CHAPTER 5: ON BECOMING

A GLOBAL TEACHER
PRESENTED BY: GROUP II
 INTRODUCTION

• Our world has been called a “global village”. The world viewed as a community in which distance and
isolation have been dramatically reduced by electronic media (such as television and the internet).
• Global Education is the term used internationally to describe a form of education which:
• Enables people to understand the links between their own lives and those of people throughout the world
• Increases understanding of the economic, cultural, political and environmental influences which shape our
lives
• Develops the skills, attitudes and values which enable people to work together to bring about change and
take control of their own lives
• Works towards achieving a more just and sustainable world in which power and resources are more
equitably shared
 CONT.

• Contemporary Curricula respond to the concept of this global village.

• To become a global teacher you should be equipped with a wider knowledge
of the various educational systems outside of the country; master skills and
competencies which can address global demands; and possess attitudes and
values that are acceptable to multicultural communities.
 GLOBAL OR GLOCAL

• ROLAND ROBERTSON (1992) A sociologist, in his article

• “ Globalization: time- space and homogeneity- heterogeneity, suggests
replacing the concept of globalization with the view in mind to blur the
boundaries between global and local.
• He offers that local is one aspect of globalization.
• Globalization in Oxford Dictionary of new words (1991:134) defines the word
glocal and the process noun word globalization as a blending of global and
local condition a global outlook adapted to the local condition or a local
outlook adapted to global condition.
• As a future teacher you have to blend both global and local perspective.
• As the saying goes” think globally, but act locally” or act local but act global.”
 LESSON 1: THE GLOBAL AND GLOCAL TESCHER PROFESSIONAL: IS THERE A
DIFFERENCE?

• “Flat world or one planet schoolhouse imply global teducation as a result of

shrinking world due to access of technology.
• Global education and the global teacher global education global education
has been best described by two definitions: 1. UNESCO defines global
education as a goal to become aware of educational conditions or lack of it,
in developing countries worldwide and aim to educate all people to a certain
world standards. 2. 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, professionally and
humanistically prepared.
• UNESCO’s Education 2030 Incheon Declaration during the World Education
Forum established a vision “ Towards inclusive and equitable quality
educational lifelong learning for all.”
• Sustainable development goal (SDG)4 for education is one of the seventeen goals of the UN’s SDG’s.
• By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:
1. Universal primary and secondary education.
2. Early childhood development and universal pre-primary education.
3. Equal access to technical/vocational and higher education.
4. Relevant skills for decent work.
5. Gender equality and inclusion.
6. Universal youth literacy.
7. Education for sustainable development and global citizenship.

One of the means to achieve the target is to increase the supply of qualified teachers.
• James becker (1988) defined global education as an effort to help individual
learners to see the world as a single and global system and to see
themselves as a participant in that system. It is a school curriculum that has
a worldwide standard of teaching and learning. This curriculum prepares
learners in an international market place with a world view of international
understanding. In his article “goals of global education,” Becker emphasized
that global education incorporates into the curriculum and education
experiences of each student a knowledge and empathy of cultures of the
nation and the world.
• Thus, to meet the various global challenges of the future, the 21st century learning
goals have been established as basis of various curricula worldwide. These learning
goals include:
 21st century content: emerging content areas such as global awareness, financial,
economic, business, and entrepreneurial literacy; civic literacy; health and awareness.
 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-directions,
other
• 21st century assessment: authentic assessment that measure the areas of learning.
•  Global education is all about diversity, understanding the differences and
teaching the different cultural group in order to achieve the goals of global
education as presented by the united nations. It is educating all people in the
world from the remote and rugged rural villages in developing countries, to
the slum areas of urbanized countries, to the highly influential and
economically stable societies of the world. Global education addresses the
need of the smallest schools, to the largest classrooms in the world. It
responds to borderless education that defies distance and geographical
location. This makes education GLOCAL.
• Thus, Glocal education 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.
 B. FROM GLOBAL TEACHER TO GLOCAL
TEACHER PROFESSIONALS

• Looking back at that concept of global education, how do we define now a

glocal teacher? Is this teacher somebody who teaches abroad? Is this person
teaching anywhere in the world, and is able to teach the 21st century learning
goals?
• Glocal teacher is a competent teacher who is armed with enough skills,
appropriate attitude and universal values to teach students with both time
tested as well as modern technologies in education in any place in the world.
He or she is someone who thinks and acts both locally and globally with
worldwide perspectives, right in the communities where he or she is situated.
• More specifically a glocal Filipino teacher should have the following qualities and characteristics in
addition to knowledge, skills and values:
• understands how this world is interconnected;
• ecognizes that the world has rich variety of ways if life;
• has a vision of the future and sees what the future would be for himself/herself and the students;
• must be creative and innovative;
• must understand, respect and be tolerant of the diversity of cultures;
• must believe and take action for education that well sustain the future;
• must be able to facilitate digitally-mediated learning;
• must have depth knowledge;
• must possess good communication skills (for Filipino teachers to be multilingual).
• Aware of international teacher standards and framework
• Master the competencies of the beginning teacher in the Philippines Professional Standards for
Teachers (PPST, 2017)
 • Further, glocal teachers in addition to the above qualities must possess the following
distinct characteristics and core values of Filipino teachers:
• Cultural and historical rootedness
• Ability to contextualize teaching-learning
• Excellence
• Responsiveness
• Accountability and integrity
• Ecological sensitivity
• Nationalism/Filipinism
• Faith in the Divine Providence

Need for glocal teachers is on the rise in several countries worldwide. A competent teachers
who will teach in rural and urban classrooms imbued with the characteristics and attributes of
a glocal teachers.
 LESSON 2: A CLOSER LOOK AT THE
TEACHERS AND THE TEACHING
PROFESSION IN THE ASEAN AND BEYOND