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    Global Teacher

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    Margielyn
    This document discusses the concepts of global education and becoming a global teacher. It addresses how global education aims to educate all people according to global standards and is one of the UN's Sustainable Development Goals. It also discusses the attributes and characteristics needed for a teacher to be considered "glocal", meaning having both a global outlook and understanding of local conditions. Key aspects include understanding cultural diversity, having strong communication skills, and embracing values like excellence, accountability, and cultural rootedness. The document emphasizes that in the 21st century, teachers must be prepared to educate new types of learners using new learning processes and environments with emerging technologies.

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    Global Teacher

    Uploaded by

    Margielyn
    650 views47 pages
    This document discusses the concepts of global education and becoming a global teacher. It addresses how global education aims to educate all people according to global standards and is one of the UN's Sustainable Development Goals. It also discusses the attributes and characteristics needed for a teacher to be considered "glocal", meaning having both a global outlook and understanding of local conditions. Key aspects include understanding cultural diversity, having strong communication skills, and embracing values like excellence, accountability, and cultural rootedness. The document emphasizes that in the 21st century, teachers must be prepared to educate new types of learners using new learning processes and environments with emerging technologies.

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    Teacher

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    Global_Teacher

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    This document discusses the concepts of global education and becoming a global teacher. It addresses how global education aims to educate all people according to global standards and is one of the UN's Sustainable Development Goals. It also discusses the attributes and characteristics needed for a teacher to be considered "glocal", meaning having both a global outlook and understanding of local conditions. Key aspects include understanding cultural diversity, having strong communication skills, and embracing values like excellence, accountability, and cultural rootedness. The document emphasizes that in the 21st century, teachers must be prepared to educate new types of learners using new learning processes and environments with emerging technologies.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    650 views47 pages

    Global Teacher

    Uploaded by

    Margielyn
    This document discusses the concepts of global education and becoming a global teacher. It addresses how global education aims to educate all people according to global standards and is one of the UN's Sustainable Development Goals. It also discusses the attributes and characteristics needed for a teacher to be considered "glocal", meaning having both a global outlook and understanding of local conditions. Key aspects include understanding cultural diversity, having strong communication skills, and embracing values like excellence, accountability, and cultural rootedness. The document emphasizes that in the 21st century, teachers must be prepared to educate new types of learners using new learning processes and environments with emerging technologies.

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    You are on page 1of 47

    ON BECOMING A GLOBAL

    TEACHER
    GLOBAL EDUCATION
    Borderless
    Education
    Increased Fluency
    to Foreign
    Language
    Resolution to Global
    Problems
    Develop Tolerant Attitudes

    Knowledge of
    People of the
    World
    GLOBAL EDUCATION
     aimed at educating all
    people in accordance to
    global standards (21st Century
    Learning)

     One of the 17 goals of the


    United Nation’s Sustainable
    Development Goals (SDG)
    UNITED NATION’S SUSTAINABLE
    DEVELOPMENT GOAL
    UNITED NATION’S SUSTAINABLE
    DEVELOPMENT GOAL
    OUTCOME TARGETS OF SDG 4 BY 2030
    1. Universal Primary and Secondary
    Education
    - ensures all girls and boys complete,
    free, equitable, and quality education

    2. Early childhood development and


    universal pre-primary education
    - ensure that all girls and boys have
    access to quality early childhood
    development care so that they are ready for
    primary education
    OUTCOME TARGETS OF SDG 4 BY 2030

    3. Equal access to technical/vocational


    and higher education
    - ensure equal access for all women and
    men to affordable and quality education.

    4. Relevant skills for decent work


    - substantially increase the number of
    youths and adults who have relevant skills for
    employment
    OUTCOME TARGETS OF SDG 4 BY 2030

    5. Gender equality and inclusion


    - eliminate gender disparities in education
    *Indigenous People (Ips)
    *persons with disabilities

    6. Universal Youth Literacy


    - ensure that all youth and adults both
    men and women achieve literacy and
    numeracy.
    OUTCOME TARGETS OF SDG 4 BY 2030

    7. Education for Sustainable


    Development and Global
    Citizenship
    - ensure all learners acquire
    knowledge and skills needed to promote
    sustainable development
    GLOCALIZATION
     blending of terms global and
    local

     global outlook adapted to local


    condition and the local condition
    to global perspectives
    “Think globally, but
    act locally”

    “Think local but act


    global”
    GLOCAL EDUCATION
     understanding differences and
    teaching the different cultural
    groups in their own context.

     provides equal opportunity and


    access to knowledge and
    learning
    WHAT’S OUR CHALLENGE AS A
    GLOCAL TEACHER?
    EQUIPPED
    (Knowledge)

    MASTER POSSESS
    (Skills/Competencies) VALUES

    GLOBALLY
    COMPETENT
    Hence, GLOCAL
    TEACHER is a GLOBAL
    TEACHER
    ATTRIBUTES OF GLOCAL TEACHERS
    1. Understand how this world is
    interconnected
    2. Recognize that the world has rich
    variety of ways of life
    3. Have vision of the future
    4. Creative and innovative
    5. Understand, respect, and tolerant
    of the diversity of culture
    ATTRIBUTES OF GLOCAL TEACHERS

    6. Believe and take action for education


    that will sustain the future
    7. Facilitate digitally mediated learning
    8. Possess good communication skills
    9. Aware of international teacher
    standards and frameworks
    10. Master the competencies of
    Beginning Teacher in the PPST
    CHARACTERISTICS & CORE
    VALUES OF GLOCAL TEACHER
    1. Cultural & Historical Rootedness
    - building on culture & history of learners

    2. Ability to contextualize teaching-


    learning
    - by using local an indigenous materials,
    content, and pedagogy
    CHARACTERISTICS & CORE
    VALUES OF GLOCAL TEACHER
    3. Excellence
    *personal & professional competence
    *research
    *leadership *innovation
    *technology *creativity

    4. Responsiveness
    *social involvement & service
    *learner-centeredness
    *respect and sensitivity
    CHARACTERISTICS & CORE
    VALUES OF GLOCAL TEACHER
    5. Accountability & Integrity
    *positive role model (with strong moral character)
    -committed -conscientious
    -credible -honest
    -loyal

    6. Ecological sensitivity
    *being resilient
    *steward of environment for sustainability
    CHARACTERISTICS & CORE
    VALUES OF GLOCAL TEACHER
    7. Nationalism/Filipinism
    *being responsible citizen upholding the Filipino
    identity amidst globalization.

    8. Faith in the Divine Providence


    *being humane *just
    *peace-loving *respectful of human rights
    A Closer Look at the
    Teachers and the
    Teaching Profession in
    the ASEAN and
    Beyond
    A. Levels of Schooling as Teaching Meliu
    1. Primary Level
    *Primary Grades (Kinder to Grade 4)
    *Intermediate (Grades 5 to 6)

    2. Secondary Level
    *Junior High (Grades 7 – 10)
    *Senior High (Grades 11 – 12)

    3. Tertiary level
    - students earns bachelor’s degree
    which is a requirement to take licensure
    examination
    B. The Teacher Professionals Across the ASEAN

    1. Academic Preparation of Teacher Professionals


    - have comparable academic preparations
    - differences occurred as to content and needs

    2. Components of Teacher Preparation


    1. General Knowledge & Understanding
    - cluster of subjects embedded in the
    general education
    2. Pedagogy
    - teaching delivery approaches

    Student –Centered
    Approach Cooperative
    Learning
    2. Components of Teacher Preparation
    3. Teaching Practicum/Experiential
    Learning
    - knowledge, theories, and principles
    are validated

    4. Specialized knowledge/Major courses


    C. The Teaching Profession Practices
    1. Teacher’s Major Responsibilities
    a. Actual Teaching
    - the time engagement of the
    teacher with the learners.

    b. Management of Learning
    - refers to activities that support
    the actual teaching.

    c. Administrative work
    - refers to teachers’ jobs.
    *writing test items *making reports
    *checking & recording *attending parents
    C. The Teaching Profession Practices
    2. Teacher Licensing & Recruitment
    *Professional Regulation Commission (PRC)
    - for Philippines

    *National Institute for Education (NIE)


    - for Singapore

    *Teacher Education Council (TEC)


    - for Thailand
    D. The Teacher & Teaching
    Profession beyond ASEAN
    1. CHINA
    2. JAPAN
    3. UNITED STATES OF AMERICA
    The Changing Global Landscape and
    st
    the 21 Century Skills for Teachers
    NEW LEARNING ENVIRONMENT
    - characterized by the following;
    *learner-centered
    *borderless
    *enhanced opportunity
    -creativity & innovation
    *use of ICT
    *integrated/interdisciplinary
    *demand-driven
    *balance of scientific, cultural
    technological, global, and
    local concepts
    NEW PROCESSES OF LEARNING

    1. Face-to-face
    - when teachers and learners
    are confined on same learning
    space; teacher facilitates learning.

    2. Distance learning
    - learning is without the physical
    presence of a teacher
    *module
    *online
    NEW PROCESSES OF LEARNING

    3. Blended modalities
    - have both physical presence and
    physical absence of teacher

    4. Experiential and Lifelong


    - when learners are immersed into
    real life situation
    NEW TYPES OF LEARNERS
    *Confident person
    - thinks independently & critically
    - communicates effectively

    *Self directed
    - reflects
    - take responsibility of his/her learning

    *Concerned citizen
    - informed (local & global affairs)
    - responsible; participative

    *Member of new generation


    THE GENERATION OF LEARNERS
    1. The Silent Generation
    - also called Traditionalists,
    Seniors, The Greatest Generation
    - lived through the Great Depression
    and World War II
    - born between 1922 and 1943
    THE GENERATION OF LEARNERS
    2. Baby Boomers
    - also called the Me Generation,
    the Sandwich Generation
    - born between 1943 and 1960

    3. Generation X
    - sometimes called the Baby
    Bust Generation
    - born between 1960 and 1970
    THE GENERATION OF LEARNERS
    4. The Millennial
    - also called the Echos,
    the Nexters, and Generation Y
    - born between 1980 and 2000

    5. Gen Z
    - born after Gen Y (1995 to present)
    - opposite and extreme version of Gen Y
    SOME CHARACTERISTICS OF GEN Z
    1. They love to shop especially online.
    2. They are eager to start working.
    3. They are mature and in control
    4. Intend to change the world
    5. Their education system is focused on
    differentiated instruction
    6. Self directed
    7. Use social media as research tool
    8. They multi task
    9. Attention span is shorter
    10. Think spatially (4D)
    SOME CHARACTERISTICS OF GEN Z
    11. They communicate with speed.
    12. They communicate with symbols.
    13. They spend more time with computers.
    14. Their social circles are global.
    15. They are less active.
    16. They live-stream and co-create.
    17. Food is their main vice
    18. They don’t want to be tracked.
    21 st CENTURY SKILLS
    NEW TYPES OF TEACHERS
    *Clear Standards and accountability
    *Use broad pedagogies
    *Skillful in integrating ICT to pedagogy
    *Skillful in the use of assessment
    *Great understanding of global and
    local cultures
    *Skillful in action research
    *Practice core values of inspiring teachers
    *Develop life and career skills
    UNESCO’S 4 PILLARS OF LEARNING
    LEARNING TO BE

    - the most difficult among the pillars

    - full/complete development of the


    potential of an individual (mind,
    body, and heart) through
    continuing education
    “LEARNING: A
    TREASURE FROM
    WITHIN”

    -Jaques Delor
    “WITHIN EACH CHILD
    LIES A TREASURE”

    -Jaques Delor

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