Just recently a good friend of mine resigned — or rather, stepped down — as one of the executive assistants of a well-known Undersecretary in the Department of Education. I had always known her to be of the ideal teacher type and who had the capability to make it as one of the best frontliners of the delivery of basic education in the country, yet somehow her circumstances have led her in the same direction but- not as an educator but an education professional in policy. I can somehow understand her perspective — she took four years to finish her undergraduate degree in Secondary Education — and she saw that the profession may be stable and secure but real institutional change needed to support our teachers comes from the top and not from the bottom.
“EDS 111: Principles of Teaching” has helped me contextualize the teaching profession not just on the ground but with how DepEd works and should work as a bureaucracy. It also helped me understand how it is situated within the broader socio-economic context of society and what individual teachers, schools, divisions, and institutions must do to ensure that they exercise critical reflective practice. The concepts and principles in the course can help in educational policy and in the teaching practice. After taking the course, I hope to pursue more research on teaching and teachers as part of the scholarship of teaching and learning as a student and as a researcher in the field of development.