Bachelor of Elementary Education (BEEd) is a four-year undergraduate program of the 2018 curriculum 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 consists of 2,808 hours of course work and 408 hours of field study and internship combined.
BEEd graduates possess Level VI (Baccalaureate) qualifications under the Philippine Qualifications Framework (code number 60111) and the ASEAN Qualifications Framework. Graduates of this program are qualified to become professional licensed teachers upon passing the prescribed board examination under the Professional Regulation Commission (PRC).
The program is Level IV accredited by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) since 2015 and is designated Center of Excellence by the Commision on Higher Education since 2016. The BEEd program has 51 batches of graduates as of 2019.
Students who graduated from any Senior High School track can take the BEEd program upon passing the FEU College Admission Test.
Please click or tap on the sections below for more detailed information about the BEEd program.
with the prescribed objectives for teacher education, as indicated in the Commission on Higher Education (CHED)
memorandum order (CMO) no. 74, series of 2017. Under
this mandate, the program aims to produce graduates who can:
Teach with passion
Apply relevant technologies
Manifest in-depth understanding of the chosen
area of specialization
Translate theory into practice
Exemplify the core values of Fortitude,
Excellence and Uprightness
Anchor lessons and instructional materials on
institutional, local and international standards
Communicate effectively in oral and written
Harness learners’ potentials
Exhibit critical thinking skills
Respond to the changing educational dynamics
On successful completion of this program, graduates can:
Evaluate different developmental learning theories related to elementary aged children. (Linked to FEU Core Competencies: Critical thinking)
Value the differences in the cognitive, socio-emotional, cultural, and physical development of elementary aged children. (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity)
Prepare appropriate learning environments for elementary aged children. (Linked to FEU Core Competencies: Critical Thinking, Problem Solving)
Plan appropriate curriculum, instructional strategies, and teaching methods for all learning areas in an inclusive elementary classroom. (Linked to FEU Core Competencies: Critical Thinking, Creative Problem Solving, Persuasive Communication)
Integrate instructional strategies (based on sound pedagogical content knowledge) with new technology to deliver content knowledge in an inclusive elementary classroom. (Linked to FEU Core Competencies: Critical Thinking, Problem solving, Intellectual Curiosity, Responsible Digital Citizenship)
Evaluate instructional strategies (based on sound pedagogical content knowledge) for content mastery and skills development of students in an inclusive elementary classroom. (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity, Responsible Digital Citizenship)
Evaluate pedagogical content knowledge of the different subject areas in the elementary education setting. (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity, Persuasive Communication)
Design assessment and evaluation tools to measure learning outcomes in an inclusive elementary classroom. (Linked to FEU Core Competencies: Critical thinking, Problem solving)
teaching and learning strategies through successful navigation of information tools and technology. (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity, Professionalism)
Synthesize new findings in the context of research-based inquiry on curriculum development and instructional designing for elementary education. (Linked to FEU Core Competencies: Intellectual Curiosity, Critical Thinking, Responsible Digital Citizenship)
Upon completion of the program, BEEd 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 such as teaching and education research. Graduates of the program may also choose to pursue Master of Arts in Education or Master of Arts in Teaching as their graduate studies degree.
This program exhibits a holistic approach in education through the multitude of courses, learning approaches, and assessments it offers.
In the first two years of the program, General Education (GE) courses focus on developing learners’ foundational skills, such as critical thinking and reflection, through facilitation of liberal education content. General Education courses constantly engage learners in critical discussions.
Moreover, the GE curriculum also includes university-innovative courses, Scholarly Inquiry, College Academic Skills in English (CASE), and Speech Communication, which are designed to develop key college study habits, research, and similar academic skills.
the other hand, Professional Education (Prof Ed) courses 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 in critical discourses on issues
and trends in education, and thereby pave the way for further discussion and
research on education theory, practice, and research.
Major / specialization courses of the program focus on mastering pedagogical content knowledge in teaching general education subjects in the elementary level. Utilizing the content of the core subjects of basic education and contextualizing pedagogical content knowledge of professional education courses, students of the program are able to conceptualize their teaching and learning paradigms and translate them to relevant and effective education practices in basic education.
Alongside these courses, the Wellness and Recreation Program (WRP), which is a unique innovative-course feature of all undergraduate programs in the University, is offered every semester to ensure that not only the cognitive faculties of students are developed but also their physical fitness and socio-emotional soundness.
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 approach
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.
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 make sense of different perspectives and make connections between learnings made in different courses.
Method of teaching 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.
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 GE 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.
Assessment and Research
Completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the teacher and students in each semester. As the program values student learning not only as a product but also as a process, formative assessments which are conducted during the learning process are done to monitor and give feedback about students’ works. These formative assessments lead to summative assessments which focus on evaluating student learning at the end of the instructional unit and course.
away from traditional paper-and-pencil tests, the program also makes use of
authentic and non-traditional assessments to better exhibit learning outcomes
intended for the course and the program. This authentic assessment comes in the
form of creative capstone projects which serve as a culmination of all relevant
learning experiences for the course. Moreover, most of these capstone projects
come in the form of research-based outputs to instill in students the habit of
making research-informed choices in teaching and learning.
Aside from research-based outputs as capstone projects, two courses of the program are dedicated for students to understand and do research works. The Educational Research and ED114 Research in General Education courses focus on understanding and crafting research, in education in general and in teaching general basic education, respectively. Both courses aim for students to produce quality research paper and to enable them to regard research as a way of life in the teaching profession.
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 while being guided at the same time by their respective 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.
Students need to complete a total of 2,808 hours of course work and 408 hours of field study and internship combined. Further, students need to have a minimum quality point average (QPA) of 2.20 to graduate.