Preparing ASEAN-Ready Teachers: Alignment of Teacher Education Program Outcomes with PPST and SEA-TCF
DOI:
https://doi.org/10.69569/jip.2026.456Keywords:
ASEAN readiness, Bachelor of Secondary Education, Curriculum alignment, Philippine Professional Standards for Teachers, Southeast Asia Teachers Competency FrameworkAbstract
Teacher education programs must prepare graduates for national professional practice while responding to educational contexts across Southeast Asia. This study examined the alignment of eight Bachelor of Secondary Education (BSEd) Program Outcomes adopted by one Philippine higher education institution with the Philippine Professional Standards for Teachers (PPST) and the Southeast Asia Teachers Competency Framework (SEA-TCF). A qualitative descriptive design integrated document analysis, deductive content analysis, and curriculum alignment mapping. The outcomes were mapped against seven PPST domains and four SEA-TCF essential competencies using four predefined alignment categories. All seven PPST domains were represented across the program outcomes. Alignment with the mapped SEA-TCF competencies was explicit for five outcomes, strong/conceptual for two, and partial for one. “Help my students learn” showed the broadest representation, spanning four outcomes. “Engage the community” was partially represented, as the corresponding outcome lacked explicit expectations for family and community partnerships. References to Southeast Asian educational contexts, intercultural applications, reflective practice, and regional professional collaboration were also inconsistent. These findings indicate correspondence between nationally grounded program outcomes and regional teacher competencies, alongside gaps in the explicit articulation of community engagement and regional preparation. The study provides an evidence base for targeted curriculum review, particularly the integration of community partnerships, intercultural competence, reflective practice, and Southeast Asian perspectives into program outcomes and associated assessments.
Downloads
References
Aksin, A. (2023). Five-factor personality traits as predictors of intercultural sensitivity among preservice teachers. Heliyon, 9(7), Article e17667. https://doi.org/10.1016/j.heliyon.2023.e17667
Akcaoğlu, M.Ö., & Arsal, Z. (2022). The effect of multicultural education on preservice teachers’ attitude and efficacy: Testing Banks’ content integration dimension. Participatory Educational Research, 9(2), 343–357. https://doi.org/10.17275/per.22.44.9.2
Alarabi, K., AlSadrani, B., Tairab, H., Abu Khurma, O., & Kasasbeh, N. (2025). Does community engagement boost pre- and in-service teachers’ 21st-century skills? A mixed-method study. Social Sciences, 14(7), Article 410. https://doi.org/10.3390/socsci14070410
Alonzo, D., Bejano, J., & Labad, V. (2023). Alignment between teachers’ assessment practices and principles of outcomes-based education in the context of Philippine education reform. International Journal of Instruction, 16(1), 489–506. https://doi.org/10.29333/iji.2023.16127a
Alvero, J.C. (2023). Integration of global citizenship competencies in general education courses in a higher education institution in Laguna, Philippines: Basis for curriculum innovation. Education & Learning in Developing Nations, 1(2), 112–119. https://doi.org/10.26480/eldn.02.2023.112.119
Alvero, J.C. (2025a). Catalyzing educational transformation: Integrating Sustainable Development Goals (SDGs) into higher education curricula in one private higher educational institution in Laguna, Philippines. LIBERALES: A Research Journal and Creative Works Folio, 1(1), 18–27. https://ejournals.ph/article.php?id=25479
Alvero, J.C. (2025b). Empowering future global citizens: An integrated GCED framework for enhancing cognitive, socio-emotional, and behavioral domains in Philippine higher education. Journal of Interdisciplinary Perspectives, 3(9), 383–390. https://doi.org/10.69569/jip.2025.564
Alvero, J.C. (2025c). Integrating global citizenship competencies into general education: A basis for an enhanced curriculum guide in Philippine higher education. Journal of Interdisciplinary Perspectives, 3(5), 613–620. https://doi.org/10.69569/jip.2024.677
Alvero, J.C. (2025d). TPACK-based assessment of faculty integration of artificial intelligence in general education courses toward advancing SDG 4: Basis for a faculty capacity development program. Cognizance Journal of Multidisciplinary Studies, 5(10), 472–485. https://doi.org/10.47760/cognizance.2025.v05i10.043
Alvero, J.C., Malalad, C.E., & Lumangaya, Y.J. (2026a). Graduate-based assessment of liberal arts program outcomes in a private higher education institution in CALABARZON, Philippines: Basis for a continuous quality improvement framework. Cognizance Journal of Multidisciplinary Studies, 6(2), 18–42. https://doi.org/10.47760/cognizance.2026.v06i02.003
Alvero, J.C., & Makatangay, M.L. (2026). Scientia in the research culture: Strengthening inquiry-based learning among education students. Pantao (The International Journal of the Humanities and Social Sciences), 5(2), 551–566. https://doi.org/10.69651/PIJHSS0502925
Antony-Newman, M. (2025). Preparing teachers for parent engagement: Role of teacher educators in Canada. Educational Review, 77(5), 1422–1438. https://doi.org/10.1080/00131911.2024.2324154
ASEAN Secretariat. (2025). ASEAN teacher professional development and mobility. ASEAN Socio-Cultural Community Research and Development Platform. https://knowascc.asean.org/publication/asean-teacher-development-mobility/
ASEAN Secretariat. (2026). Rethinking teacher mobility and the internationalisation of teacher education in ASEAN. ASEAN Socio-Cultural Community Research and Development Platform. https://tinyurl.com/4m8nx842
Bacus, R., & Tagalog, R.M. (2023). Articulation and implementation of professional standards for teachers in teacher education institutions. Journal of Research, Policy & Practice of Teachers and Teacher Education, 13(2), 111–121. https://doi.org/10.37134/jrpptte.vol13.2.8.2023
Bell, J., Wilcoxen, C., & Steiner, A. (2022). Mentoring and coaching through induction to develop reflective practices in beginning teachers. The New Educator, 18(4), 281–305. https://doi.org/10.1080/1547688X.2022.2104982
Cabradilla, M. (2025). Teachers’ competency based on the Philippine Professional Standards for Teachers I–III: Basis for a training program. International Journal of Multidisciplinary Research and Analysis, 8(4), 2083–2099. https://doi.org/10.47191/ijmra/v8-i04-64
Cahya, A.I., Elizar, E., Badawi, B., Masitoh, M., Rachmatia, M., & Apriza, B. (2024). Primary education in Southeast Asia: A comparative analysis between Indonesia and Philippines school curriculum. AL-ISHLAH: Jurnal Pendidikan, 16(2). https://doi.org/10.35445/alishlah.v16i2.4817
Çebi, A., Bahçekapılı Özdemir, T., Reisoğlu, İ., & Çolak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers’ knowledge and understanding. International Journal of Educational Research, 113, Article 101965. https://doi.org/10.1016/j.ijer.2022.101965
Chang, W.-C., & Viesca, K.M. (2022). Preparing teachers for culturally responsive/relevant pedagogy: A critical review of research. Teachers College Record, 124(2), 197–224. https://doi.org/10.1177/01614681221086676
Chea, C. (2024). Mentorship’s role in shaping professional identity: Insights from Cambodian teaching practicums. Cogent Education, 11(1), Article 2419710. https://doi.org/10.1080/2331186X.2024.2419710
Chen, A.S. (2024). Study on teaching practices of multicultural competences: Fostering a cultural connection between new immigrant females and undergraduate students. International Journal of Intercultural Relations, 100, Article 101968. https://doi.org/10.1016/j.ijintrel.2024.101968
Cheng, C., & Zhao, J. (2023). The impact of professional learning communities on pre-service teachers’ professional commitment. Frontiers in Psychology, 14, Article 1153016. https://doi.org/10.3389/fpsyg.2023.1153016
Choompunuch, B., Kamdee, K., & Taksino, P. (2024). Exploring the components of multicultural competence among pre-service teacher students in Thailand: An approach utilizing confirmatory factor analysis. European Journal of Investigation in Health, Psychology and Education, 14(9), 2476–2490. https://doi.org/10.3390/ejihpe14090164
Department of Education. (2017). National adoption and implementation of the Philippine Professional Standards for Teachers (DepEd Order No. 42, s. 2017). https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
Feng, X., Zhang, N., Yang, D., Lin, W., & Maulana, R. (2025). From awareness to action: Multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes. Learning Environments Research, 28(2), 345–386. https://doi.org/10.1007/s10984-024-09518-9
Galih, A., Promkaew, S., & Faikhamta, C. (2022). Trends of competencies in teacher education from 2015 to 2020: A systematic review analysis. Kasetsart Journal of Social Sciences, 43(1), 257–264. https://doi.org/10.34044/j.kjss.2022.43.1.35
Gheyssens, E., Griful-Freixenet, J., Struyven, K., Donche, V., Geraerts, M., & Cools, W. (2022). Differentiated instruction: The diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383–1400. https://doi.org/10.1080/13603116.2020.1812739
Göltl, K., Ambros, R., Dolezal, D., & Motschnig, R. (2024). Pre-service teachers’ perceptions of their digital competencies and ways to acquire those through their studies and self-organized learning. Education Sciences, 14(9), Article 951. https://doi.org/10.3390/educsci14090951
Hannon, L., & O’Donnell, G.M. (2022). Teachers, parents, and family–school partnerships: Emotions, experiences, and advocacy. Journal of Education for Teaching, 48(2), 241–255. https://doi.org/10.1080/02607476.2021.1989981
Ikeda, K., & Ahmad, A.L. (2022). COIL/virtual exchange as a driver for high-performance international partnership building beyond the response to COVID-19. The HEAD Foundation Digest. https://tinyurl.com/bdhvnsfc
Kılıçoğlu, G., Kılıçoğlu, D.Y., & Cho, Y.H. (2023). Effects of pre-service teachers’ cultural competence on their social justice and self-efficacy beliefs: A cross-cultural comparison between Turkey, South Korea, and the United States. Teachers and Teaching. Advance online publication. https://doi.org/10.1080/13540602.2023.2191187
Kurtuluş, F., & Arsal, Z. (2023). Effects of critical multicultural education on preservice teachers’ multicultural attitudes and efficacy. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 23(1), 360–378. https://doi.org/10.17240/aibuefd.2023..-1104858
Li, H. (2025). Reflective practice for pre-service teachers’ professional development. SAGE Open, 15(3). https://doi.org/10.1177/21582440251363136
Licup, R. (2024). Parental engagement practices in early childhood learning at kindergarten. World Education Connect Multidisciplinary E-Publication, 4(9). https://www.ejournals.ph/article.php?id=26704
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A.M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic achievement. International Journal of Educational Research, 120, Article 102199. https://doi.org/10.1016/j.ijer.2023.102199
Lu, C., Lee, J. C.-K., & Gu, M.M. (2025). Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice. Education and Information Technologies, 30, 19537–19557. https://doi.org/10.1007/s10639-025-13511-x
Magaji, A., & Ade-Ojo, G. (2023). Trainee teachers’ classroom assessment practices: Towards evaluating trainee teachers’ learning experience in a teacher education program. Social Sciences & Humanities Open, 7(1), Article 100467. https://doi.org/10.1016/j.ssaho.2023.100467
Madrideo, J., & Alvero, J.C. (2026). Development and evaluation of proposed continuous improvement plans for the Bachelor of Technical and Vocational Teacher Education of Laguna State Polytechnic University System. Multidisciplinary International Journal of Research and Development, 5(5), 220–228. https://tinyurl.com/t8hxjuej
Maloloy-On, M.C., & Arnado, A.A. (2023). Elementary school teachers’ proficiency: Philippine Professional Standards under flexible teaching modality. International Journal of Membrane Science and Technology, 10(2), 857–865. https://doi.org/10.15379/ijmst.v10i2.1286
Mhunpiew, N., & Asavisanu, P. (2023). A study of teacher’s competency for conducting a professional development program at a Catholic school in Thailand using the Southeast Asia Teachers Competency Framework. Journal of Humanities and Social Sciences Nakhon Phanom University, 13(3).
Obrovská, J., Svojanovský, P., Kratochvílová, J., Lojdová, K., Tůma, F., & Vlčková, K. (2023). Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity. Journal of Education for Teaching. Advance online publication. https://doi.org/10.1080/02607476.2023.2247356
Oliver-Barceló, M., Morcillo, V., Ferrer-Ribot, M., & Pinya, C. (2025). Competencies of early childhood teachers: A scoping review. Review of Educational Research. Advance online publication. https://doi.org/10.3102/00346543251376355
Ormilla, R.C.G. (2025). Bridging the gap: A qualitative analysis of the Philippine Professional Standards for Teachers and teaching internship experiences of practice teachers. International Journal of Learning, Teaching and Educational Research, 24(9). https://doi.org/10.26803/ijlter.24.9.25
Osorio Vanegas, H.D., Segovia Cifuentes, Y. de M., & Sobrino Morrás, A. (2025). Educational technology in teacher training: A systematic review of competencies, skills, models, and methods. Education Sciences, 15(8), Article 1036. https://doi.org/10.3390/educsci15081036
Pansé-Barone, C., VanLone, J., Ziegler, L., & George-Puskar, A. (2024). Preservice preparation practices to increase family-professional collaboration: A mixed-methods systematic review. HS Dialog, 27(1), 117–141. https://journals.charlotte.edu/dialog/article/download/1808/1522/9864
Parmigiani, D., Jones, S.-L., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A., & Sardi, I. (2022). Assessing global competence within teacher education programs: How to design and create a set of rubrics with a modified Delphi method. SAGE Open, 12(4). https://doi.org/10.1177/21582440221128794
Qin, X. (2024). Collaborative inquiry in action: A case study of lesson study for intercultural education. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 66. https://doi.org/10.1186/s40862-024-00294-w
Romli, M.H., Wan Yunus, F., Cheema, M.S., Abdul Hamid, H., Mehat, M.Z., Hashim, N.F.M., Foong, C.C., Hong, W.-H., & Jaafar, M.H. (2022). A meta-synthesis on technology-based learning among healthcare students in Southeast Asia. Medical Science Educator, 32(3), 657–677. https://doi.org/10.1007/s40670-022-01564-3
Rusydiyah, E.F., Tamin AR, Z., & Rahman, M.R. (2023). Literacy policy in Southeast Asia: A comparative study between Singapore, Malaysia, and Indonesia. Center for Educational Policy Studies Journal, 13(2), 79–96. https://doi.org/10.26529/cepsj.1214
Saenghong, N. (2026). Framing multicultural competence in ASEAN teacher preparation policies: A critical discourse analysis. rEFLections, 33(1), 98–122. https://doi.org/10.61508/refl.v33i1.287699
Sánchez-García, D. (2023). Potential professional growth of English-medium education teachers in a transnational teacher education program. International Journal of Instruction, 16(3), 1–24. https://doi.org/10.29333/iji.2023.1631a
SEAMEO INNOTECH. (2017). Southeast Asia Teachers Competency Framework (SEA-TCF). SEAMEO Regional Center for Educational Innovation and Technology. https://tinyurl.com/3u8z9zfr
SEAMEO RIHED. (2022). The state of higher education in Southeast Asia. Southeast Asian Ministers of Education Organization Regional Centre for Higher Education and Development. https://tinyurl.com/2ad62xmw
Serrano, D.M., & Fallado, J. (2025). Assessing the extent of PPST implementation and teacher challenges in elementary schools. International Journal of Scientific Research and Management, 13(5), 4113–4125. https://doi.org/10.18535/ijsrm/v13i05.el06
Tomczyk, Ł. (2024). Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries. Evaluation and Program Planning, 105, Article 102449. https://doi.org/10.1016/j.evalprogplan.2024.102449
Tondeur, J., Trevisan, O., Howard, S., & van Braak, J. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education, 232, Article 105262. https://doi.org/10.1016/j.compedu.2025.105262
UNESCO, & International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000387400
UNESCO. (2023). Global education monitoring report 2023, Southeast Asia: Technology in education—A tool on whose terms? UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000387214
Wang, P., & Ko, J. (2022). ICT competency and practicum of preservice teachers as digital natives: A mixed-method study. Asia Pacific Journal of Education, 44(4), 901–916. https://doi.org/10.1080/02188791.2022.2083581
Yang, L., García-Holgado, A., & Martínez-Abad, F. (2023). Digital competence of K–12 pre-service and in-service teachers in China: A systematic literature review. Asia Pacific Education Review, 25, 679–693. https://doi.org/10.1007/s12564-023-09888-4
Yang, L., Martínez-Abad, F., & García-Holgado, A. (2022). Exploring factors influencing preservice and in-service teachers’ perceptions of digital competencies in the Chinese region of Anhui. Education and Information Technologies, 27(9), 12469–12494. https://doi.org/10.1007/s10639-022-11085-6
Zhang, J., Liu, P., & Zhang, X. (2024a). Exploring the mediating role of teacher identity between perceived organizational support and teacher professional development. Humanities and Social Sciences Communications, 11, Article 1407. https://doi.org/10.1057/s41599-024-03800-0
Zhang, Y., Zhou, S., Wu, X., & Cheung, A.C.K. (2024b). The effect of teacher training programs on pre-service and in-service teachers’ global competence: A meta-analysis. Educational Research Review, 45, Article 100627. https://doi.org/10.1016/j.edurev.2024.100627
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
JIP is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Under the Open Access Policy, appropriate attribution can be provided by simply citing the original article.
