On Becoming a Global Teacher

Teachers in the global landscape need

to expand the scope of their viewpoint
beyond the normal boundaries of the local
classroom as they are building learners to
fit into the global society.
 Learning Outcomes
After learning the lessons in this module, you are
expected to:
 describe
global and glocal teachers and the
demands of the globalization in the 21st Century;
 describethe characteristics of professional teachers
in the ASEAN and some other countries; and
 explainthe life and career skills of teachers and
learners in the global landscape of the 21st Century.
 The Global and Glocal Teacher
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
 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 outcome targets that must be
achieved by 2030.
 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
 a form of and approach to education that prepares students
for this rapidly interconnected new world.
 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
 GLOBAL EDUCATION
 Learners understand the way each nation’s
economic, cultural, political and
environmental changes influence one another.
 globally educated students possess the skills,
attitudes and values needed to thrive in this
new rapidly changing world.
 21ST Century Learning Goals
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.
 21ST Century Learning Goals
 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.
FROM GLOBAL TEACHER TO GLOCAL TEACHER
PROFESSIONALS
WHAT IS A GLOCAL TEACHER?
 A glocal 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;
Qualities and Attributes of Glocal Teachers
 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 teachers standards and framework;
and
 master the competencies of the beginning teacher in the
Philippine professional standards for teachers (PPST, 2017)
Characteristics & Core Values of Glocal Teachers
Glocal Teachers 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;
Characteristics & Core Values of Glocal Teachers
 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.
Teachers and the Teaching Profession in the
ASEAN and Beyond
 ASEAN 10 member states : Brunei, Cambodia, Indonesia,
Lao PDR, Malaysia, Myanmar, Philippines, Thailand,
Singapore, and Vietnam.