Far Eastern University Institute of Education

The Institute of Education (IE) is one of the four original institutes that comprised Far Eastern University in 1934. At first, the Institute’s concentration was in Home Economics, to emphasize the education of women as a driving force in the home. Hence, an integrated program and special courses in Clothing and Textiles, Cookery and Interior Decoration were among its curricular offerings.

In 1946, the IE was granted Government Recognition for the elementary and high school teacher’s certificate. In the same year, the university was empowered to grant the degree of Bachelor of Secondary Education as well as the postgraduate course in Education. In 1956, it was granted Government Recognition #399 for the Bachelor of Elementary program with majors in General Education and Special Education. In 1973, it was granted permission to offer the Master of Arts in Teaching, and in 1977, its Doctor of Education program was recognized.

The Institute of Education was granted permission in 1997 to offer 18 units of credits in professional education. In 2001 and in 2002, new programs were established – Bachelor of Science in Education major in Sports and Recreational Management (SRM) and the Teacher Certificate Program (TCP).

Under the vertical articulation program of CHED, the administration of the graduate programs in Education was transferred from the Institute of Graduate Studies to the Institute of Education in 2007. To date, the Institute has graduated thousands who are actively engaged in the teaching profession not only as teachers and professors in public and private institutions of learning here and abroad but also as school administrators, researchers, authors of textbooks and other learning materials, as well as officials of government. FEU - IE takes pride in its participative students, its committed faculty, and its highly qualified leaders.

Recognitions

Teacher Education Programs

Graduate

Education Programs

Vision and Mission of the Institute

The FEU - Institute of Education (IE) introduces a promising and dynamic career in education by balancing the traditional value-laden pedagogies and the technology-driven approaches for the purpose of producing highly competitive, professional teachers, sports managers, and administrators who are much sought after in the national and global educational arena.

The FEU - Institute of Education develops teachers, educational managers and practitioners who are locally and globally competitive, critical thinkers, life-long learners, digitally literate, and effective communicators. Committed to the growth and well-being of learners from diverse cultures and capacity levels, the Institute further instills into them the values of Fortitude, Excellence, and Uprightness at all times.

The Institute promotes quality outcomes-based, values -laden, progressive, collaborative, innovative, and researched-based teacher education and training for practitioners in the local, national, and international educational systems, nurturing service- oriented, competent, and morally upright citizens.

Further, the Institute provides the right learning and teaching environment that promotes:

• Academic competence and professional excellence; • Total classroom immersion of students in preparation for their chosen careers as educators; • Volunteerism, community and entrepreneurial spirit;

• Values of team spirit, innovative training, relentless pursuit of excellence in sports and athletics; • High percentage passing rate in the Licensure Examination for Teachers; • Best student-leaders who become delegates to various national and international student contests, seminars, and symposia; • Competent, researched-oriented, and technologically advanced faculty; • Modern facilities for teacher-training, including model classrooms, computer laboratories, audio-visual rooms, and e-library;

Research Initiatives Asian Journal on the Perspective in Education

The Asian Journal on the Perspective in Education is the Institute’s peer- reviewed, open electronic access that provides platform to raise issues, reflections on practice, and regional narratives of knowledge production (both theory and praxis) of the perceived global south in terms of education policies and philosophies, curriculum, assessment, and teaching and learning. The Institute’s journal serves as a platform for academics, practitioners, and researchers in education to engage in discourses on the “epistemologies of the south” in education.

The Education Research Forum

The Education Research Forum is the culminating activity of research classes in IE. This event promotes research engagement between graduate and undergraduate students and faculty. The event serves as the venue to share capstone research works of IE students through paper and poster presentation. Further, students are able to gain insights about the research works (area and method) of selected IE faculty and thus would further enrich their content and method knowledge on research.

Sustainability Initiatives: Case Studies in Malaysia Philippines Indonesia (SIMPI)

This collaboration between Universiti Teknologi Malaysia, Universitas Bung Hatta (Indonesia), and Far Eastern University (Philippines) aims to serve as a platform among academics, practitioners and researchers for sharing and disseminating the knowledge and research findings related to the designated themes; thus, providing unique opportunity to bridge the gap between academia and industry. The FEU-Institute of Education is a consistent participant of the event through research presentations on Sustainable Education.

Graduate Research Roundtable Discussion

Prior to research defense, IE graduate students share the progress of their research work to IE faculty and other IE graduate students. As a form of professional learning community, IE faculty and students sit together to share insights on the shared progress of the research specifically in terms of the methodology.

Research Writing Lecture Series

Research writing lecture series are multiple sessions of lecture- workshops conducted every semester. These lecture series aim to aid student-researchers in their journey on research writing by enhancing students’ content and method-knowledge on research. IE faculty-researchers and invited researchers from well-known institutions gather to facilitate the discussion on topics ranging from the fundamentals to the complexities of scholarly writing and education research.

Pecha Kucha on Research Advocacies

The Pecha Kucha on Research Advocacies brings together FEU’s very own esteemed faculty members on one stage to talk and share their academic viewpoints on specific areas of their research specialization and interests. Moreover, it is a venue for educators Research Advocacies to echo their advocacy, as this, in many cases, is the heart of their research – to fight for a cause they believe in. Likewise, students, teachers, and community members learn and reflect on the ideas to be left by each faculty-presenter.

Academic Groups

All faculty members (Undergraduate and Graduate) are IE Academic Groups under an Academic Group (AG). AGs provide the research directions in the subject areas. Members of • Curriculum, Learning, and Teaching (CLT) • Early Childhood and Special Needs Education (ECSNEd) AGs are given opportunities to read papers in local and • Educational Leadership and Policy Studies (ELPS) international conferences specifically within the • Language and Literature education (LLE) • Mathematics and Science Education (MSE) research directions of the AG and relevant policies of the • Pre-Service Teaching Experience (PSTE) University Research Center (URC). There are seven (7) • Sports, Physical and Wellness Education (SPW) AGs in the Institute.

Research Collaborations and Engagements

FEU-Institute of Education has continuous collaborations and

engagements with education institutions outside the university. FEU-IE has various engagements and upcoming research collaborations with Foundation for Information Technology Education and Development Inc. (FIT-ED). Likewise, the Institute has different engagements with Philippine National Research Center for Teacher Quality (RCTQ) and Teacher Education Council (TEC) in terms of the Philippine Professional Standards for Teachers (PPST) and Curriculum Quality Audit.

Teacher Education

Forum The Teacher Education Forum is a regular town hall forum on educational issues where IE leads the talks and serves as a hub for intellectual academic discourse on education. The TEd Forum is conducted aligned with the quality objective of IE to be big in reputation and as part of the mandate of being Center of Excellence in Teacher Education.

Academic Development

and Student Support

EdTech DLECCT Educational Technology Office Digital Literacy, Effective Communication, and Critical Thinking

The EdTech Office manages the university’s DLECCT is a faculty engagement program that Learning Management System Canvas and enhances teachers’ ability to facilitate learning provides training and enhancement for education among students. Through DLECCT, teachers are technology use for faculty and students. Further, equipped with the 21st century skills that they can the EdTech Office provides different EdTech tools enrich among the students. to aid teaching and learning.

IESC and YES CES Institute of Education Student Council Community Extension Services and Young Educators Society

IESC and YES are the two student governing CES collaborates with the Institute to conduct organizations in the Institute. IESC and YES are outreach programs in selected adapted platforms for students to be trained and become communities. IE students are able to do service an outstanding teacher-leader. learning which enriches and enhances both their learning experiences and sense of volunteerism.

SDEV FEU Lib Student Development Office FEU Library

The SDEV implements leadership programs for FEU Library provides students with vast learning students in the university. Likewise, SDEV materials both in manuscript or electronic form. conducts programs for student welfare. The library houses unique collections of references for students’ learning.

GCO AFA Guidance and Counseling Office Admission and Financial Assistance Office

The GCO is in close coordination with the Institute AFA is in partnership with the Institute to provide to provide guidance and counseling services to scholarships and tuition discounts to the students. students. For the undergraduate studies, AFA provides a 100% tuition fee discount for aspiring education students and a 50-75% tuition fee discount for students in the graduate studies.

Wellness and Recreation Program

Teaching and Learning

Recognizing the essentiality of knowledge generation and information navigation, the following approaches are embedded in the program to empower students on making informed choices as thinking teacher professionals in the future:

Student -centered learning

In line with the University’s teaching and learning philosophy, the program makes use of student- centered learning approaches throughout its courses to enable students to collaborate and co-

construct knowledge with their teachers and classmates. This approach, which is rooted on the learning paradigm of the University, makes use of various learning activities designed to initiate cognitive engagement among students through the practice of critical, reflective, creative, and

problem-solving thinking skills. Interdisciplinary approach

Avoiding the pitfalls of atomistic learning and single-minded thinking,

the program makes use of an interdisciplinary approach where students are able to look at educational and societal trends and issues using

different disciplinal lenses. Through the learning experiences brought about by this approach, students are able to

FEU-IE students during the seminar-workshop entitled make sense of different perspectives “Dynamic Approaches in Teaching Physical Education and and make connections between Sports” learnings made in different courses.

FEU-IE faculty and students attending the Young Educator’s Society Conference Summit on Teachers’ Welfare with former House of Representatives Member Rep. Antonio Tinio

Research-based approach

The method of teaching for each course of the program is informed by research. Likewise, research on different areas of education as required readings are central to the discussions made inside the classroom. Moreover, course capstone projects come in the form of research-based outputs to instill to students the habit of making research-informed choices in teaching and learning.

Bachelor of Elementary Education (BEEd) students presenting their research during the Education Research Forum

Technology-based learning approach

To promote and develop independent learning as well as provide flexibility in terms of learning space, selected courses of the program, in particular, four of the general education courses, utilize a blended learning approach where students spend some course time in classes conducted virtually through the use of the University’s learning management system. Likewise, students are exposed to different technological media in their regular face-to-face meetings in each course in the program.

Education Pathway

Senior High School Graduate of any Senior

High School Track

Teacher Education Programs Other Degree Programs Bachelor of Elementary Education (BEEd)

Bachelor of Secondary Education (BSEd) Bachelor of Arts (BA)

Bachelor of Special Needs Education (BSNEd) Bachelor of Science (BS)

Bachelor of Physical Education (BPEd)

Teacher Board Examination Certificate Program (TCP) 18 Units of Licensure Examination Education for Teachers (LET) Courses

Master of Arts in Education Programs MAEd major in Curriculum and Instruction

MAEd major in Educational Administration

MAEd major in English Language Teaching

MAEd major in Special Education

Master in Physical Education

Doctor of Education Programs Ed.D. Major in Curriculum and Instruction Ed.D. Major in Educational Administration Ed.D. Major in Literature and Language Education

Undergraduate Programs

BACHELOR OF ELEMENTARY EDUCATION (BEEd)

This is a 4-year undergraduate program which aims to prepare aspiring educators who intend to teach in the elementary basic education level. Specifically, the program aims to develop highly competent teacher-researchers who specialize in elementary - general education content, pedagogy, and research. BEEd is a board program that offers courses which provide meaningful

learning experiences to students; this is done through a student-centered learning paradigm and culminates in a practice-teaching internship. The program is consisted of 2,880 hours of course work and 408 hours of field study and internship combined.

BACHELOR OF SPECIAL NEEDS EDUCATION (BSNEd)

This is a 4-year undergraduate program which aims to prepare aspiring teachers in the field of special

needs education. Specifically, the program aims to develop highly competent special education (SPED) teacher-researchers who specialize in providing and managing instruction to students with additional needs in an inclusive and/or segregated setting. BSNEd is a board program which provides

meaningful learning experiences all throughout its courses through student-centered learning paradigm and approaches which culminates in practice-teaching internship. Students need to complete a total of 2,772 hours of course works and 408 hours of field study and internship combined. Students who graduated from any Senior High School track can take the BSNEd program.

BACHELOR OF SECONDARY EDUCATION (BSEd)

This is a four-year undergraduate program which aims to prepare aspiring educators who intend to teach in the secondary junior and/or senior high school basic education level. Specifically, the program aims to develop highly competent teacher-researchers who specialize in secondary education content, pedagogy, and research. BSEd is a board program which provides meaningful learning experiences all throughout its courses through student-centered learning paradigm and approaches and culminates through a practice-teaching internship. Further, the program focuses on developing teacher-researchers who are capable of delivering high quality of research-informed

pedagogy in teaching their chosen area of specialization. Students who choose to enroll in the BSEd program are required to choose one area of teaching specialization. The areas of specialization are as follows:

• BSEd Major in English (3,042 hours of course work and 408 hours of field study and internship combined)

• BSEd Major in Mathematics (2,934 hours of course work and 408 hours of field study and internship combined)

• BSEd Major in Science (3,582 hours of course work and 408 hours of field study and internship combined)

BACHELOR OF PHYSICAL EDUCATION (BPEd)

This is a 4-year undergraduate program which aims to prepare aspiring teachers who specialize in delivering and managing instruction, assessment, and research in physical literacy. Specifically, the program aims to develop highly competent physical education (PE) teacher-researchers equipped with disciplinary knowledge on physical education and allied sciences who design curricular choices and plans that aim at achieving learners’ competency and proficiency in movement to meet their functional and health requirements. BPEd is a board program which provides meaningful learning experiences all throughout its courses through student-centered learning paradigm and approaches and culminates through a practice-teaching internship. The program is consisted of 3,258 hours of course work and 408 hours of field study and internship combined. Students who graduated from any Senior High School track may take the BPEd program.

BACHELOR OF SCIENCE IN EXERCISE AND SPORTS SCIENCES MAJOR IN FITNESS AND SPORTS MANAGEMENT (BSESS) This is a 4-year undergraduate program which aims to train aspiring individuals to specialize in Fitness and Sports Management. Specifically, the program aims to develop highly competent graduates, who through research and mastery of integral concepts and processes of fitness and sports management, will be able to communicate, execute, and assess well-planned programs in applied exercise and sports sciences in various industry settings. BSESS is a non-board program which intends to provide mean ingful learning experiences all throughout its courses through student-centered learning paradigm and approaches and culminates through an industry immersion-internship. The program is consisted of 2,610 hours of course work and 300 hours of industry immersion. Students who graduated from any Senior High School track can take the BSESS program.

Career Pathway

BEEd Upon the completion of the program, graduates are qualified to take the Licensure Examination for Teachers (LET) and are eligible to teach in private and public basic education elementary schools. Likewise, graduates are eligible to work in other education- related fields involving training and education research. Graduates of the program may choose to pursue Master of Arts in Education or Master of Arts in Teaching as their graduate studies degree.

BSEd Upon the completion of the program, graduates are qualified to take the Licensure Examination for Teachers (LET) and are eligible to teach in private and public basic education secondary schools. Likewise, graduates are eligible to work in field of specialization-related jobs and other education-related field such as training and education research. Graduates of the program may choose to pursue Master of Arts in Education, Master of Arts in Teaching, or other education- and area of specialization- related graduate degree programs.

BPEd Upon the completion of the program, graduates are qualified to take the Licensure Examination for Teachers (LET) and are eligible to practice teaching in the field of physical education. Graduates of the program may work as physical education teachers, dance and sports club moderator, and school-based sports program and event coordinator. Likewise, graduates can also work as teacher and research assistants in education-related field. Graduates of the program may choose to pursue Master of Arts in Education or Master of Arts in Teaching major in Physical Education or any related field as their graduate studies degree.

BSNEd Upon the completion of the program, graduates are qualified to take the Licensure Examination for Teachers (LET) and are eligible to teach in the field of special needs education. Graduates of the program may work as special education teachers, therapists, or clinicians in special education centers. Likewise, graduates can also work as SPED teacher-researchers or learning support staff in regular schools which have provision for inclusion and special education programs. Graduates of the program may also choose to practice as intervention specialists or tutors in home- or community-based educational settings. Graduates of the program may choose to pursue Master of Arts in Education or Master of Arts in Teaching as their graduate studies degree.

BSESS Upon completion of the program, graduates may work as a school-, industry-, or community-based sports, fitness, and recreation manager, consultant, or entrepreneur. Graduates of the program may choose to pursue graduate degree programs related to physical education and exercise and sports science management.

Courses

GENERAL EDUCATION

In the first two years of the program, General Education (GE) courses focus on developing learner’s foundation skills, like critical thinking and reflection, through facilitation of liberal education content. GE courses constantly engage learners into critical discussion. Moreover, the GE also includes university- innovative courses, Scholarly Inquiry, College Academic Skills (CASE), and Speech Communication, which are designed to develop key college study habits, research, and academics skills.

PROFESSIONAL COURSES

Professional Education (Prof Ed) courses in the Teacher Education Programs cultivate among students the foundational theories and concepts, pedagogical content knowledge, and experiential learning, relevant in learning the art and science of the teaching profession. Building from the foundation skills of general education courses, Prof Ed courses also engage students into critical discourse on issues and trends in education and thereby pave the way to further discussion and research on implications to education theory, practice, and research.

On the other hand, professional courses for the Exercise and Sports Sciences Program cultivate among students the foundational theories and concepts, management content knowledge, and experiential learning of exercise and sports sciences, drawn out from the integrative courses of Physical Education, Life Sciences, Social Sciences, Behavioral Sciences, and Business and Management. Building from the foundation skills of general education courses, professional courses also engage students into critical discourse on issues and trends in exercise and sports science and thereby pave way to further discussion and inquiry on implications to theory, practice, and research.

SPECIALIZATION COURSES

Major/specialization courses of the Teacher Education Programs focus on mastering disciplinal, inter- disciplinal, and pedagogical content knowledge of the chosen area of specialization. Utilizing the interdisciplinary content of the specialized courses, and contextualizing pedagogical content knowledge of professional education courses, students of the program are able to conceptualize their teaching and learning paradigms and translate it to relevant and effective education practices in the basic education sector.

Major/specialization courses of the Exercise and Sports Sciences Program focus on mastering foundation theory and concepts in physical education and sports, content-performance in games, sports, recreation, fitness, and experiential learning in fitness and sports management. Through foundational concepts, management content knowledge, and research on Fitness and Sports Management courses, students of the program are expected to conceptualize their management and decision-making paradigms and translate it to relevant and effective practices in fitness and sports management.

Internship

For Teacher Education Programs, experiential learning courses immerse students in basic education teaching through the supervision of cooperating teachers from partner schools. Field Study 1 and 2 prepare students to full time internship by allowing them to observe, participate, and assist in teaching and learning planning, implementation, and evaluation. On the last semester of the program, students engage in full time teaching internship as pre-service teachers under the mentorship of a cooperating teacher from the partner basic education school and guidance of the course facilitator. Moreover, through the pre-service student teacher exchange program, selected and screened pre-service student teachers are given the opportunity to have their practice teaching experience in schools from other Southeast Asian countries.

For Exercise and Sports Sciences Programs, experiential learning courses immerse students in fitness and sports management in the industry setting through the supervision of cooperating practitioners from partner industries. Entrepreneurship and Innovation 1 and 2 prepare students to full time internship by allowing them to observe, participate, and assist in fitness and sports programs in a working environment. On the last semester of the program, students engage in full time industry internship under the mentorship of a cooperating practitioner from partner industries and guidance of the course facilitator. Moreover, through this internship, students are expected to be well- equipped in applying their acquired knowledge and developing strategies into the workplace.

Industry Partnerships and Engagements

Program Curriculum∶ Undergraduate Education Programs GENERAL EDUCATION COURSES Understanding the Self Scholarly Inquiry Readings in Philippine History Speech Communication The Filipino in the Contemporary World College Academic Skills in English (CASE) Mathematics in the Modern World Wika, Kultura at Lipunan Purposive Communication Retorika at Panitikan ng Pilipinas Art Appreciation Pag-aaral ng Wika at Kulturang Rehiyonal Science, Technology and Society The Life and Works of Rizal Applied Ethics in Contemporary Times 45 Units MANDATED COURSES Wellness and Recreation Program 1 Wellness and Recreation Program 7 Wellness and Recreation Program 2 Wellness and Recreation Program 8 Wellness and Recreation Program 3 Wellness and Recreation Program 4 National Service Training Program 1 Wellness and Recreation Program 5 National Service Training Program 2 Wellness and Recreation Program 6 18 Units PROFESSIONAL EDUCATION COURSES The Teaching Profession Facilitating Learner- Centered Teaching The Child and Adolescent Learners and Assessment in Learning 1 Learning Principles Technology for Teaching and Learning 1 The Teacher and the Community, School Assessment in Learning 2 Culture and Organizational Leadership The Teacher and the School Curriculum Foundation of Special and Inclusive Education Building and Enhancing New Literacies Across the Educational Research Curriculum Comprehensive Education Course Field Study 1 and 2 The Tamaraw Educator Teaching Internship 49 Units

SPECIALIZATION COURSES BACHELOR OF ELEMENTARY EDUCATION (BEEd) • Good Manners and Right Conduct • Teaching Music in the Elementary Grades • Pagtuturo ng Filipino sa Elementarya I • Teaching Science in the Elementary Grades I • Teaching Social Studies in the Elementary Grades I • Pagtuturo ng Filipino sa Elementarya II • Teaching Math in the Elementary Grades I • Edukasyong Pantahanan at Pangkabuhayan • Teaching English in the Elementary Grades (Languages Arts) • Teaching PE and Health in the Elementary Grades • Teaching Science in the Elementary Grades II • Technology for Teaching and Learning in the Elementary Grades SPECIALIZATION COURSES • Teaching Literacy in the Elementary Grades Through Literature • Research in General Education • Teaching Social Studies in the Elementary Grades II • Teaching Math in the Elementary Grades II • Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship • Teaching Arts in the Elementary Grades • Content and Pedagogy for the Mother-Tongue • Teaching Multi-Grade Classes 60 Units Bachelor of Special Needs Education (BSNEd) • Introduction to Special Education • Learners with Developmental Disabilities • Learners with Sensory and Physical Disabilities • Curriculum and Pedagogy in Inclusive Education • Educational Assessment of Students with Additional Needs • Learners with Emotional, Behavioral, Language and Communication Disabilities • Gifted and Talented Learners • Behavior Management and Modification • Adapted Physical Education and Recreation, Music and Health • Technology for Teaching and Learning in Special Needs Education • Research in Special Education and Inclusive Education • Instructional Adaptations for Teaching Social Sciences and Humanities • Instructional Adaptations in Mathematics and Science • Development of Individualized Education Plans • Early Childhood Inclusive Education • Transition Education • Instructional Adaptations in Language and Literacy Instruction • Teaching Multi-Grade Classes 54 Units Bachelor of Secondary Education Major in English (BSEd-English) • Introduction to Linguistics • Language, Culture, and Society • Structure of English • Principles and Theories of Language Acquisition and Learning • Mythology and Folklore • Children and Adolescent Literature • Teaching and Assessment of the Macroskills • Survey of English and American Literature • Survey of Afro-Asian Literature • Contemporary, Popular, and Emergent Literature • Survey of Philippine Literature in English • Language Learning Materials Development • Technical Writing • Speech and Theater Arts SPECIALIZATION COURSES • Teaching and Assessment of the Grammar • Technology for Language Teaching and Learning • Language Education Research • Campus Journalism • Literary Criticism • Language Programs and Policies in Multilingual Societies • Teaching and Assessment of Literature Studies • Stylistics and Discourse Analysis • Creative Writing 69 Units Bachelor of Secondary Education Major in Mathematics (BSEd-Mathematics) • History of Math • College and Advanced Algebra • Trigonometry • Plane and Solid Geometry • Logic and Set Theory • Calculus 1 with Analytic Geometry • Mathematics of Investment • Number Theory • Elementary Statistics and Probability • Technology for Teaching and Learning 2 (Instrumentation and Technology in Mathematics) • Advanced Statistics • Calculus 2 • Research in Mathematics • Modern Geometry • Linear Algebra • Principles and Strategies in Teaching Mathematics • Calculus 3 • Abstract Algebra • Assessment and Evaluation in Mathematics • Problem Solving, Mathematical Investigation and Modeling 63 units Bachelor of Secondary Education Major in Science (BSEd-Science) • Earth Science • Inorganic Chemistry • Fluid Mechanics • Anatomy and Physiology • Environmental Science • Thermodynamics • Organic Chemistry • The Teaching of Science • Genetics • Technology for Teaching and Learning in Sciences • Astronomy SPECIALIZATION COURSES • Biochemistry • Research in Science • Electricity and Magnetism • Cell and Molecular Biology • Modern Physics • Waves and Optics • Analytical Chemistry • Meteorology • Microbiology and Parasitology 73 Units Bachelor of Physical Education (BPEd) • Philosophical and Socio-anthropological Foundations of Physical Education and Sports • Anatomy and Human Movement Performance • Principles of Motor Control and Learning of Exercise, Sports and Dance • Sports and Exercise Psychology • Physiology of Exercise and Physical Activity • Research in Physical Education and Health Education • Contemporary Issues in Exercise and Sports • Applied Motor Control and Learning of Exercise, Sports and Dance • Technology for Teaching and Learning in PE and Health • Curriculum and Assessment for Physical Education and Health Education • Process of Teaching PE & Health Education • Movement Education • International Dances and other Forms • Philippine Traditional Dances • Ballroom, Contemporary and Modern Dances • Individual and Dual Sports I • Individual Dual Sports II • Team Sports I • Team Sports II • Swimming and Aquatics • Philippine Traditional Games and Sports • Emergency Preparedness and Safety Management • Personal, Community and Environmental Health • Drug Education, Consumer Health Education and Healthy Eating • Coordinated School Health Program • Administration and Management of Physical Education and Health Education Programs • Contemporary Issues in PE and Sports 81 Units

Program Curriculum∶ Bachelor of Science in Exercise and Sports Sciences Major in Fitness and Sports Management GENERAL EDUCATION COURSES MANDATED COURSES Understanding the Self Wellness and Recreation Program 1 Readings in Philippine History Wellness and Recreation Program 2 The Filipino in the Contemporary World Wellness and Recreation Program 3 Mathematics in the Modern World Wellness and Recreation Program 4 Purposive Communication Wellness and Recreation Program 5 Art Appreciation Wellness and Recreation Program 6 Science, Technology and Society Wellness and Recreation Program 7 Applied Ethics in Contemporary Times Wellness and Recreation Program 8 Scholarly Inquiry Speech Communication National Service Training Program 1 College Academic Skills in English (CASE) National Service Training Program 2 Wika, Kultura at Lipunan Retorika at Panitikan ng Pilipinas Pag-aaral ng Wika at Kulturang Rehiyonal The Life and Works of Rizal

45 Units 18 Units

PROFESSIONAL COURSES SPECIALIZATION COURSES Assessment of Fitness and Sports Performance Philosophical and Socio-anthropological Foundations Exercise Prescription and Programming of Physical Education and Sports Sports Event Management Anatomy and Human Movement Performance Ergogenics and Healthy Eating Exercise and Principles of Motor Control and Learning of Exercise, Sports Sports and Dance Coaching Theory and Practice in Exercise and Sports and Exercise Psychology Sports Physiology of Exercise and Physical Activity Prevention and Management of Exercise and Research Sports-related Injuries Contemporary Issues in Exercise and Sports Tamaraw Sports Leadership Individual and Dual Sports I Fundamentals of Management Practice Individual and Dual Sports II Principles of Accounting Team Sports I Principles of Marketing Team Sports II Principles of Finance Swimming and Aquatics Operations Management Outdoor and Adventure Education Basic Macroeconomics Musculoskeletal Fitness/Resistance Training Human Resource Management and Methods Development Cardiorespiratory Fitness/Aerobic Training Methods Business Ethics and Law Entrepreneurship and Innovation I Entrepreneurship and Innovation II Industry Immersion Strength and Conditioning Management of Information System and Technology

43 Units 63 Units

Teacher Certificate

Program

The Teacher Certificate Program (TCP) may be taken by graduates of non-education degrees to qualify for the Licensure Examination for Teachers (LET). It consists of 18 units of professional

education courses in compliance with Republic Act 7836 (The LET Law) and with Article II of CMO 30, s. 2004.

Course Code Course Title Units EDUC1N-LET The Teaching Profession 3

EDUC2N-LET Principles of Teaching 3 EDUC4N-LET Child and Adolescent Development 3 EDUC5N-LET Assessment of Learning 3 EDU17N-LET Curriculum Development 3 EDTCH 1-LET Educational Technology 3

The program offered by the Institute of Education uses a blended e-learning approach, with 50% online and 50% classroom interaction, and may be completed in one semester.

For students who need or want Practice Teaching units, they may take an additional 12 units of experiential learning courses (Field Study and Practice Teaching), for which they will be given a Certificate of Completion.

Graduate Education

Programs

MASTER OF ARTS IN EDUCATION MAJOR IN CURRICULUM AND INSTRUCTION

The program introduced in 2014, is designed for teachers, trainers, and other professionals from various field of specialization who intend to become experts in designing, implementing, and evaluating a curriculum in the basic, secondary, and tertiary education. Specifically, the program focuses on imbuing pre-service teachers, in-service teachers, and other professionals with theoretical groundings, practical knowledge, and research skills through the program’s varied delivery modes. Through this program, the students will master core subjects in teaching and learning, policies in the national education system, and curriculum development and management. The degree will be awarded upon completion of 30 units of academic course work (540 hours) and 6 units of Thesis Writing.

MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL ADMINISTRATION

The program introduced in 2014, is designed for teachers who intend to develop and gain theoretical, conceptual and practical knowledge, strengthen teaching abilities, and hone leadership skills as a preparation for higher education administrative positions. Specifically, the program focuses on imbuing pre-service teachers, in-service teachers, and other professionals with theoretical groundings, management skills, and research skills through the program’s varied delivery modes. Through this program, the students will master core subjects in teaching and learning, educational administrative and legislative policies in the national education system and best practices in school administration and supervi sion. The degree will be awarded upon completion of 30 units of academic course work (540 hours) and 6 units of Thesis Writing.

MASTER OF ARTS IN EDUCATION MAJOR IN ENGLISH LANGUAGE TEACHING

The program introduced in 2014, is designed for teachers, trainers, and other professionals from various field of specialization who intend to become experts in English language teaching in the basic, secondary, and tertiary education. Through this program, the students will master theories in teaching and learning, structure system of the English language, approaches, principles, and methodologies in English language teaching, and curricula and instructional materials for language teaching and learning, as well as crafting language programs with emphasis on remedial instruction and testing. The degree will be awarded upon completion of 30 units of academic course work (540 hours) and 6 units of Thesis Writing.

MASTER OF ARTS IN EDUCATION MAJOR IN SPECIAL EDUCATION

The program introduced in 2014, is designed to prepare special education teachers in assessment, individualized instruction, curriculum preparation, and innovative teaching strategies for students with special needs. It equips the students with theoretical, pedagogical, and practical training to handle differently - abled individuals and groups. Through this program, the students will master core subjects in teaching and learning and special education. The degree will be awarded upon completion of 30 units of academic course work (540 hours) and 6 units of Thesis Writing.

MASTER IN PHYSICAL EDUCATION

The program introduced in 2014, is designed to produce competent professionals to become teachers, trainers, coaches, sports and tournament directors for schools and recreation centers. Through this program, the students will master core subjects in teaching, learning, and managing physical education programs. The degree will be awarded upon completion of 33 units of academic course work (594 hours) and 6 units of Thesis Writing.

DOCTOR OF EDUCATION MAJOR IN CURRICULUM AND INSTRUCTION

The program introduced in 2014, is designed to train teachers, researchers, and administrators to become expert curriculum designers, developers, and implementers in all levels of education. Specifically, the program focuses on imbuing these professionals with theoretical groundings, practical knowledge, and advance research skills through the program’s varied delivery modes. Through this program, the students will master theories in curriculum and instruction, research on trends, issues, policies, and practices in education, as well as train in developing, implementing, and evaluating curriculum for the improvement of the teaching and learning landscape in the country. The degree will be awarded upon completion of 48 units of academic course work (864 hours) and 12 units of Dissertation Writing.

DOCTOR OF EDUCATION MAJOR IN EDUCATIONAL ADMINISTRATION

The Doctor of Education major in Educational Administration, introduced in 2014, is designed to train teachers, researchers, and administrators to become effective educational leaders on knowledge and skills to equip school administrators in all levels of education. Through this program, the students will master theories in educational management, research on trends, issues, policies, and practices in education, as well as train in managing and evalua ting school systems for the improvement of the teaching and learning landscape in the country. The degree will be awarded upon completion of 48 units of academic course work (864 hours) and 12 units of Dissertation Writing.

DOCTOR OF EDUCATION MAJOR IN LITERATURE AND LANGUAGE EDUCATION

The Doctor of Education major in Literature and Language Education, introduced in 2014, is designed to train teachers, researchers, and administrators to become experts in English language and literature teaching in the basic, secondary, and tertiary education. Through this program, the students will master theories in English language and literature teaching and learning, research on trends in the English language and literature education, train in crafting, managing, and supervising language and literature programs, as well as develop and produce curricula and instructional materials for language and literature teaching and learning. The degree will be awarded upon completion of 48 units of academic course work (864 hours) and 12 units of Dissertation

Writing.

Graduate School

Teaching and Learning

The graduate studies program of the Institute puts premium on in-depth and adequate knowledge and understanding of academic and theoretical frameworks which are translated into research-based academic tasks. This specialized nature of the program prepares the students to become thinking teacher professionals as they collaborate and co-construct knowledge by investigating educational and societal trends and issues using different disciplinal lenses, frameworks and paradigms. Specifically, the program is delivered using the following modes:

To address the distinct needs of the graduate studies, the courses are designed for the learners to collaborate and co-construct knowledge with their colleagues and professors through research-based activities. This approach is rooted on the learning paradigm of the university where critical, reflective, and creative thinking is fostered.

Through this approach, the students explore and investigate educational and societal trends and issues using different disciplinal lenses to make sense of the different perspectives and make connections of their learnings on different courses. In addition, students develop the capacity to understand concepts in multiple viewpoints and the ability to integrate these viewpoints into a broader conceptual framework of analysis.

The courses are delivered using a combination of face-to-face and online discussions using the learning management system or Canvas. Face-to-face discussions are done on a designated class schedule, while the readings, videos, and other learning materials are made available in the learning management system. Likewise, extended assessments and discussions are given through Canvas.

The courses are taught using the combination of the two modes where students are given opportunities for mentorship through various supplementary activities in the department. The students also work with their fellow students and faculty members through consultations and discourses.

The completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the professor and the students for the semester. The program makes use of research- based outputs and community and field exposures as forms of assessments. These course outputs prepare students for the comprehensive examination and thesis writing towards the end of the program.

The comprehensive examination measures the students’ ability to synthesize their learning throughout the program through a publishable research or an empirical essay. This same research or essay can be expounded further in writing their thesis, which is a final requirement for awarding of the degree. Through these assessments, students will be trained to produce quality publishable research papers and will enable them to understand and appreciate research as a way of life in the teaching profession.

Program Curriculum∶ Master of Arts in Education Courses Units Core Courses 9 • Advanced Educational Statistics • Methods of Educational Research • One (1) course dependent on student’s specialization Psycho-Philosophical Foundations of Education Advanced Communication Skills for Teachers MAEd Major in Curriculum and Instruction Major Courses 15 • Curriculum Planning and Development • Curriculum Implementation , Monitoring, and Evaluation • Instructional Supervision • Comparative Education • Legal Issues in Education MAEd Major in Educational Administration Major Courses • Educational Administration and Supervision • Fiscal Management • Comparative Education • Legal Issues in Education • Instructional Pedagogy for Specific Disciplines MAEd Major in English Language Teaching Major Courses • Advanced Language Curriculum • Advanced Linguistics • Teaching Strategies in English Language and Literature • Literatures of the World • Advanced Structure of English MAEd Major in Special Education Major Courses • Foundations of Special Education • Pedagogical Strategies for Exceptional Students • Field Experience in SPED • Assessment of Exceptional Students for IEP Development • Curriculum for Exceptional Children and Youth Cognate Courses (Choose 2 based on course preference and specialization) 6 • Ethics of Leadership and Governance of Schools • Advanced Communication Skills for Teachers • Human Resource Development • Instructional Pedagogy for Specific Disciplines • Information Technology & Multimedia Education • Developmental and Remedial Reading Instruction • Introduction to Learning Disabilities • Educational Counseling • Early Intervention of Exceptional Children Thesis • Thesis Writing 1 6 • Thesis Writing 2 TOTAL 36

Program Curriculum∶ Master in Physical Education

Courses Units Core Courses 9 • Advanced Educational Statistics • Methods of Educational Research • Advanced Communication Skills for Teachers Master in Physical Education Major Courses 18 • Instructional Pedagogy for Specific Disciplines • Curriculum Planning and Development • Advanced Administrative Supervision of PE and Sports • Trends and Issues in Physical Education • Measurement and Evaluation in Physical Education • Applied Kinesiology Cognate Courses (Choose 2 based on course preference ) 6 • Seminar in Community Sports & Recreation Program • Dance Composition and Production • Advanced Sports Coaching & Officiating • Sports Psychology Thesis 6 • Thesis Writing 1 • Thesis Writing 2 TOTAL 39

Program Curriculum∶ Doctor of Education Courses Units Core Courses 18 • Qualitative Methods of Research • Quantitative Methods of Research with Statistical Analysis • Perspectives in Philippine Education • Comparative Philosophy of Education • Philosophy of Values and Ethics • Advanced Communication Skills for School Managers

Major Courses 24 EdD Major in Curriculum and Instruction • Development and Production of Instructional Materials • Alternative Educational and Learning Methods • Trends and Issues in Curriculum and Instruction • Theories and Process in Designing Policies and Studies • Curriculum Instructional Policies and Studies • Curriculum Evaluations • Management of School Systems • Advanced Studies in Curriculum and Instruction Courses Units EdD Major in Educational Administration • Advanced Policy Analysis in Education • Organizational Supervisory Leadership • Seminar in Economics in Education • Program Evaluation and Development • Trends and Issues in Education • Management of School Systems • Advanced Studies in Curriculum and Instruction • Seminar in Administrative Thoughts Applied in Education EdD Major in Literature and Language Education • Trends in Literature Education • Management of Language and Literature Programs • Language and Literature Assessment and Evaluation • Service Learning in English Language Education • Trends in Language Education • Development and Production of Instructional Material • Management of School Systems • Advanced Studies in Curriculum and Instruction Cognate Courses (Choose 2 based on course preference and specialization) 6 • Educational Innovations • Educational Problem Solving and Decision Making • Research Seminar in Curriculum Improvement • Continuing Education Programs • Educational and Community Relations • Bio-Socio-Psychological Foundations of Education • School Legislation • Seminar in Education Planning • Socio-Psycholinguistics • The Teaching of Multi-cultural Literature in English • Advanced Pedagogical Grammar • Advanced Modern English Grammar Dissertation 12 • Dissertation Writing 1 • Dissertation Writing 2 TOTAL 60

Testimonials

The Institute of Education helped me to become a competent teacher and a compassionate person. This Institute taught me all the theories I need to know, how it should be executed inside the classroom, and how to become a leader when given the opportunity. Fortitude, excellence and uprightness is in my heart and will stay forever.

Mark Joseph C. Camacho Special Education Program Coordinator Francisco Benitez Elementary School-Main Division of Makati BEEd major in Special Education, Batch 2012

What I consider as remarkable learning experience I had from FEU-IE were classroom discussions filled with metacognition, critical thinking, and fiery yet respectful

exchange of ideas between peers. Just to give a context to this, I am pertaining to classes facilitated by SVPAA Tinio, Ms. Madriaga, former FEU professors Dr. Reoperez and Dr. Lisa Cruz, etc. I believe it's a matter of providing students an environment where they can confidently express what's on their mind (no matter how dumb they might sound). Doing so would open avenues for students to continuously question

what they know (learn, unlearn, relearn); hence, developing further their thinking and communication skills. These experiences helped me tremendously in my work in RCTQ as I was encouraged to participate and even facilitate discussions with ranking officials from DepEd (from school heads to superintendents to directors).

Mikkey Mari M. Tuazon Project Officer, Research Center for Teacher Quality BSEd major in English, Batch 2016

The institute helped me to open up more and discover my full knowledge not only as a teacher but also as an individual. I do believe that IE helped me get out of my shell. Before, I never had an opinion in anything back in high Markschool. Joseph But now,C. Camacho I

became reservedly opinionated on various things especiallySpecial Education in current Program events, Coordinator issues in education and my major. FranciscoBeing taught Benitez by the Elementary right and Schoolcompetent-Main people Division helped of Makati me to be a better version of myself. I am sureBEEd you can major too! in Studying Special Education, education Batchis not 2012 only about mere training to become a teacher but also about a discovery of hidden talents and skills that you may not know you have which can contribute not only to your professional growth as a teacher but also to your personal self-development.

Nathan Robert L. Jacob ESL Teacher Makati Hope Language Center/ Makati Hope Christian School BSEd major in English, Batch 2017

Education Building Nicanor Reyes Street Sampaloc, Manila P.O. Box 609 Philippines 1008

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