The primary goal why teachers should grow in this profession, is for quality education for the learners. The teacher is the greatest player and decision maker in the classroom arena, where learning takes place and, given a good teacher, learning can be made to happen despite deficiencies in the curriculum. The good teacher will be able to transform these obstacles to opportunities. The Basic Education Curriculum was enhanced through K to 12 Program, wherein an additional two years in the secondary level will be added, and this will be tagged as Senior High School.   In fact, the roll out for Grades One and Seven has begun School Year 2012-2013. Along with this context, teachers education will be brought more to excellence, number of classrooms will be increased, textbooks will be on one is to one (1:1) basis

As Nebres (2005 ) puts it, professions are custodians of a specific body of knowledge and expertise; they are custodians of their membership-entry, continuing membership, quality and standards; and professions are custodians of higher values and they look to their leadership for their direction and values.

In line with this premise, a teacher should continue to grow professionally and culturally in the knowledge of his/her subjects, his art, and of the science of his vocations On the other hand, a teacher’s willingness to let children drink from “ stagnant pools” as seen in his indifference to professional growth is disadvantageous to the interest of school children and is an unpleasant reflection in the profession.   A teacher who has an aversion for intellectual growth forfeits his usefulness to the service and the rare privilege of teaching.

Rivero and Sembrano (2007) cited some of the professional attributes that a teacher must possess.

A professional teacher perceives himself/herself as someone who can effect change or learning (sense of efficacy) because s/he is an expert in what s/he teaches (subject matter knowledge), and in how s/he teaches (pedagogical knowledge). A professional teacher possesses the following attributes:

  • Control of the knowledge base of teaching and learning and use of this knowledge to guide the science and art of his/her teaching practice.
  • Repertoire of best teaching practice and can use these to instruct children in classrooms and to work with adults in the school setting.
  • Dispositions and skills to approach all aspects of his/her work min a reflective, collegial and problem-solving manner.

View of learning to teach as a lifelong process and dispositions and skills for working towards improving his/her own teaching as well as improving schools Arends (1994).

By: MS. MARIA LUISA M. VICTORIA | TEACHER I | PELAGIO RUBIANO PRIMARY SCHOOL ABUCAY DISTRICT,, ABUCAY, BATAAN

Website | + posts