The proposed amendment to the Teacher Professionalization Act is a positive development, but its success hinges on addressing the critical issue of alignment between the Blept and teacher education curriculum. While improving teacher standards is essential, ensuring a curriculum that adequately prepares aspiring educators for the rigorous Blept is crucial to attracting and retaining the best talent in the teaching profession.
The move to amend the 31-year-old Teacher Professionalization Act is a positive step, but it's not enough to ensure we have the best educators for our children. Republic Act (RA) 7836, enacted in 1994 following the recommendations of the first Education al Commission (EdCom), was subsequently amended in 2004 through RA 9293. Sen. Sherwin Gatchalian, EdCom 2 co-chairman and Senate Basic Education Committee chairman, proposes amendments through Senate Bill (SB) 2840, alongside SB 2830 (Sen.
Loren Legarda) and SB 2884 (Sen. Bong Revilla Jr.). At the lower house, House Bill 9979, filed by EdCom 2 co-chairman Rep. Roman Romulo and others, passed the House of Representatives last March 19, 2024. However, the question remains: will this amendment truly achieve its goal of attracting the brightest minds to the teaching profession?Examining the Board Licensure Examination for Professional Teachers (Blept), the benchmark for assessing the preparedness of future educators, reveals a concerning trend. Over the past decade, the Professional Regulation Commission has administered Blept to 1,324,918 aspirants, with 550,770 (41.57 percent) becoming licensed professional teachers (LPT) in secondary education and 388,184 (42.86 percent) out of 905,717 aspirants becoming LPT in elementary education. While passing rates fluctuate, the most recent September 2024 Blept saw 45.51 percent passing the elementary level and 56.88 percent passing the secondary level. This suggests a need for improvement in teacher preparation, aligning with a World Bank study from 2009 to 2017 which highlighted the need for enhanced teacher training due to subpar performance on tests measuring content knowledge.Proposed amendments by EdCom aim to bolster professional standards and the pool of qualified teachers, while supporting teacher education institutions. Key changes include addressing the misalignment between the examinations and current undergraduate courses, requiring those who have failed at least three times to complete a refresher course before retaking the exam, advocating for flexible teacher licensure that recognizes diverse experiences and qualifications, and incentivizing high standards by acknowledging practical teaching proficiency. The Blept's difficulty stems from its extensive coverage encompassing diverse subject areas within general education, professional education covering human growth and development, pedagogical principles, and a multitude of assessment methods, as well as ethical, sociocultural, historical, philosophical, legal, and anthropological considerations. Teachers must demonstrate mastery of both content and pedagogy within their chosen specialization, making the examination a rigorous test of knowledge and skills. The core issue lies in the alignment between the Blept and the teacher education curriculum. Graduates specializing in fields like physical education or culture and arts education, despite focusing on their specific area for four years, must still demonstrate proficiency across a broad range of subjects, exceeding the scope of their specialized training.
TEACHER PROFESSIONALIZATION BLEPT EDUCATION TEACHER TRAINING CURRICULUM ALIGNMENT
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