A.

Global and Glocal Teacher Education business, and entrepreneurial literacy; civic  Believe and take action for education and will
 “Flat World” or “One Planet Schoolhouse.” literacy: health and environmental awareness. sustain the future; Facilitate digitally-mediated
These two terms imply global education as a 2. Learning and thinking skills: critical learning,
result of the shrinking world due to access in thinking and problem solving skills,  Possess good communication skills (for Filipino
technology. communication, creativity and innovation, teachers to be multilingual;
 UNESCO defines global education as a goal to collaboration, contextual learning, information  Aware of international teacher standards and
develop countries worldwide and is aimed at and media literacy. framework; and
educating all people in accordance with world  ICT literacy: using technology in the context of  Master the competencies of the Beginning
standards. learning so students know how to learn. Teacher in the Philippine Professional
 Global education is a curriculum that is  Life skills: leadership, ethics, accountability, Standards for Teachers (PPTS, 2017)
international in scope which prepares today’s personal responsibility, self-direction, others
youth around the world to function in one  21st century assessment: authentic
world environment under teachers who are assessments that measure the areas of learning
Distinct characteristics and core values of Filipino
intellectually, professionally and
Glocal education is about diversity, Teachers: (Master Plan for Teacher Education,
humanistically.
understanding the differences and teaching the 2017):
By 2030, the seven outcomes targets of SDG 4 different cultural groups in their own context to
 Cultural and Historical rootedness.
must be achieved. These are: achieve the goals of global education presented by
 Ability to contextualize teaching-learning.
the United Nations.
1. Universal primary and secondary education  Excellence
2. Early childhood development and universal pre- B. Global Teacher to Glocal Teacher  Responsiveness
primary education Professionals  Accountability and integrity
3. Equal access to technical/vocational and higher  Glocal teacher is a global teacher who is  Ecological Sensitivity
education competent and armed with enough skills,  Nationalism/Filipinism
4. Relevant skills for decent work appropriate attitude and universal values.  Faith in the Divine Providence
5. Gender equality and inclusion  Is someone who thinks and acts both locally
The Changing Global Landscape and the 21st
6. Universal youth literacy and globally with worldwide perspectives.
century skills for teachers
7. Education for sustainable development and
global citizenship More specifically, a glocal Filipino characterized
 We are in an era of borderless "flat" world.
by several qualities and attributes in addition to in-
Barriers have been broken by new information
James Becker (1988) defined global education as depth knowledge, functioning skills and embedded
and communication technologies. Globalization
an effort to help individual learners to see the values. Global Teacher:
has opened doors that led nations to coexist
world as a single and global system and to see
 Understand how this worlds 1S interconnected; and be interdependent.
themselves as a participant in that system. It is a
school curriculum that has worldwide standard of  Recognize that the world has rich variety of
The New Learning Environment
teaching and learning. ways of life;
 The idea of learning environment has
 Have a vision of the future and sees what the
broadened from the confines of the four walls of
21st Century Learning Goals have been established future would be for himself/herself and the
the classroom to places and spaces that support
as bases of various curricula worldwide. These students;
learning. It is a place where interactions of the
goals include:  Are creative and innovative;
learners among one another, with the teacher
 Understand, respect and tolerant of the
1. 21st century content: emerging content areas and the surroundings happen. It is
diversity of cultures;
such as global awareness; financial, economic, characterized by the following:
  Learner-centered
 New spaces and borderless The New Types of Learners UNESCO'S FOUR PILLARS OF LEARNING
 Enhanced opportunity for creativity and  a confident person who thinks independently FROM DELOR'S REPORT: LEARNING: A
innovations, and and critically and who communicates TREASURE FROM WITHIN
 Use of ICT. effectively
 self-directed and who questions, reflects  When Jaques Delor wrote a report for the
The New Learning Contents and takes responsibility for his/her own UNESCO entitled: Learning: A Treasure from
 With the new learning environment and the learning; Within, it was because he believes that "within
explosion of knowledge, content or subject  a concerned citizen, informed about the each child lies a treasure." (Delors, 1996). The
matter of learning has been modified. From a world and local affairs, has a strong sense of four pillars are seamlessly linked to each other.
specific discipline or subject area, subject civic responsibilities and participates actively
matter of learning has the following in improving the lives of others; Learning to Know: this implies thirst for
characteristics  a member of the new generation: pop- knowledge and acquisition of such knowledge.
 Integrated/Interdisciplinary; culture, different ways More so, it is learning how to learn throughout
 Demand-driven; one's life.
 Emphasis on learning tools on how to Life and Career skills
retrieve knowledge; and  Flexibility and Adaptability How is Literacy Defined?
 Balance of scientific, technological, cultural,  Initiative and self-direction  In 1958, UNESCO defined literate as one who
global, local concepts  Social and a cross-cultural skills can, with understanding, both reading and
 Productivity and Accountability write a short simple statement on his or her
The New Processes of Learning and how these  Leadership and Responsibility everyday life.
will  In 1970, literate person is one who can engage
be facilitated The New Type of Teachers in all activities to use reading, writing and
1. Face-to-Face Learning- when learners and  Clear standard and accountability that their calculation for the community development.
teachers are confined in the same learning learners should know and be able to do at the  In 2000 literacy was defined as the ability to
space at the same time with the teacher end of their schooling. read and write with understanding simple
facilitating learning.  Use broad pedagogies including inquiry - based statement related to one's daily life.
2. Distance Learning - when teaching-learning is learning cooperative learning and other  UNESCO international experts meeting in
mediated by traditional (modules in print) or pedagogies 2003, redefined literacy as the ability to
modern technology (on-line or off-line) without  Skillful in the integration of ICT in pedagogy identify, understand, interpret, create,
the physical presence of the teacher in a virtual  Great understanding of local and global communicate and compute using printed and
class. It can be synchronous or asynchronous. cultures written materials associated with varying
3. Blended modalities - when teaching and  Skillful in action research to diagnose and solve context.
learning is facilitated through face-to-face or classroom problems based on evidence.
distance learning which enable to the teachers  Skillful in the use of assessment to guide The 21st Century Literacies
and learners to have both physical presence teaching and learning
and physical absence in the teaching-learning  Practice the core values of inspiring teachers; 1. The Arts and Creativity: Creativity and
process. and innovation are 21st century skills. Thus, in
4. Experiential and lifelong - when learners are  Develop life and career skills for the 21st solving problems and creating art works are
immersed into the real life situation, such that century and beyond part of this literacy.
learning becomes more authentic and 2. Ecoliteracy: Acquisition of knowledge about
meaningful. climate change, population, loss of natural
 habitats and biodiversity. Solutions on how The ASEAN:One Vision, One Identity, One and recording of test papers results, attending
these environmental problems could be Community to parents, making reports and other related
addressed must be practiced. activities.
3. Cyberliteracy: Being in the rapid changes in 1. Primary level: is composed usually of Pre-
the use of technology for teaching and learning, primary and the Primary Level. The Teacher and the Teaching Profession
teachers and learners need to develop and 2. Secondary Level: It follows the primary level. Beyond the ASEAN
enhance the use of digital gadgets whether on- Generally across ASEAN it is composed of
line or off-line. Junior High School and Senior High School. 1. China
3. Tertiary Level: is the college level which is  The most populous country has over 200 million
4. Financial Literacy: Basic knowledge about the
beyond the basic education in all the countries students in public schools, who are taught by
basics of economics and financial management.
in the ASEAN. over 9 million teachers.
This is necessary for every learner and teacher
to be able to handle income, expenses and There are two main categories of teachers in
investments to be economically secure. Components of Teacher Preparation
China:
5. Media Literacy: Teachers and Learners must 1. General knowledge and Understanding: -
learn how to discern about any information the knowledge and understanding acquired in  Gongban (state-paid) teachers who earn
which are transmitted via various forms and general education or liberal arts courses in salaries comparable with other state employees
media college serve as a foundation for the core in state-owned enterprises.
6. Social/Emotional literacy: Knowledge about subjects in professional education.  Minban (community-paid) teachers who are
social dimension and social skills that is 2. Pedagogy: This component emphasises diverse paid by the local community depending on the
appropriate in the context of society. teaching methods beyond traditional community income.
7. Globalization and Multi-cultural Literacy: If approaches.
you respect multi-cultural diversity, aware of 3. Teaching Practicum/Experiential Learning: 2. Japan
the global trends,acknowledge differences and this cluster emphasizes practical application of  Education system is highly centralized and is
similarities, respect each other’s dignity, then teaching theories and principles through real- administered by the Mombusho or Ministry of
you are multicultural literate. world experience, making it a mandatory part Education.
of teacher training and certification in ASEAN  Japanese teachers are an essential element in
Learning to Do: One must have the 21st century the success story of the country.
skills. Qualifications now are equated to skills and countries.
not to knowledge alone. Knowledge acquired is 4. Specialized Knowledge/Major courses: this
Teacher certification in Japan:
nothing unless applied in daily life. cluster focuses on content knowledge for
specific grade levels: nature-focused content for 1. First class certificate is issued to teach
Learning to Be: It implies developing the upper elementary and secondary teachers, and preschool, elementary, or secondary teachers
potentials of each individual. Continuing education child development for early year’s educators with the basic qualifications of having earned a
must improve self-knowledge and self-esteem. (preschool to grade 3). bachelor's degree. To teach in the upper
secondary level, the basic qualification is a
Learning to Live Together: This refers to the Teacher’s Major Responsibilities
master's degree.
relationships among people. It is bringing in 2. Second class certificate has a basic
together a community to work harmoniously, to 1. Actual Teaching- refers to the time of
engagement of the teacher with the learners qualification of 2 years of study (62 credit units)
live in peace and prosperity and to show respect in a university or other post-secondary
and concern for others. 2. Management of Learning- refers to activities
that support the actual teaching. institution.
3. Administrative Work- refers to the teachers’
job that includes writing test items, checking 3. United States of America
 The American educational system has greatly 3. Life and Career Skills Framework community to help students earn, and encourage
influenced the Philippine educational system, respect and diversity
specifically the making of the Filipino teacher. 4. Becoming a better teacher everyday - it is the
 Earning Teaching Certificates. The United The OECD has proposed in the discussion ability to know oneself and others, practice human
States of America has a decentralized table that the core elements of the teacher- goodness and then master the teaching practice
educational system and each state education quality standards should include:
agency has its own guidelines and - The Philippine Qualification Framework
requirements for earning and maintaining a  Planning and Preparation: including (PQF) describes the career path for baccalaureate
teaching certificate. knowledge of content and pedagogy, degree programs including teacher education
 Recruitment of teachers. After following the knowledge of students, coherent instructional degrees.
successful completion of an application plans, and knowledge on how to assess student
process, a superintendent probes the applicant learning; There are seven domain in the PPST
and then forwards a recommendation to the  Classroom environment: including creating a - the seven domains, collectively comprise 37
local school board. culture for learning and managing student strands to refer to more specific dimensions of
 Salaries of teachers. The salary range for behavior; teacher practice
teachers is determined by education and  Instruction: including communicating
experience as by locale. effectively, using appropriate discussion
techniques, engaging students, and providing Domain 1: Content knowledge and pedagogy
Quality Teacher and Teacher Quality Defined responsive feedback to learners; and Domain 2: Learning environment
 Professional responsibilities: including Domain 3: Diversity of learners
Quality teacher are defined by their attributes reflecting on teaching, communicating with Domain 4: Curriculum and planning
and characteristics families, contributing to the school and Domain 5: Assessment and reporting
community and developing professionally Domain 6: Community linkages and professional
Teacher quality is defined by the standards set engagement
for the profession and are validated by the student The competency Framework for Teachers in Domain 7: Personal growth and professional
learning outcomes Southeast Asia (CFT SEA) development

Quality teacher possess: Four Essential Competencies Continuing Profession Development

- sharpens the professional teachers’ competitive
1. Global awareness 1. Knowing and understanding what to teach - edge in a highly competitive global world
2. Financial, Economic, Business and it is the ability of teachers to deepen and broaden
Entrepreneurial Literacy their knowledge on what to teach, understand The Philosophical Basis of CPD
3. Civic Literacy education trends, policies and curricula and be
4. Health Literacy. Also included are knowledge updated on local, national, regional and global 1. Growth is an evidence of life - implies that
and values developments anything that is alive grows or anything that grows
2. Helping students to learn- it is the ability to is alive
21st century skills framework are clustered know students, use the most effective teaching and 2. Man/Woman is an unfinished project - for a
into three: learning strategies, assess and give feedback on professional teacher, he/she is always in the
how students learn process of becoming better and better as a person
1. Learning and Innovation Skills Framework 3. Engaging the community - it is the ability to and as a professional teacher
2. Information, Media, Technology Skills partner with parents and caregivers, involve the
Framework
 The Historical and Legal Bases of Continuing Ways By Which Professional Teachers Can Earn - every teacher is entitled to 100 hour per
Professional Development in the Philippines Credit Units year optional training which everyone makes use
of. Schools are encouraged to provide at least one
1. Batas Pambansa 232, the Education Act of 1982, 1. Professional Track- this includes trainings hour of curricular ti,e per weeks for teachers to
Chapter 3. Duties and Obligations, Section 16 (4) provided by CPD provides accredited by PRC. You actively engage in school-based Professional
- states as one of teacher’s obligations to assume can earn credit units as a participant to a training Development initiatives.
the responsibility to maintain and sustain his approved by the CPD Council. You earn more credit
professional growth and development units if you serve as a resource speaker, trainer or Singapore has :
demosstration teacher. You also can earn credit 1. Teacher-Researcher Networks
2. RA 9155, An Act Instituting a Framework of units as panelist/reactor, facilitator/moderator. You a. Identification and definition of problem
Governance for Basic Education, Establishing earn much more if you are assigned by the CPD b. Planning for improvement
Authority and Accountability, renaming the Council to monitor the conduct of an approved CPD c. Implementation of teaching/learning
Department of Education, and for other purposes, program. activities
was enacted on August 11, 2001. In the d. Observation of results
enumeration of duties and function of the Secretary 2. Academic Track- this refers to the completion of e. Reflection of outcomes
of Education, Section 7A. e Master’s degree, completion of candidacy to the
doctorate program, completion of a post doctoral 2. Lesson study and other forms of “Learning
3. R.A. 7836, the Teachers, Professionalization Act , diploma, and being a recipient of a professional Circles”
also provided for mandatory Continuing chair grant, and/or fellowship grant. Lesson study has four cyclical phases:
Professional Education, now referred to as 3. Self-directed track- this includes trainings a. Study phase - teachers analyze the curriculum
Continuing Professional Development. offered by non -accredited CPD providers. It refers b. Planning phase - teachers select lessons for
to “learning activities such as online trainings, research
4. The Board for Professional Teacher (BPT) also local/international seminars/non-degree courses, c. Analysis phase - teachers observe and discuss
passed Resolution No. 435, s. 177 to adopt the Code institution and etc. the classroom evidence collected
of Ethics for Professional Teachers pursuant to the 4. Product Scholarship - professional teacher has d. Reflection phase - teachers discuss student
provisions of paragraph (e) Article 11 of R.A. 7836, developed program/training module, curriculum learning and identify new areas for further
otherwise known as the Philippine Teachers’ guide or any other resource materials. inquiry.
Professionalization Act of 1994.
5. Executive Oder #266, Institutionalization of the 7. B. Finland
Continuing Professional Education Programs of the Continuing Professional Development Plan Teachers meet one afternoon each week to
Various Professional Regulatory Boards Under the - formulation of a CPD is a proof that a jointly plan and develop curriculum
Supervision of the Professional Regulation professional teacher has made CPD is her/his way of
Commission. This was signed and issued by the life. C. Japan
Office of the President Fidel V. Ramos on July 25, - well known for lesson study, the 10-15
1995. CPD in different countries hours of group meetings are spread over three to
four weeks.
6. R.A. 10912, Continuing Professional A. Singapore
Development Act of 2016- with the enactment of - Learning organization concepts of school D. New Zealand
this law, CPD for all the forty three professions supports the building of a strong mentorship - MOE gives funds for 20 percent frelease
regulated by PRC including the teaching profession culture where a collaborative and community- time for new teachers and 10 percent release time
has become mandatory. oriented form of professional development thrives. for second-year teachers.
Characteristics of Effective CPD
a) Continuous b) collaborative
c) focused on teacher need d) Job-embedded
e) given enough time f) funded