HomeCNU Journal of Higher Educationvol. 4 no. 1 (2010)

Challenging Popular Assumptions on Teacher Education

Enriqueta Reston | Filomena T. Dayagbil



The Revised Policies and Standards for the Undergraduate Teacher Education Curriculum, articulated in CHED Memorandum Order No. 30 (CMO 30) in 2004, marks a significant curriculum reform for teacher education in the Philippines. This paper examines the ideas and assumptions behind the reform policies articulated in CMO 30, explores the theoretical basis of these assumptions within the framework of levels of curriculum representation, and validates these assumptions from the perspective of teacher educators and students in two selected teacher education institutions in Cebu City. Using a researcher-made five-point scale, the respondents assessed a set of pre-specified assumptions on the revised teacher education curriculum with regard to the extent to which these assumptions hold in their teaching-learning environments. Results showed that the assumptions that had the highest perception ratings among teacher educators and students revolved around the assessment of entry competence of teacher education students; strengthening the connections between theory and teaching practice through the Experiential Learning Courses; the use of the National Competency- Based Teacher Standards (NCBTS) as basis for teaching practice; and the integration of theoretical principles, concepts and methods in professional education courses. To validate these assumptions, respondents also assessed their teaching-learning environments using a 7-point semantic differential based on bipolar characteristics of conventional and constructivist learning environments in terms of the nature of classes, the role of teachers and students, learning modes, instructional emphasis and assessment of student learning. Results showed that teacher educators perceived their teaching-learning environment as moving towards the constructivist while students perceived their environment as a mix of conventional and constructivist. From the results, implications and challenges for curriculum implementation and research are drawn as basis for recommending concrete actions towards the delivery of teacher education programs based on reform efforts anchored on evidence from research.