The Global and

Glocal Teacher:
IS THERE A DIFFERENCE?
 Learning Objectives
At the end of the lesson, the learners should be able to;
1. Describe global and glocal teachers.
2. Infer the demand of globalization in the 21st century
on teacher professionals.
3. Appreciate the significance of adapting teaching
practices to a globalized and localized context.
4. Take and pass the test with a mastery level of 75%.
 INTRODUCTION
Our world has been called a "global village." Satellite
communications make possible television, telephone and
documents transmitted through fax and electronic mail
across thousands of miles in thousandths of a second. Global
education poses a variety of goals ranging from increased
knowledge about the peoples of the world to resolutions of
global problems, from increased fluency in foreign languages
to the development of more tolerant attitudes towards other
cultures and peoples.
Roland Robertson (1992) suggests replacing the concept
globalization to glocalization with the view in mind to blur
the boundaries between global and local. Glocal may mean a
global outlook adapted to the local condition or a local
outlook adapted to the global condition As future teachers,
you have to blend both global and local perspective. As the
saying goes: "think globally, but act locally" or "think local
but act global."
 Global Education

Global education has been best described by two definitions:

UNESCO defines global education as a goal to develop
countries worldwide and is aimed at educating all people in
accordance with world standards.
Another definition is that global education 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.
 Global Education

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 marketplace with a world of
view of international understanding.
 WHAT IS A “GLOBAL TEACHER?”

Global Teacher is a teacher with knowledge

of global issues, intercultural sensitivity, and
competence in integrating global
perspectives into classroom practices.
 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 Goals (SGD) 4
for Education is one of the seventeen goals of
the United Nation's SGDs.
 Seven outcome targets of SDG 4 that must be achieved by 2030:
Early Equal access
Universal childhood to
Relevant skills Gender
primary and development technical/voc
for decent equality and
secondary and universal ational and
work. inclusion.
education. pre-primary higher
education. education.

Education for
Universal sustainable
youth literacy. development
and global
citizenship.
To meet the various global challenges of
the future, the 21st Century Learning Goals
have been established as bases of various
curricula worldwide. This 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.

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
What Does Global Competence Look Like in a
Teacher?
1. Understanding one’s own cultural identity and its
influence on personal dispositions and classroom
practice.

2. Knowing and integrating global dimensions

within the disciplines one teaches.

3. Engaging students in learning about the world

and in exploring their place in it.
4. Using real-life global examples, materials,
and resources when considering local,
national, and human issues.

5. Valuing the input of culturally and

linguistically diverse learners, families, and
colleagues, and modeling cultural sensitivity.

6. Creating environments that encourage

positive cross-cultural interaction
7. Modeling social responsibility in local and global
contexts.

8. Helping learners find appropriate actions to improve

local and global conditions.

9. Assessing learners’ global competence and providing

growth opportunities based on their levels of
development.

10. Advocating for global education and social

responsibility
 My Science Curriculum
A presentation is a formal or informal A presentation is a formal or informal
communication method that involves conveying communication method that involves conveying
information, ideas, or a message to an audience. information, ideas, or a message to an audience.

A presentation is a formal or informal A presentation is a formal or informal

communication method that involves conveying communication method that involves conveying
information, ideas, or a message to an audience. information, ideas, or a message to an audience.
 GLOCAL EDUCATION
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.
 GLOCAL EDUCATION
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 century classrooms
 GLOCAL TEACHER
A 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 in any place
in the world.
 GLOCAL TEACHER
A glocal teacher 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 OF A GLOCAL TEACHER
understand how this world is
interconnected
recognize that the world has rich
variety of ways of life
have a vision of the future and see what
the future would be for himself/herself
and the students;
are creative and innovative
QUALITIES OF A GLOCAL TEACHER
understand, respect, and tolerant
of the diversity of cultures;
believe and take action for
education that will sustain the
future
facilitate digitally-mediated
learning
QUALITIES OF A GLOCAL TEACHER
possess good communication skills (for
Filipino teachers to be multilingual)
aware of the international teacher
standards and framework
master the competencies of the
beginning teacher in the Philippine
Professional Standards Teachers
Additional distinct characteristics and core values
of Filipino teachers: (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.
The concept of global education emphasizes the
interconnectedness of the world, aiming to prepare students for a
globalized future. Global education promotes awareness of global
issues, cultural diversity, and the need for international
understanding. As the world becomes increasingly interconnected,
teachers must be equipped with the skills, attitudes, and values to
teach students in an evolving global environment. However, there
has been a shift towards "glocalization," where global perspectives
are adapted to fit local contexts. This blending of global and local
perspectives is crucial for modern educators.
Similarities Between Global and Glocal Teachers:
1. Cultural Sensitivity: Both global and glocal teachers
respect and value cultural diversity, recognizing
that understanding different cultures is essential for
teaching in a diverse world.
2. Social Responsibility: Both types of teachers model
social responsibility and advocate for positive
changes in the world, whether locally or globally.
 3. Engagement with Global Issues: Both incorporate
global awareness and encourage students to learn about
global challenges and issues.
4 .Focus on Sustainability: Both are concerned with
sustainable development and how education can help
create a better, more sustainable future for all.
5. Incorporating Technology: Both use modern
technologies and digital tools to facilitate learning,
addressing both global and local learning needs.
Differences Between Global and Glocal Teachers:
1. Contextual Focus:
Global Teachers emphasize universal issues and
global citizenship, preparing students for a
globalized world.
Glocal Teachers blend global perspectives with the
local context, ensuring their teaching aligns with
the community’s cultural and historical values.
2. Integration of Local Knowledge:
Global Teachers focus on international
standards and resources to promote global
awareness.
Glocal Teachers integrate local, indigenous, and
community-specific knowledge into their
teaching, making it more relevant to students’
lives.
3. Scope of Vision:
Global Teachers focus on preparing students for
global challenges and international collaboration.
Glocal Teachers ensure that while their students
understand global issues, they also appreciate
their local context and community, providing
them with tools to address both local and global
challenges.
4. Balance of Global and Local:
Global Teachers primarily focus on global
competence and preparing students for a
worldwide society.
Glocal Teachers balance both local and global
perspectives, ensuring that students are
prepared to contribute to both their local
communities and the global society.
The blending of both concepts as advanced
by Robertson (1992) underscores the
rootedness and sustainability of education
as part of the vision of Education 2030. Thus
a teacher who is global is also a glocal
teacher and a glocal teacher can also be
global.
FINAL ACITIVITY:
ROLE PLAYING
 DIRECTIONS:

This time we will be doing a role playing. The same groups

will be applied. Select one representative to act as a teacher
and the rest will be the students . You will make your own
scenario that shows the different characteristics of a global
and glocal teacher. The four selected to act as the teacher
will pick words we provided. The words are the global and
glocal teachers. The two groups will present the global
teacher and the other two will present the glocal teacher.
 ANY
QUESTIONS?
THANK YOU!!!