized knowledge

With the present Enhanced Basic Education Curriculum (K-12), what do

you think will be the most appropriate philosophical beliefs about:

A. Education?

Pragmatism because it believes that education is bound to be

dynamic and is subject to change. In this fast-pacing and ever changing
society, our educational system must be kept up-to-date. Students must
not only be educated on a factual or conceptual level, but, the instruction
must also tackle the social, political, and economic aspects of the
individual’s life. In this way, education wil be more practical and
functional. This can fully help students on how to live and interact in the
real world.

B. School?

According to the provisions of the Constitution of the Philippines, all

schools shall “aim to develop moral character, personal discipline, civic
conscience, vocational efficiency and to teach the duties of citizenship.”

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This can all be attained through practicing pragmatism,
experimentalism, and cognitive constructivism ideas/philosophies.

C. Curriculum?

Progressivism because K-12 curriculum aims to develop learners who are

armed with sufficient competencies which could be achieved by actively applying
and utilizing it in real world, actively testing ideas or concepts learned.
Progressivism must be applied in our current curriculum because students are to
experience the world; it is therefore active and not passive in nature.

D. Teachers?

Pragmatism because the teacher’s role is to prime the environment for

learning. Teachers will provide students with the opportunities to engage in
learning experiences in authentic environments that match their personal
interests and their individual goals.

The new K-12 curriculom encourages teachers to be a “guide on the side”

and not “a sage on the stage”. Pragmatism views teachers as guides, facilitators,
and motivators who capture, shape, and develop children’s natural curiousity for
learning. Thus, 21st century learners of K-12 education need pragmatist
teachers.

E. Students?

Constructivism because it focuses on using education to shape a student’s

world view. Students are encouraged to construct their own knowledge and
social interactions influence them on how to learn. It is learner-centered, that is
why it focuses on the student’s role. They will become active agents of
knowledge and not passive recorders of knowledge.

F. Methods of teaching

Constructivism because it supports modernization. It embraces technology

in and out of the classroom, emphasizes self-regulated learning through
promoting “metacognitive learning strategies” in students, and provides tools for

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cross-cultural teaching. This is the most needed philosophy in the field of
teaching methodology most especially in this trying times when pandemic hits
our educstional system. This supports embracing technology like doing virtual
classess which is exactly what we are doing right now in our educational system.

2.5 DISSEMINATION Intrinsic transfer: Formulating belief statements of

a K-12 teacher

See the big picture in your career path. Think seriously about the K-12
program as your source of Belief Statements of a K-12 teacher. Develop your
belief statements of a K-12 teacher.

Use the following questions to guide you in stating your belief:

A. What are schools for?

B. What subjects are of value?
C. What is an ideal K-12 teacher?
D. What should be the primary goal of a K-12 teacher?
E. What is the best way for students to learn?

Schools are for everyone. Everyone who wants to express themselves

freely through cultivating their talents, skills, and creativity. Schools are friendly
homes occupied by caring and competent curriculum actors.

The Mathematics, Philosophy, Natural Sciences, Social Sciences,

Languages, Literature and Communication are the subjects that are needed to
be valued and taught in schools. These disciplines will make students equipped
with enough conceptual and theoretical knowledge as well as lifelong skills for
them to be ready in the real world.

An ideal K-12 teacher must be competent, fair, and passionate. She must
have mastery in the subject matter and excellent in classroom management
skills. She must be a role model worth emulating. Her primary goal is to awaken
the hidden talents and capabilities of her students, instill them knowledge and
skills, as well as motivate them to become good citizens in the country.

The best way for students to learn is to enter their world. A teacher must
adapt and stimulate interest to her students.

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Outcome-Based LEARNING EXPERIENCE 3: The Teacher
in a School Setting

3.1 EXPOSURE Data exploration: The Teaching Competencies

Something to Ponder: What are the challenges of a teacher as a classroom

manager?

The challenges of a teacher as a classroom manager are:

● Lack of time for planning

● Lots of paperworks
● Performance pressure from school administrators
● Balancing diverse learning needs
● Handle too many masters
● Get burn out easily, and
● Lack of funding

3.2 PARTICIPATION: Gathering data through classroom observation

(NOT OBSERVED)

3.3 IDENTIFICATION: Sharing observation experience

(NOT OBSERVED)

3.4 INTERNALIZATION: My own wish list of teaching competencies

A. Make your own wishlist of teaching competencies.

● Can interact well with students
● Can create a learning environment that is conducive to learning
● Excellent at lesson plan designing
● Able to use varied teaching strategies
● Able to asess effectively
● Able to identify students’ needs
● Good at communication
● Able to collaborate
● Maintain professional appearance

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B. List down management strategies you plan to use in your own classroom
in the future
● Demonstrating ideal behavior
● Allowing students to help establish rules
● Avoiding to punish the whole class
● Keeping a friendly disposition
● Encourage student initiative
● Give praise generously
● Offering alternatives for tactile learning
● Give tangible initiatives
● Establishing routines and goals
● Building mutual relationships

3.5 DISSEMINATION: Peer sharing and beginning a new experience

Make your own plan of action to realize your wish list. When you become
a teacher, keep on visiting your wish list competencies for maximum learning.
Share your plan of action to realize your wish list.

PLAN OF ACTION: BUILDING MY REPETOIRE OF TEACHING

COMPETENCIES

As a future teacher, I should be dedicated and passionate about my

chosen profession so that I can touch and have a significant impact on the lives
of students, nurturing and assisting them in the best way I can. I should be able
to identify the types of students I have in order to help them develop their
natural talents and intelligence. To be an effective teacher, I must demonstrate
positive virtues and attitudes in order to transform students into productive
individuals.

In my classroom or physical environment, I will arrange the chairs, tables,

and cabinet in a way that is both functional and safe for students. If the tables
or chairs need to be repaired, I will seek assistance in order for them to be
durable and safe for my students. Renovate or repaint the walls, ceiling, and so
on.

In my classroom routines, I will make announcements for the students'

guidance, as well as provide purposeful guidelines to set direction for MY
students or learners. Moreover, I will begin the day with a prayer, songs, a
check of attendance, exercises, a review of previous lessons, and some
motivation.

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To fully achieve the goal of producing lifelong learners, I will ask or work
hand in hand with parents in my relationships with my students:Teacher-Parent
partnership. I plan to involve them in the education of their children.
Furthermore, in the classroom, I will be realistic and effective in teaching the
lessons, and I will adjust my teaching styles to meet the needs of my students.

Outcome- Based LEARNING EXPERIENCE 4: The Global

Teacher

4.1 EXPOSURE : Entering the learning zones

Learning Zone 1: Interview two (2) newly appointed teachers, preferrably one
from a public and another from a private school, on qualities required for
entering the teaching profession. Record your data below.

INTERVIEW SHEET

Qualities Required for Entering the Teaching Profession

Public School Teacher Private School Teacher

1. Has mastery of content 1. Competent

knowledge and pedagogy
(Bachelor’s Degree in
Education)

2. Provide learning environments 2. Has kind, joyful manner

that are safe, secure, fair, and
supportive to promote learner
responsibility and achievement

3. Establish classroom that is 3. Listens with heart and mind

responsive to learner diversity

4. Interact with the national and 4. Emotionally mature and stable

local curriculum requirements

5. Apply a variety of assessment 5. Energetic, enthusiastic

tools and strategies

6. Establish school-community 6. Passionate about students’ learning

partnerships aimed at enriching
learning environment

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7. Value personal growth and 7. Patient and not easily frustrated
professional development and
exhibit high regard for the
profession.

8. Multiliterate (Digital, 8. Has pleasant personal manner

Multimedia, Financial, (interesting, motivating)
Multicultural)

9. Multilingual 9. Multiliterate

10. Passionate and dedicated 10. Multilingual

Learning Zone 2: Conduct an online research and record the principal qualities
required for entering the teaching profession in selected countries. Feel free to
surf online sites and sources

Qualities Required for Entering the Teaching Profession

Country of Interest Principal Qualities

Singapore Has ability to develop trusting and

productive relationships, has
knowledge of learners, dedication to
teaching, patient, caring, good
classroom management skill,
professionalism, subject matter
expertise, and hast the ability to make
ideas and content clear.

China Has patience,

determination/perseverance, humility,
and a people person/ love for
children/empathy

South Korea Has opennes to different teaching

styles, flexible to a sudden change of
plans, has good communication skills,
ability to take different roles, and has
time management skills.

Thailand Has Bachelor’s Degree Diploma or

higher, has Teaching English as a
Foreign Language Certification (TEFL),
has non-immagrant business visa, and
has a good picture and attitude.

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Canada Well organized, punctual time
management, knowledgeable of the
subject to be taught,
adaptable/flexible, very good
communicator, unlimited patience,
calm under pressure, complete work
and tasks on time, excellent teaching
and learning classroom educator, and
has large range of teaching strategies,
learning methods and resource ideas.

United States Has kind and joyful manner, seen

smiling a lot, listens with heart and
mind, emotionally mature and stable,
energitic, enthusiastic, passionate
about student’s learning, patient and
not easily frustrated, and has pleasant
personal manner- interesting and
motivating.

England Mastery of the subject matter,

bachelor’s degree holder, has teaching
experience, has medical fitness, and
has declaration of criminal convictions.

Australia Open to learning and improvement,

provide respectful, and structured
learning environments and , has
enough subject knowledge and
passion.

4.2 PARTICIPATION: Engaging in peer to peer learning

GLOBAL TEACHERS’ REQUIREMENTS INVENTORY GREED

Global requirements for Entering the Teaching Profession

Knowledge Requirements Skills and Competencies

Requirements

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● Knowledge of subject matter ● Skill in communication
content (Multilingual)
● Knowledge of General ● Patience
Pedagogical Principles and ● Creativity
Strategies ● Enthusiasm
● Knowledge of learners, their ● Confidence
characteristics, and how they ● Dedication
learn ● Conflict Resolution
● Bachelor’s Degree Holder, ● Leadership
preferably BSED/BEED ● Adaptability
graduate. ● Competence
● Multiliterate

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