The Institute of Teacher Education offers students the opportunity to study teaching, learning, curriculum, and educational policy at all levels of school. With both a national and international reputation as a leader in teacher education, the Institute is committed to the improvement to schools through the preparation of teachers, the study of teaching and learning, and the study of teacher education.
Research, teaching and service activities in the Institute are designed so that work in one area can make an impact on other areas. Teacher Education professors work with school and university colleagues, other community and education leaders, and graduate students in tackling the problems of today's schools and the possibilities for tomorrow's schools.
The Institute's programs reflect certain basic assumptions about teacher education. One assumption is that improving educational policy and practice is a complex matter, requiring multiple disciplines and many angles of vision. Another is that it is impossible to ignore the social context of schooling and, in particular, the multicultural dimensions of Philippine society. The Institute sees education teachers as one vital path to a more just and democratic society. Still another assumption is the need to learn from the experiences of other societies across a planet that is becoming more interdependent every day.
Teacher Education works at local, national, and international levels to create a vision of learning communities for children and teachers everywhere. These values of learning community form the core of Institute.
HISTORICAL BACKGROUND OF THE INSTITUTE OF TEACHER EDUCATION
The Institute of Teacher Education started as the department of Agricultural Education in 1977 to train future vocational education teachers. The main concern of the institute then was to prepare prospective elementary and secondary teachers imbued with the ideals, aspirations, practices and traditions of the Philippine life and culture and sufficiently equipped with knowledge of effective delivery systems.
The curriculum of the Bachelor of Science in Agricultural Education (B.S. Ag.Ed.) which was initially offered during the school year 1977-1978 started with 26students. Thus, this first batch of students graduated on April 10, 1981.
In view of the revisions in the secondary schools, B.S.Ag.Ed. had been gradually phased out; hence, it was no longer offered as a degree effective the first semester of the school year 1990-1991
The Bachelor of elementary Education(BEEd) curriculum was initially offered during the school year of 1984-195 with 15 students who graduated in April 1988.
The Bachelor of Secondary Education (BSEd) was offered during the first semester of school year 1987-1988 with three students who graduated in 1991.
With continuous revisions of its curricula, the institute now offers Bachelor of Secondary Education with majors in Technology and Livelihood Education(TLE), General Science(GS), P.E. Health and Music (PEHM), Mathematics and English. The Bachelor of Elementary Education offers to areas of specialization that include the Pre-School Education and Home Economics and Livelihood Education (HELE).
As a proof of its commitment to provide quality education to its clienteles, the Institute had passed Level I and Level II of the accreditation process of the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) in 1997 and 2000. The two programs of the Institute (BEEd and BSEd) is again preparing to battle for the Level III Accreditation.
The institute not only committed to serve laboratory and tertiary levels of education but also serving students in the graduate programs: Doctor of Education Major in Educational Management ; Masters of Education Majors in General Science, Educational Management, Mathematics and English.
The Laboratory School has three original curricula, the Vocational agriculture (VoAg),the Agricultural Science High School(ASHS) and the Vocational Homemaking(VHM).
In the process of curricular review and revision, it was realized to just come up with two curricular offerings: the Vocational Agriculture Curriculum(VAC) and the Agricultural Science Curriculum(ASC). The inclusion of the secondary and pre-school levels serve as laboratory schools to reinforce and/or supplement instruction in the tertiary level.