Pre-service Teacher Education Curriculum Quality Audit Partnership: Responding to Educational Reform in the Philippines
Main Article Content
Keywords
Curriculum Quality Audit (CQA), pre-service teacher education, Philippine Professional Standards for Teachers (PPST), Outcomes- based Education, Curriculum Mapping
Abstract
This article presents the development, features, and implementation of Curriculum Quality Audit (CQA), a bespoke curriculum mapping process designed to support Philippine Teacher Education Institutions (TEIs) in aligning their pre-service teacher education programs with national, regional, and institutional requirements, and contextual priorities. Originating in the Outcomes-based Teacher Education Curriculum (OBTEC) initiative at the Philippine Normal University (PNU), CQA rollout occurred through successive TEI partnerships followed by the current national application by the Teacher Education Council (TEC) in collaboration with the Commission on Higher Education (CHED) Technical Panel for Teacher Education (TPTE). Grounded in international best practice, Philippine reforms such as the Philippine Professional Standards for Teachers (PPST) and policy directives, including the CHED Policy, Standards, and Guidelines (PSGs), CQA facilitates outcome-based, contextually responsive, and systematically audited program review and development. The article outlines the phases of implementation, processes, and tools—including inter-coder reliability training, audit matrices, differentiated coding schemas, and inclusion audits—as well as essential management features that support successful CQA uptake and conduct. Alignment with key quality assurance features formulated by CHED is also presented. CQA methodology exemplifies a rigorous and participatory approach to curriculum review and enhancement, contributing to sustainable quality assurance and fostering a culture of continuous improvement in teacher education programs.
References
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Campbell, J. L., Quincy, C., Osserman, J., & Pederson, O. K. (2013). Coding indepth semistructured interviews: Problems of unitization and intercoder reliability and agreement. Sociological Methods and Research, 42(3), 294-320. DOI:10.1177/0049124113500475
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Cross, L. A., Lee, B., & Adams, K. (2024). Mapping competencies and recommendations for educating nursing students (CARES): Reviewing palliative care in a baccalaureate nursing program. Journal of Hospice and Palliative Nursing, 26(5), 282-288. DOI:10.1097/NJH.0000000000001055
DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136-155. DOI:10.1177/1525822X10388468
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Etikan, I. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. DOI:10.11648/j.ajtas.20160501.11
Fullan, M. (2006). The future of educational change: Systems thinkers in action. Journal of Educational Change, 7(3), 113-122. DOI:10.1007/s10833-006-9003-9
Gauthier, L., & Waqar, Y. (2021). High impact learning for facilitator training and development. International Journal for the Scholarship of Teaching, 15(1), 1-8.
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Giove, F. C. (2002). Auditing essentials. Research and Education Association.
Golzar, J., & Tajik, O. (2022). Convenience sampling. International Journal of Education and Language Studies, 1(2), 72-77. DOI:10.22034/ijels.2022.162981
Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater
agreement of teacher and principal performance ratings. Center for Educator Compensation Reform.
Harper, M., Gore, J. M., & Harris, J. (2024). A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale. Professional Development in Education, Online First, 1-13.
Henson, B. (2023). Using curriculum mapping to understand information literacy in political science curricula. Libraries and the Academy, 23(4), 717-744. DOI:10.1353/pla.2023.a908699
Hill, M. F., & Haigh, M. A. (2012). Creating a culture of research in teacher education: Learning research within communities of practice. Studies in Higher Education, 37(8), 971-988. DOI:10.1080/03075079.2011.559222
Hruschka, D. J., Schwartz, D., St. John, D. C., Picone-Decaro, E., Jenkins, R. A., & Carey, J. W. (2004). Reliability in coding open-ended data: Lessons learned from HIV research. Field Methods, 16(3), 307-331. DOI:10.1177/1525822X04266540
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), SAGE handbook of qualitative research (pp. 559-603). SAGE.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Kurasaki, K. S. (2000). Intercoder reliability for validating conclusions drawn from open-ended interview questions. Field Methods, 12(3), 179-194. DOI:10.1177/1525822X0001200301
Leong, H. J., & Rethinasamy, S. (2023). Continuous professional development: Assessing teachers' experiences with the cascading training model. Journal of English Language Teaching Innovations and Materials, 5(2), 160-175. DOI:10.26418/jeltim.v1i1.71219
Miña, L. M., Bercasio, R. R. O., & Llenaresas, H. M. (2021). Outcomes-based curricular review of a graduate program using curriculum quality audit methodology. Bicol University R&D Journal, 24(1), 82-93.
Mitmung, R. Jr. (2021): Bangsamoro Autonomy Act: Bangsamoro Education Code of 2021.
Neville-Norton, M., & Cantwell, S. (2019). Curriculum mapping in nursing education: A case study for collaborative curriculum design and program quality assurance. Teaching and Learning in Nursing, 14(2), 88-93. DOI:10.1016/j.teln.2018.12.001
Ngeze, L. V. (2023). A model to improve the effectiveness of secondary trainers in cascaded teacher professional development programmes [PhD Thesis, Indian Institute of Technology]. Bombay.
O'Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates
and practical guidelines. International Journal of Qualitative Methods, 19, 1-13.
Oakley, C. (2008). White paper: Preparing future teachers for 21st century learning: Partnerships that enhance the capacity of pre-service teachers. Intel Corporation. http://www.intel.com.br/content/dam/www/public/us/en/documents/white-papers/2008-White-Paper-Preparing-Teachers-for-21st-Century.pdf
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Pegg, J., & Tall, D. (2005). The fundamental cycle of concept construction underlying various theoretical frameworks. International Reviews on Mathematical Education (ZDM), 37(6), 468-475. DOI:10.1007/BF02655855
Reidy, J. A., Chan, S. H., Boelitz, K. M., Chavez, M., Clark, M. A., Epstein, S. K., Gosline, A., Healy, R., Livine, E., Peirce, H., Schaefer, K. G., Streid, J., Vesel, T., Young, M. E., Zehm, A., & Garg, P. S. (2024). A call to action: Using curriculum mapping at four medical schools in Massachusetts to advance serious illness communication training in undergraduate medical education. Journal of Palliative Medicine, 27(1), 39-46.
Research Center for Teacher Quality. (2017). TEDNS: Teacher Educator Development Needs Study. RCTQ.
Ruscoe, R. B. (n.d.). Innovations and issues in assessment in the HEI [PowerPoint Slides].
Sajona, J. (2024). Evaluating curriculum quality: An audit of library and information science specialization courses to the competency-based standard for Filipino librarians. Philippine Journal of Librarianship and Information Studies 44(1), 14-30.
Saldaña, J. (2015). The coding manual for qualitative researchers. SAGE.
Seva, R. R. (2015). Implementing the ABET Quality Framework at De La Salle University (Philippines). In P. Mayer & M. Wilde (Eds.), Managing change at universities - A
selection of case studies from Africa and Southeast Asia (Vol. II, pp. 73-84). University of Applied Sciences.
Wegner, E. (2011). Communities of practice: A brief introduction. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20introduction%20to%20CoP.pdf?sequence=1
Zeegers, Y. (2012). Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement. International Journal of Educational Development, 32(2), 207-213. DOI:10.1016/j.ijedudev.2011.01.015
Alugar, R. B., & Itaas, E. C. (2021). Exploring the implementation of curriculum quality audit in a Philippine State University. International Journal of Curriculum and Instruction, 13(2), 1620-1639. https://www.researchgate.net/publication/351100191_Exploring_the_implementation_of_curriculum_quality_audit_in_a_Philippine_State_University
American Accounting Association. (1973). A statement of basic auditing concepts. American Accounting Association.
Arafeh, S. (2016). Curriculum mapping in higher education: A case study and proposed content scope and sequence mapping tool. Journal of Further and Higher Education, 40(5), 585-611. DOI:10.1080/0309877X.2014.1000278
Bacus, R. C., & Tagalog, R. M. P. (2023). Articulation and implementation of professional standards for teachers in teacher education institutions. Journal of Research, Policy & Practice of Teachers & Teacher Education Quarterly, 13(2), 111-121. DOI:10.37134/jrpptte.vol13.2.8.2023
Baliber, R. N., & Sañosa Jr, J. J. (2022). Document analysis on constructive alignment of course learning outcomes to learning activities and assessment. International Journal of Research Publication and Reviews, 13(1), 789-804.
Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8(4), 381-394. DOI:10.1007/BF01680526
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364. DOI:10.1007/BF00138871
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw Hill & Open University Press.
Campbell, J. L., Quincy, C., Osserman, J., & Pederson, O. K. (2013). Coding indepth semistructured interviews: Problems of unitization and intercoder reliability and agreement. Sociological Methods and Research, 42(3), 294-320. DOI:10.1177/0049124113500475
Commission on Higher Education Memorandum Order 46, s. 2012: Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes Based and Typology-Based QA.
Commission on Higher Education Memorandum Order 08, s. 2017: Implementing Guidelines for the Faculty Training for the New General Education Core Courses: Second Generation Training.
Commission on Higher Education Memorandum Order 69, s. 2017: Implementing Guidelines for the Modified CHED Second Generation GE Faculty Training for the Teaching of the New General Education Core Courses.
Chua, A. Y., Oreta, A. W. C., & Seva, R. R. (2015). Implementing an outcomes-based quality assurance process for program level assessment at DLSU Gokongwei College of
Engineering. In R. R. Seva (Ed.), Proceedings of the International Conference on
Engineering Teaching and Learning Innovation [ICEE-PHILl 2015] (pp. 12-18).
Philippine Association of Engineering Schools, (PAES) Inc.
Commission on Higher Education. (2014). Handbook on typology, outcomes-based education, and institutional sustainability assessment. Commission on Higher Education.
Cottrell, S., Hedrick, J. S., Lama, A., Chen, B., West, C. A., Graham, L., Kiefer, C., Hogg, J., & Wright, M. (2022). Curriculum mapping: A comparative analysis of two medical school models. Medical Science Educator, 26, 169-174. DOI:10.1007/s40670-016-0225-z
Cross, L. A., Lee, B., & Adams, K. (2024). Mapping competencies and recommendations for educating nursing students (CARES): Reviewing palliative care in a baccalaureate nursing program. Journal of Hospice and Palliative Nursing, 26(5), 282-288. DOI:10.1097/NJH.0000000000001055
DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136-155. DOI:10.1177/1525822X10388468
Department of Education Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional Standards for Teachers.
DiPietro, C., Dyjur, P., Fitzpatrick, K., Grant, K., Hoessler, C., Kalu, F., Ricjards, J., Skene, A., & Wolf, P. (2022). Comprehensive guide to working with higher education curriculum review development, review and renewal projects. Educational Developers Caucus.
Etikan, I. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. DOI:10.11648/j.ajtas.20160501.11
Fullan, M. (2006). The future of educational change: Systems thinkers in action. Journal of Educational Change, 7(3), 113-122. DOI:10.1007/s10833-006-9003-9
Gauthier, L., & Waqar, Y. (2021). High impact learning for facilitator training and development. International Journal for the Scholarship of Teaching, 15(1), 1-8.
DOI:10.20429/ijsotl.2021.150106
Giove, F. C. (2002). Auditing essentials. Research and Education Association.
Golzar, J., & Tajik, O. (2022). Convenience sampling. International Journal of Education and Language Studies, 1(2), 72-77. DOI:10.22034/ijels.2022.162981
Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater
agreement of teacher and principal performance ratings. Center for Educator Compensation Reform.
Harper, M., Gore, J. M., & Harris, J. (2024). A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale. Professional Development in Education, Online First, 1-13.
Henson, B. (2023). Using curriculum mapping to understand information literacy in political science curricula. Libraries and the Academy, 23(4), 717-744. DOI:10.1353/pla.2023.a908699
Hill, M. F., & Haigh, M. A. (2012). Creating a culture of research in teacher education: Learning research within communities of practice. Studies in Higher Education, 37(8), 971-988. DOI:10.1080/03075079.2011.559222
Hruschka, D. J., Schwartz, D., St. John, D. C., Picone-Decaro, E., Jenkins, R. A., & Carey, J. W. (2004). Reliability in coding open-ended data: Lessons learned from HIV research. Field Methods, 16(3), 307-331. DOI:10.1177/1525822X04266540
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), SAGE handbook of qualitative research (pp. 559-603). SAGE.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Kurasaki, K. S. (2000). Intercoder reliability for validating conclusions drawn from open-ended interview questions. Field Methods, 12(3), 179-194. DOI:10.1177/1525822X0001200301
Leong, H. J., & Rethinasamy, S. (2023). Continuous professional development: Assessing teachers' experiences with the cascading training model. Journal of English Language Teaching Innovations and Materials, 5(2), 160-175. DOI:10.26418/jeltim.v1i1.71219
Miña, L. M., Bercasio, R. R. O., & Llenaresas, H. M. (2021). Outcomes-based curricular review of a graduate program using curriculum quality audit methodology. Bicol University R&D Journal, 24(1), 82-93.
Mitmung, R. Jr. (2021): Bangsamoro Autonomy Act: Bangsamoro Education Code of 2021.
Neville-Norton, M., & Cantwell, S. (2019). Curriculum mapping in nursing education: A case study for collaborative curriculum design and program quality assurance. Teaching and Learning in Nursing, 14(2), 88-93. DOI:10.1016/j.teln.2018.12.001
Ngeze, L. V. (2023). A model to improve the effectiveness of secondary trainers in cascaded teacher professional development programmes [PhD Thesis, Indian Institute of Technology]. Bombay.
O'Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates
and practical guidelines. International Journal of Qualitative Methods, 19, 1-13.
Oakley, C. (2008). White paper: Preparing future teachers for 21st century learning: Partnerships that enhance the capacity of pre-service teachers. Intel Corporation. http://www.intel.com.br/content/dam/www/public/us/en/documents/white-papers/2008-White-Paper-Preparing-Teachers-for-21st-Century.pdf
Okojie, M. U., Bastas, M., & Miralay, F. (2022). Using curriculum mapping as a tool to match student learning outcomes and social studies curricula. Frontiers in Psychology, 13, 1-17. https://doi.org/10.3389/fpsyg.2022.850264
Pegg, J., & Tall, D. (2005). The fundamental cycle of concept construction underlying various theoretical frameworks. International Reviews on Mathematical Education (ZDM), 37(6), 468-475. DOI:10.1007/BF02655855
Reidy, J. A., Chan, S. H., Boelitz, K. M., Chavez, M., Clark, M. A., Epstein, S. K., Gosline, A., Healy, R., Livine, E., Peirce, H., Schaefer, K. G., Streid, J., Vesel, T., Young, M. E., Zehm, A., & Garg, P. S. (2024). A call to action: Using curriculum mapping at four medical schools in Massachusetts to advance serious illness communication training in undergraduate medical education. Journal of Palliative Medicine, 27(1), 39-46.
Research Center for Teacher Quality. (2017). TEDNS: Teacher Educator Development Needs Study. RCTQ.
Ruscoe, R. B. (n.d.). Innovations and issues in assessment in the HEI [PowerPoint Slides].
Sajona, J. (2024). Evaluating curriculum quality: An audit of library and information science specialization courses to the competency-based standard for Filipino librarians. Philippine Journal of Librarianship and Information Studies 44(1), 14-30.
Saldaña, J. (2015). The coding manual for qualitative researchers. SAGE.
Seva, R. R. (2015). Implementing the ABET Quality Framework at De La Salle University (Philippines). In P. Mayer & M. Wilde (Eds.), Managing change at universities - A
selection of case studies from Africa and Southeast Asia (Vol. II, pp. 73-84). University of Applied Sciences.
Wegner, E. (2011). Communities of practice: A brief introduction. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20introduction%20to%20CoP.pdf?sequence=1
Zeegers, Y. (2012). Curriculum development for teacher education in the Southern Philippines: A simultaneous process of professional learning and syllabus enhancement. International Journal of Educational Development, 32(2), 207-213. DOI:10.1016/j.ijedudev.2011.01.015
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Jun 30, 2025
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Hardy, J. (2025). Pre-service Teacher Education Curriculum Quality Audit Partnership: Responding to Educational Reform in the Philippines. The Normal Lights, 19(1). https://doi.org/10.56278/tnl.v19i1.3131
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