Investing in the future of teacher education
As the nation strives to enhance the quality of education, it is imperative to ensure that the institutions responsible for training future teachers, as well as the teacher educators themselves, are of the highest caliber. Recognizing this necessity, the Second Congressional Commission on Education (EdCom II) and the Research Institute for Teacher Quality (RITQ), formerly the Research Center for Teacher Quality (RCTQ), have launched a comprehensive national profiling study of teacher education institutions (TEIs) and teacher educators. Republic Act No. 11713 defines teacher educators as “those in the education sector who educate pre-service and in-service teachers.”
National profiling studies of teacher educators offer a powerful tool for boosting the quality of teacher education globally. These studies act like x-rays, revealing the strengths and weaknesses of teacher education systems. By systematically collecting and analyzing data on the qualifications, experiences, and professional development needs of teacher educators, this new profiling study will inform policy and practice, serving as a critical tool for identifying gaps and driving targeted interventions in the delivery of teacher education programs.
In 2015, the then RCTQ conducted the Teacher Educator Development Needs Study (TEDNS) to describe the profile, level of understanding, priority needs, and opportunities for professional development of teacher educators. This, at a time when everyone in the education sector was navigating the educational reforms triggered by the enactment of the Enhanced Basic Education Act of 2013 or the K-12 reform. The findings of the study were presented to the heads of the participating TEIs and the Commission on Higher Education.
While the TEDNS provided a foundational understanding of the development needs of teacher educators in the Philippines, the dynamic nature of our education system necessitates a new inquiry. The past several years have seen significant advancements in educational technology, especially accelerated by the COVID-19 pandemic. These advancements have transformed teaching and learning methodologies, making it essential to understand how teacher educators are making adjustments. A new study would provide insights into the current competencies of teacher educators in view of the evolving education landscape.
The TEDNS provided recommendations based on the situation in 2015 and 2016. A new study would help identify emerging needs and trends that have surfaced in the years since, ensuring that professional development programs are aligned with the current realities and future directions of education in the Philippines. The new study will also involve a larger and more representative sample of TEIs and teacher educators from all regions of the Philippines, which can help ensure a more holistic understanding of the current state of teacher educators across the country.
The national adoption of the Philippine Professional Standards for Teachers (PPST) through Department of Education Order No. 42, s. 2017 provides a clear set of standards that delineate the expected knowledge, skills, and behavior of both in-service and pre-service teachers. A new study could examine the implication of the PPST on teacher educators and identify areas where further support or adjustments are needed. This would provide a feedback loop to policymakers who can help ensure that the standards remain relevant and effective.
Profiling TEIs will also provide essential data to inform the development of a system for awarding scholarships to potential pre-service teachers and high-performing in-service teachers, as supported by RA 11713.
The participation of TEIs in profiling studies of their institutions and teacher educators is not just a good idea; it is an essential investment in the future of Philippine education. It ensures that the study captures a comprehensive and accurate picture of the current state of teacher education across the country. This includes regional variations and the diversity of institutional practices and challenges. Their participation can also provide valuable insights and data that support successful accreditation, which can enhance the institution’s credibility and attractiveness to prospective students.
All TEIs and their teacher educators can participate in this national study by selecting their appropriate survey form through this link: https://bit.ly/TeacherEducatorProfilingStudy.
Professor Jennie V. Jocson is the director of the Philippine Research Institute for Teacher Quality, formerly RCTQ, based at the Philippine Normal University. She is a member of the Standing Committee for Higher Education, and Teacher Education and Development of the Second Congressional Commission on Education (Edcom II).
