Brief History

 

The College of Teacher Education is oldest running program at the University. Its humble beginnings can be traced back in 1951 when the University of the Immaculate Conception (UIC), formerly known as Immaculate Conception College (ICC), was first granted Government Recognition to offer a Bachelor of Science in Education (BSED). In 1958, the school was given Government Recognition to offer a Bachelor of Science in Elementary Education (BEED). In 1976, the Education was one of the three formally accredited programs by the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU).

 

In 1985, the ICC built a six-story building at Bonifacio Street and housed the four programs, including Education. In 2010, the UIC Education Program was one of the few schools in the country granted the prestigious status as a Center of Excellence (COE) by the Commission on Higher Education (CHED), which reflects the Program’s dynamic research activities and strong faculty line up in terms of academic qualifications and expertise.

 

In 2012, due to the curricular amendment by the Commission on Higher Education (CHED), the Bachelor of Physical Education major in School Physical Education was offered. Such curricular offering allows the graduates of this program to become competent Physical Education teachers.

 

In 2016, the Education Program was granted the PAASCU level IV status by the Federation of Accrediting Agencies of the Philippines (FAAP) through the PAASCU, which guarantees that the University assures delivery of the highest quality of education in areas of the program of studies, faculty competencies, instructional standards, operational systems, facilities, and financial and human resources. The University’s Education Program is one of the teacher education institutes in entire Mindanao granted Level IV accreditation status, the highest accreditation status given under PAASCU’s comprehensive criteria. In the same year, the Program was also granted by CHED, the Center of Development status.

 

In 2017, cognizant of ensuring global competence and mindful of adherence to offer high-quality education and academic internationalization, the program, through the leadership of the dean, initiated a partnership with the Southeast Asian Minister of Education Organization (SEAMEO). This international linkage allows pre-service teachers to have their internship abroad.

 

The advent of the K to 12 curricula paved the way for adding more specialized mathematics courses, namely, BSED Major in Mathematics Specialized in Business Education and Major in Mathematics Specialized in Computing Education. In the same way, the Bachelor of Secondary Education major in Filipino was also revived due to the demand, as suggested during the Industry Forum.

 

Moreover, the program, in its ceaseless quest to be at par among many other academic institutions offering Education, a collaborative partnership with Technical Education and Skills Development Authority (TESDA), was sought. Hence, the National Certificate (NC) II, a requirement in teaching Senior High School, can now be acquired by students under Education Program. Together with the school administration and the Education Program faculty, the students will be provided the best formative years, making them stand as outstanding graduates locally and internationally.

 

At present, the University is just one of the very few universities, an ISO certified institution. Thus, this poses a challenge in maintaining high-quality catholic education. And such is relevant to the demands of the time in molding future teachers who are catalysts of nurturing faith, building a passion for excellence, and developing lifelong learners with compassion for service that impacts transformation in a rapidly-changing society.

 

 

Highlights/Recognition/Accreditation/Grants

 

 

• Accredited level IV by the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU)
• Granted a status as a Center of Development by the the Commission on Higher Education (CHED),
• Partnered with ASEAN countries through SEAMEO which allows pre-service teachers to have their practicum to participating counties

 

 

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

 

1. Demonstrate proficiency in the application of skills vital to the teaching and learning process including but not limited to planning, implementing, and managing learning programs with respect to diverse cultures and values.

 

2. Demonstrate ability in providing a focused teaching program that meet curriculum and assessment requirements in response to the changing landscapes in the academe and the industry.

 

3. Demonstrate creativity in the development and responsible utilization of ICT to promote quality, relevant and sustainable educational practice.

 

4. Pursue lifelong learning through varied experiential, field based opportunities and active collaboration with the professional community and other stakeholders for mutual growth and advancement to perform tasks and responsibilities, as God-Centered servants for others.

 

5. Exhibit quality of reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 Teachers for exemplary output and greater achievement.

 

6. Engage in professional activities reflecting a profound faith in God inspired by the spirituality of humble service committed to a continuous search for excellence.

 

 

 

 

PROGRAM OUTCOMES (PO)

 

 

1. Bachelor of Early Childhood Education

 

The Bachelor of Early Childhood Education Program aims to produce a graduate who:

 

1. demonstrates high level of content and pedagogical knowledge of learning that are responsive to the needs of young children in the light of Christian values.

 

2. demonstrates appreciation for diversity of learners by implementing strategies that are responsive to their linguistic, cultural, socio-economic, religious backgrounds and that are developmentally appropriate for young.

 

3. manifests Collaborative skills by working effectively as an Ignacian-Marian leader.

 

4. demonstrates innovative thinking by applying strategies that develop critical, innovative, creative thinking and/or other higher order thinking skills.

 

5. applies critical and problem – solving skills to prepare developmentally sequenced teaching and learning processes to meet curriculum requirements in demonstrating understanding of environmental issues.

 

6. advocates for children’s rights, equity, community, nationalism, and democratic ideas and practice the professional and ethical conduct in accordance with Philippine Professional Standards for Teachers by actively participating in efforts   to fight the evils of  apathy, complacency and cynicism.

 

7. pursues lifelong learning to continuously acquire knowledge and skills to be able to plan and monitor own learning, learn in a variety of settings.

 

 

2. Bachelor of Elementary Education

 

The Bachelor of Elementary Education Program aims to produce a graduate who:

 

1. demonstrates skills, knowledge, and in-depth understanding in employing strategies that cater to the needs and interests of a diversity of learners in various learning areas, environment, and motivation to work productively by assuming responsibility for their learning;

 

2. manifests meaningful, relevant, and comprehensive pedagogical content knowledge (PCK), appropriate teaching-learning methods, and responsible use of technology for specific subject matter content to enhance teaching and learning experiences;

 

3. utilizes appropriate assessment, evaluation and monitoring tools to measure learning progress and outcomes of diverse learners for greater achievements;

 

4. manifests proficiency in communication and higher order thinking skills using culturally appropriate and precise English and Filipino language to accelerate the teaching-learning process and interactions between and among diverse personalities;
5. demonstrates positive behaviors and possess attributes that uphold the dignity of the teaching profession based on the Philippine Professional Standards for Teachers and Code of Ethics for Professional Teachers and in the pursuit of the God-given mission; and

 

6. continuously pursues and improves personal and professional development to get abreast in the latest innovations in education and the changing landscapes in the academe and industry.

 

3. Bachelor of Special Needs Education

 

The Bachelor of Special Needs Education Program aims to produce a graduate who:

 

Basic:

1. exhibits competence in creating respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their families that promote fairness, respect, and care to encourage learning

Learner Development and Individual Learning Differences:

2. exhibits proficiency in responding effectively to the educational needs and feelings of learners with giftedness, talents, and disabilities by exercising proper care, understanding, and respect to promote better learning.

Learning Environments:

3. demonstrates abilities to create safe, inclusive, culturally responsive learning environments for students with additional needs by giving equitable chances to be heard and respected.

Curricular Content Knowledge:

4. utilizes knowledge of general and specialized curricula to individualize learning for students with additional needs that support learner understanding, participation, engagement, and achievement across a wide range of performances.

Instructional Planning and Strategies:

5. demonstrates mastery on the use of evidence-based instructional strategies to maximize learning opportunities for students with additional needs to encourage concrete and useful contributions when needed.

Assessment:

6. manifests skill in the use of multiple methods of assessment and data-sources to make sound and socially responsible educational decisions for students with additional needs.

Professional Learning and Practice:

7. demonstrates reflective thinking and professional self-direction to perform effectively and efficiently in the workplace regardless of the challenges.

 

4. Bachelor of Physical Education

 

The Bachelor of Physical Education Program aims to produce a graduate who:

 

PO1 – Disciplinal Knowledge

 

• applies scientific and evidenced-based practices critical to the educational and learning processes to develop higher order thinking skills for exemplary output and greater achievement.

 

PO2 – Movement Competency and Proficiency

 

• demonstrates skillful performance in a variety of physical activities for life-long process and determination regardless of the challenges.

 

• utilizes skills in the performance to variety of physical activity settings for the implementation of relevant and responsive learning programs to advance skill levels towards personal responsibility and for greater service to others.

 

PO3 – Program Planning, Implementation, and Evaluation

 

• critically examines the curriculum to expand one’s learning, interests and opportunities for the needed expertise to create new and worthwhile ideas to address learning goals.

 

• plans and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and create ideas to make concrete and useful contributions when needed.

 

• monitors and evaluates physical activity programs in school and/or non-school settings to facilitate improvement in the learning and performance of one’s responsibilities.

 

• uses appropriate assessment tools efficiently and effectively to understand the role of data as feedback in teaching and learning practices and programs

 

• uses information, media and technology responsibly in pedagogy for lifelong learning to address learning goals.

 

PO4 – Professional Accountability and Responsibility

 

• demonstrates the ability to promote the advancement of the profession in upholding the dignity of teaching by exhibiting qualities as professionals in building healthy relationships at home, in the workplace, in the community, and in the world.

 

• pursues lifelong learning for personal and professional development to articulate a personal philosophy of teaching that is learner-centered and seek continual improvement in performing tasks and responsibilities

 

PO5 – Communication

 

• communicates proficiently the understanding of relationship between beliefs, political systems and environmental values of various cultures to Physical Education practitioners, other professionals and stakeholders in establishing professional links.

 

• articulates thoughts and ideas effectively using oral, written, and technology formats deftly and apply teaching strategies that develop critical and creative thinking and/ or other higher-order thinking skills for diverse audiences.

 

 

5. Bachelor of Secondary Education

 

The Bachelor of Secondary Education major in English aims to produce a graduate who:

 

1. Acquires broad knowledge of English language structure and use, second language acquisition and development, linguistics, and literary theories to help English learners acquire academic language and literacies, and its application within and across/o across curriculum teaching areas;

 

2. uses English as a glocal language in a multilingual context as it applies to the teaching of language and literature to suit the learners’ linguistic background as a means observing cultural sensitivity in promoting harmonious relationship in working effectively with others on a common task;

 

3. acquires extensive reading in language, literature, and allied fields for the implementation of relevant and responsive learning programs while showing basic and higher literacy, communication, critical thinking and learning in diverse type of learning environment;

 

4. demonstrates proficiency in oral and written communication in articulating ideas, opinions, aspirations and knowledge as great contribution to human development using precise English language and consider contributions and giftedness and talents of others;

 

5. demonstrates competence in employing innovative language teaching approaches, methodologies, and strategies in crafting classroom activities in facilitating learning processes of diverse types of students and in diverse types learning environment for better achievement;

 

6. uses technology positively in facilitating and assessing language learning and teaching considering varied teaching strategies responsive to learners with disabilities, giftedness, and talents; and

 

7. Motivate students to lead relevant and transformative changes to improve learning and teaching language and literature to realize professional development goals based on the Philippine Professional Standards for Teachers.

 

 

Ang BSED medyor sa Filipino ay naglalayong makakaprodyus ng gradweyt na:

 

1. nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino bilang gabay sa pagtuklas ng mga panibagong kaalaman at paglinang ng kakayahan gamit ang kritikal na pag-iisip sa pagtataya (evaluates) kung ano ang nararapat at naaayon sa mata ng Diyos;

 

2. nagpapakita ng malawak at malalim na pag- unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan na sumasalamin sa pagiging sensitibo sa kulturang Filipino bilang daan sa pagtataguyod ng mapayapang pakikipag-ugnayan sa pagkamit ng akademikong gawain upang maisalin ang kaugnayan ng mga kaalaman at argumento;

 

3. nakagagamit ng iba’t ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto habang nagpapamalas ng kahusayan sa pagbasa at komunikasyon, pagiging mapanuri, at pagpapatibay ng kaalaman sa iba’t ibang konteksto ng pagkatuto;

 

4. nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa bilang tugon sa mga estratehiyang kumukonsidera sa pagkakaiba ng mga mag- aaral sa kanilang kasarian, pangangailangan, kalakasan, sosyo-ekonomiko, at pananampalataya;

 

5. nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto gamit ang makabagong teknolohiya sa pag (facilitate) ng proseso ng pagkatuto; at

 

6. nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo upang mas lalong pagtibayin ang mga konseptong naaangkop sa mga paraan ng pagkatuto.

 

 

The Bachelor of Secondary Education major in Mathematics aims to produce a   graduate who:

 

1. exhibits competence in mathematical concepts and procedures to perform tasks systematically, intellectually, morally, and ethically;
2. exhibits proficiency in relating mathematics within and/or across curriculum teaching areas to systematically create new and worthwhile ideas;
3. manifests meaningful, comprehensive, and relevant pedagogical content knowledge (PCK) of mathematics to develop critical and creative thinking, and/or other higher order thinking skills;
4. demonstrates competence in designing, constructing, selecting, and utilizing different forms of assessment strategies in mathematics to make useful contribution when needed;
5. demonstrates proficiency in problem-solving by working positively and ethically with others in solving and creating routine and non-routine problems with different levels of complexity;
6. demonstrates ability to use effectively appropriate approaches, methods, and techniques in teaching mathematics including responsible use of technological tools and crafting of messages to address learning goals; and
7. manifests continuous appreciation of mathematics as an opportunity for creative work, moments of discovery, and gaining insights of the world to enhance one’s performance and productivity.

 

The Bachelor of Secondary Education major in Science aims to produce a graduate who:

 

1. demonstrates deep understanding of scientific concepts and principles to perform tasks systematically, intellectually, morally, and ethically;

 

2. applies scientific inquiry in teaching and learning processes to enhance individual competence through responsible use of different technological tools necessary to address learning goals;

 

3. utilizes effective science teaching and assessment methods that includes designing and utilizing of appropriate instructional materials and assessment techniques to monitor and evaluate learning of the 21^st century learners; and

 

4. manifests meaningful, comprehensive, and relevant pedagogical content knowledge (PCK) of sciences to develop critical and creative thinking, and/or other higher order thinking skills.