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Module 3 Teaching Profession

This document discusses the concepts of global and glocal education and teachers. It defines global education as aiming to educate all people according to world standards, and preparing students for an interconnected world. Glocal education focuses on understanding cultural diversity and ensuring equal access to learning locally. A glocal teacher thinks globally but teaches locally, understanding interconnectedness while respecting diverse cultures. They are innovative, digitally skilled, and embrace 21st century skills like problem solving and communication. Glocal teachers uphold excellence while being responsive to local needs and diversity.

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Pia Cacal
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Download as DOCX, PDF, TXT or read online on Scribd
239 views

Module 3 Teaching Profession

This document discusses the concepts of global and glocal education and teachers. It defines global education as aiming to educate all people according to world standards, and preparing students for an interconnected world. Glocal education focuses on understanding cultural diversity and ensuring equal access to learning locally. A glocal teacher thinks globally but teaches locally, understanding interconnectedness while respecting diverse cultures. They are innovative, digitally skilled, and embrace 21st century skills like problem solving and communication. Glocal teachers uphold excellence while being responsive to local needs and diversity.

Uploaded by

Pia Cacal
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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On Becoming a Global and Glocal Teacher

Module 3 Nilda O. Babaran,PhD

Lesson 1
1. Title of the Module The Global and Glocal Teacher
Introduction

This lesson will cover the general concept of global or glocal education. It will give you
clear perspective on how you would become a global or glocal teacher. After understanding the
two concepts, you will be able to prepare yourself for the succeeding lessons.

As a future teacher you need to explore what future holds. Teachers have to envision
creative, innovative ways to prepare diverse learners in their own cultural context without
forgetting that they live in their local communities but within a global village.

Learning Outcomes

At the end of the lesson, you should be able to:

 describe global and glocal teachers; and


 infer the demands of globalization in the 21 st century on the teacher profession.
Learning Contents

GLOBAL AND GLOCAL TEACHER EDUCATION

A. What is Global education?


 It is a goal to develop countries worldwide and is aimed at educating all people in
accordance with world standards. – UNESCO

 It is a curriculum that is international in scope which prepares today’s youth around


the world to function in one world environment under teachers who are intellectually,
professional and humanistically prepared. -UNESCO

UNESCO’s Education 2030 Incheon Declaration during the World Education


forum established a vision “Towards
inclusive and equitable quality
educational lifelong learning for all.”
It proposes the Sustainable
Development Goal (SDG) 4 with seven
Global education helps shape students to be
better global citizens in society.
outcome targets that must be achieved by 2030. And one of the means to achieve the
target is to increase the supply of qualified teachers, through international
cooperation for teacher training in developing countries, especially the least
developed countries and island developing states.

Global education is a form of and approach to education that prepares


students for this rapidly interconnected new world. It is believed that being globally
educated will allow students the opportunity to not only gain a prestigious education
but also a uniquely multifaceted academic experience. Through exposure to
diverse systems, perspectives and cultures, globally educated students
understand the inextricable links between the lives of individuals across the world.
They also understand the way each nation’s economic, cultural, political and
environmental changes influence one another. Hence, globally educated students
possess the skills, attitudes and values needed to thrive in this new rapidly changing
world.

21ST Century Learning Goals

To meet the various global challenges of the future, the following 21 st Century Learning
Goals have been established as bases of various curricula worldwide.

1. 21st century content: emerging content areas such as global awareness;


financial, economic, business, and entrepreneurial literacy; civic literacy;
health and environment awareness.

2. Learning and thinking skills: critical thinking and problem-solving skills,


communication, creativity and innovation, collaboration, contextual learning,
information and media literacy.

 ICT literacy: using technology in the context of learning so students


know how to learn.
 Life skills: leadership, ethics, accountability, personal responsibility,
self-direction, others
 21st century assessments: Authentic assessments that measure the
areas of learning.

B. What is Glocal Education?

 It is about diversity, understanding the differences and teaching the


different cultural groups in their own context to achieve the goals of global
education as presented by the United Nations.
 It provides equal opportunity and access to knowledge and learning tools
which are the basic rights of every child in every community, locality within the
global community,

FROM GLOBAL TEACHER TO GLOCAL


TEACHER PROFESSIONALS

What is a Glocal Teacher?

 A global teacher who is competent and armed with enough skills, appropriate
attitude and universal values to teach learners at home or abroad but is
equipped with both time tested as well as modern technologies in education in
any time and any place in the world.
 Is someone who thinks and acts both locally and globally with worldwide
perspectives, but is teaching in the communities, localities, towns, provinces and
regions where he or she is situated.

Qualities and Attributes of Glocal Teachers


 understand how this world is interconnected;
 recognize that the world has rich variety of ways of life;
 have a vision of the future and sees what the future would be for himself/herself
and the students;
 are creative and innovative;
 understand, respect and tolerant of the diversity of cultures;
 believe and take action for education that will sustain the future;
 facilitate digitally-mediated learning;
 possess good communication skills (for filipino teachers to be multilingual);
 aware of international teacher standards and framework; and
 master the competencies of the beginning teacher in the Philippine Professional
Standards for Teachers (PPST, 2017)
Glocal Teachers also must possess the following distinct characteristics and core
values of Filipino teachers: (Master Plan for Teacher Education)

 cultural and historical rootedness by building on the culture and the history of
the learners and the place;
 ability to contextualize teaching-learning by using local and indigenous materials
content and pedagogy whenever appropriate;
 excellence in personal and professional competence, leadership, research,
technology, innovation and creativity;
 responsiveness through social involvement and service, learner-centeredness,
respect and sensitivity for diversity and inclusiveness;
 accountability and integrity by being a positive role model with strong moral
character, committed and conscientious, credible, honest, and loyal;
 ecological sensitivity by being resilient and a steward of the environment for
sustainability;
 nationalism/Filipinism by being a responsible citizen and upholding the Filipino
identity amidst globalization (glocalization); and
 faith in the Divine Providence by being humane, just, peace-loving and respectful
of human rights.

Recommended learning materials and resources for supplementary reading.

Visit the following links: https://youtu.be/5qaaVPXT3pk

https://youtu.be/5vGIqO_fSEs

References

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching Profession.
4th Edition. Lorimar Publishing
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching Profession.
3rd Edition. Lorimar Publishing
Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching
Profession (OBE and K-12 Compliant). St. Andrews Publishing House

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