Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

HOUSE BILL No. _1483

Introduced by Representative ANTONINO B. ROMAN III

EXPLANATORY NOTE

‘The goal of fostering critical thinking in Philippine basic education will remain
elusive unless teachers themselves are trained to question, reflect, and dialogue.
According to Marquez (2017), many educators in the Philippines are products of a
schooling system that values obedience and routine over critique and inquiry. As a
result, even the best curriculum reforms fall short in the absence of teacher capacity.

This twin bill to the “Critical Thinking and Pedagogical Transformation Act”
seeks to institutionalize the teaching of Critical Pedagogy within pre-service teacher
education and ensure ongoing professional development aligned with dialogical,
student-centered, and socially responsive teaching. It also aims to strengthen
partnerships between higher education institutions and basic education schools to build
communities of practice for critical teaching.

Immediate passage of this bill is earnestly sought.

ANTOMNO B. ROMAN IIT


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

HOUSE BILL NO. 1483

Introduced by Representative ANTONINO B. ROMAN III

AN ACT
STRENGTHENING CRITICAL PEDAGOGY IN TEACHER EDUCATION
AND TRAINING PROGRAMS AND FOR OTHER PURPOSES

Be it enacted by the Senate and the House of Representatives of the Philippines in
Congress assembled:

SECTION 1. Short Title. -- This Act shall be known as the “Critical Pedagogy in
Teacher Education Act.”

SECTION 2. Declaration of Policy. — It is the policy of the State to develop a corps
of teachers capable of cultivating critical, independent, and socially conscious leamers.
To this end, the State shall institutionalize Critical Pedagogy in pre-service and in-
service teacher education, recognizing teachers not merely as transmitters of knowledge
but as facilitators of reflective learning and democratic participation.

SECTION 3. Definition of Terms. —

- “Critical Pedagogy” refers to a reflective and dialogical approach to teaching
that seeks to empower leamers to question assumptions, challenge injustice, and
participate in the transformation of society.

- “Pre-Service Teacher Education” refers to formal academic and practicum-
based instruction undertaken by students preparing to become licensed
professional teachers.

SECTION 4, Integration into Pre-Service Education. -- The Commission on Higher
Education (CHED), in coordination with the Professional Regulation Commission
(PRC) and teacher education institutions (TEIs), shall

a. Ensure the integration of Critical Pedagogy in the curriculum for Bachelor of
Elementary Education (BEEd), Bachelor of Secondary Education (BSEd), and
related programs;


b. Promote participatory and inquiry-based approaches in teacher practicum and
field study experiences;

c. Develop model syllabi, teaching guides, and resources that reflect democratic
and socially relevant pedagogy; and

d. Establish teaching-learning laboratories focused on reflective classroom
practice, debate facilitation, and issue-based teaching.

SECTION 5. Continuing Professional Development (CPD). - The Department of
Education (DepEd) and PRC shall:

a. Offer CPD programs and workshops on dialogical teaching, community-of-
inquiry models, and facilitation of student-led discourse;

b. Support teacher-researchers who explore critical teaching practices and
classroom innovation: and

c. Recognize schools and teachers that successfully implement reflective and
student-empowering pedagogies.

SECTION 6. Institutional Collaboration. - CHED and DepEd shall encourage
collaboration between higher education institutions (HEIs) and basic education schools
to:

a. Establish pilot schools that serve as training grounds for Critical Pedagogy;

b. Conduct joint research and curriculum development on fostering democratic
and critical classrooms; and

¢. Build communities of practice that support continuous reflection and
improvement among educators.

SECTION 7. Assessment and Accountability. -- CHED and DepEd shall include
indicators of critical pedagogy integration in the quality assurance and accreditation of
TEls and schoois.

SECTION 8. Appropriations. — The amount necessary for the implementation of this
Act shall be charged against the current appropriations of CHED and DepEd.
Thereafter, such sums as may be necessary shall be included in the annual General
Appropriations Act.

SECTION 9. Implementing Rules and Regulations. - Within ninety (90) days from
the effectivity of this Act, CHED, PRC, and DepEd shall promulgate the rules and
regulations necessary for the implementation of this Act.

SECTION 10. Separability Clause. ~ If any provision of this Act is declared
unconstitutional or invalid, the other provisions not affected shall remain in full force
and effect.


SECTION 11. Repealing Clause. ~- All laws, decrees, and rules inconsistent with this
Act are hereby amended or repealed accordingly.

SECTION 12. Effectivity. - This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or a newspaper of general circulation.

Approved,