➢ PALAWAN STATE UNIVERSITY

Palawan College of Arts and Trades

ED 8: THE TEACHING PROFESSION

“The best educators are both—thinking globally while acting locally to empower learners in an
ever-changing world”

CHAPTER 5: ON BECOMING A GLOCAL TEACHER

INSTRUCTOR: JASON L. TORIO, LPT, MAEM
PRACTICE TEACHERS: MR. J.R.V. VENTURILLO, MR. J.M.P.V. SULLANO, MR. A. DICHOSO, MR. R. M.O.C. TANDOC,
MS. N.L.D. AGAWIN, MS. R.P. NANGIT

LESSON 1: THE GLOBAL AND GLOCAL TEACHER PROFESSIONAL: IS THERE A

DIFFERENCE?

Intended Learning Outcomes

At the end of the chapter, the students should be able to:
1. describe global and glocal teachers, and
2. infer the demands of globalization in the 21st century on teacher professional.

GLOBAL EDUCATION
➢ a goal to develop countries worldwide and is aimed at educating all people in accordance
with world standards (UNESCO).
➢ 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.
➢ Is an effort to help individual learners to see the world as a single and global system and to
see themselves as participants in that system. It is a school curriculum that has a
worldwide standard of teaching and learning (Becker, J. 1988).

Seven Outcome Targets of SDG 4 Must Have Been Achieved:

1. Universal Primary and Secondary Education.
➢ Ensure all girls and boys complete, free, equitable and quality primary and secondary
education leading to relevant and effective learning outcomes.

2. Early childhood development and universal pre-primary education.

➢ Ensure that all boys and girls have access to quality early childhood development care
and pre-primary education so that they are ready for primary education.

3. Equal access to technical/vocational and higher education.

➢ Ensure equal access for all women and men to affordable and quality technical vocational
and tertiary education including university.

4. Relevant skills for decent work.

➢ Substantially increase the number of youth and adults who have relevant skills including
technical and vocational skills, for employment, decent jobs and entrepreneurs.

5. Gender equality and inclusion.

➢ Eliminate gender disparities in education and ensure equal access to all levels of
education and vocational trainings for vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations.

6. Universal youth literacy.

➢ Ensure that all youth and substantial proportion of adults, both men and women achieve
literacy and numeracy.

7. Education for sustainable development and global citizenship.

ED 8: The Teaching Profession| JLTorio |Page 1 of 4

 ➢ Ensure all learners acquire knowledge and skills needed to promote sustainable
development, including among others through education for sustainable development and
sustainable lifestyles, human rights, gender equality, promote culture of peace and non-
violence, global citizenship and appreciation of cultural diversity and cultures
contribution to sustainable development.

To meet the various global challenges of the future, the 21st Century Learning Goals have
been established as bases 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 environmental awareness.
• Learning and thinking skills:
✓ Critical thinking and problem solving skills, communication, creativity and
innovation, collaboration, contextual learning, Information and media
literacy.
o ICT literacy: using technology in the context of learning so students
know how to learn.
o Life skills: leadership, ethics, accountability, personal responsibility,
self-direction, others
o 21st century assessments: authentic assessments that measure the
areas of learning.

GLOCAL EDUCATION
➢ 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 is preparing future teachers 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 for their roles in the 21 st century
classrooms.
➢ Provides equal opportunity and access to knowledge and learning tools which are the
basis rights of every child in every community, locality within the global community.

GLOCAL TEACHER
➢ is 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.

Several Qualities of a 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).

ED 8: The Teaching Profession| JLTorio |Page 2 of 4

Characteristics and Core Values of Filipino Teachers Where the Glocal Teachers Must
Possess (Master Plan for Teacher Education, 2017):
• 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.

ACTIVITY 5.1 MAKE A REFLECTION

Directions: Answer the following questions honestly and thoughtfully based on your
understanding of the lesson containing 50-60 words each question. Write your answers on a 1
whole sheet of yellow paper.

1. What are the advantages and disadvantages of prioritizing a global versus a glocal
approach to teaching? Consider the needs of your students and the context in which you
teach.

2. How does your understanding of global interconnectedness influence your engagement

with your local community?

3. How can the global teacher professional model global citizenship for their students? Cite
an examples.

ACTIVITY 5.2 RESEARCH CONNECTION

Instructions: Read a published research paper related to the Global Teachers in the 21 st Century.
Write it on yellow paper the following important parts.
I. Problem / Research Title
II. Abstract
III. Source of Research

ACTIVITY 5.3 PERFORMANCE OUTPUT

Instructions: With your group (recent groupmates), use the Interview Tool for a Teacher below.
Identify two Filipino teachers: one who teaches in the outside University and another who
teaches inside the Campus. Request an interview with the teacher either online or face-to-face.
Write a report and share this with your classmates. Make a reflection on the information you
have gathered
Interview Protocol for Face to Face or On-line Interview
A. Personal Profile:
Name: _____________________________
Age: _______________________________
No. of Years in Teaching: ___________
Place of Teaching in the Philippines: ____________________________
Subjects Handled: _____________________________________________

ED 8: The Teaching Profession| JLTorio |Page 3 of 4

B. Key Questions:
You may start with preliminary questions to establish rapport before asking the key
questions for your interviewee or informant.

1. How do you consider yourself as a Teacher? Please explain.

A. Beginning B. Developing C. Proficient

2. Which of the following have you given much consideration in your teaching? Why?
A. Local setting, values, tradition, and culture.
B. Global scenario, international developments, 21st-century skills.
C. Local knowledge, values, culture, 21st-century skills, international developments.

3. Where you are teaching, what do you like most? (local or abroad) Why?
A. The learners B. The learning environment C. The pay

4. How do you consider yourself as a teacher? Please explain.

A. Local B. Global C. Glocal

References:
• Bilbao, P. P., Corpuz, B. B., Llagas, A. T., & Sa-landanan, G. G. (2018). The teaching
profession (4th ed., pp. 3-21). Lorimar Publishing Inc.
• https://www.slideshare.net/slideshow/the-concept-of-teaching-as-a-
professionpdf/259181202

ED 8: The Teaching Profession| JLTorio |Page 4 of 4