Unit 5 - On Becoming A Global Teacher

UNIT V FTC 110
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On Becoming a
Global Teacher
z Unit V
On Becoming a Global Teacher
 Our world has been

called a "global
village." Our students
can view everything
through a worldwide web
(www) of the information
highway.
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Unit V
 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.
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Unit V
 Global education embraces today's challenges as

national borders are opened. It paves the way for
borderless education to respond to the needs of
educating children of the world they are entering.
It offers new curricular dimensions and possibilities,
current scientific and technological breakthroughs
for completely new frontiers in education.
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Unit V
 Contemporary curricula respond to the concept of this

global village. The increased use of technology in the
classroom, the incorporation of the changing realities
of our world's society, and the case of mobility of
peoples of the world have become a challenge to your
preparation as prospective teachers. Hence, future
teachers like you should prepare to respond to
these multiple challenges.
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Unit V
 To become a global
teacher you should be
equipped with:
a wider range of
knowledge of the various
educational systems
outside the country
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Unit V
equipped with: master
skills and competencies
which can address
global demands
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Unit V
equipped with:
attitudes and values
that are acceptable
to multicultural
communities
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Unit V
 When you are able to satisfy

these benchmark
requirements, then you can
safely say, you have
prepared well to be a great
teacher of the world.
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Unit V
 But why a shift in the use of GLOBAL to GLOCAL as our

UNIT V.1’s title? Roland Robertson (1992) a sociologist, in
his article "Glocalization: Time - Space and Homogeneity-
Heterogeneity,” suggests replacing the concept of
globalization to glocalization with the view in mind to blur
the boundaries between global and local. Robertson
offers to see the local as one aspect of globalization.
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Unit V
 It may mean, a global outlook adapted to the

local condition or a local outlook adapted to the
global condition. Further, he said that the term
glocalization means it is local culture which
assigns meaning to global influences, and that the
two are interdependent and enable each other.
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Unit V
 Glocalization in Oxford Dictionary of New Words

(1991:134) defines the word glocal and the
process noun word glocalization as a blending of
global and local conditions a global outlook
adapted to local condition and the local condition to
global perspectives.
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Unit V

 As the saying goes: “think globally,
but act locally”. Or "think local
but act global." You can be a global
teacher and at the same time a
glocal teacher, if the local
perspectives based on the culture,
traditions and contexts are
considered.
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 UNIT V The Global and Glocal Teacher

Professional: Is there a Difference?
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 UNIT V.1 will introduce
the general concept of
global or glocal
education and define the
global or glocal teacher.
This introductory lesson will give you a clear

perspective on how you would become that kind of
teacher. After understanding the two concepts, you
will be able to prepare yourself for the succeeding
lessons.
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UNIT V.1
The Global and Glocal Teacher Professional:

Is there a Difference?
 How do you prepare yourselves as

teachers for a challenging task of
making learners of today live
meaningful lives tomorrow?
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UNIT V.1

 As you prepare children for their future, teachers

need to explore what the future holds. Teachers
have to envision creative, innovative ways to
prepare diverse learners in their own cultural
context without forgetting that they live in their
local communities but within a global village.
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UNIT V.1

 To compete globally means to prepare teachers who

are capable of changing lifelong education needs.
How do you prepare for these needs? What are the
emerging technologies that will shape the future?
How can we use our technologies for best learning
advantage? What will be the jobs of the future and
how should curricula be shaped to prepare students
for their future?
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UNIT V.1

 You will be teaching in the "Flat

World" or "One Planet
Schoolhouse." These two terms
imply global education as a result
of the shrinking world due to
access in technology. The
internet globalizes communication
by allowing users from around the
world to connect to one another.
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UNIT V.1

A. Global and Glocal Teacher 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.
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UNIT V.1


 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.
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UNIT V.1


 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 United
Nation's SDGs.
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UNIT V.1


 The seven of the ten targets are expected outcomes while
three are means of achieving the outcomes. These
outcome targets bring together all member nations to
expand beyond their geographical territories for global
education. By 2030, the seven outcome targets of SDG 4
must have been achieved.
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UNIT V.1


 These are:
4.1 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.
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UNIT V.1

 4.2 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.
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UNIT V.1

 4.3 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.
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UNIT V.1

4.4 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.
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UNIT V.1

4.5 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
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UNIT V.1

4.6 Universal youth literacy. Ensure

that all youth and substantial
proportion of adults, both men and
women achieve literacy and
numeracy.
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UNIT V.1

4.7 Education for sustainable development and global

citizenship. 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.
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UNIT V.1

One of the means to achieve the target is to

increase the supply of qualified teachers, through
international cooperation for teacher training in
developing countries, especially the least
developed countries and island developing states.
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UNIT V.1

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.
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UNIT V.1

This curriculum prepares learners in an international

marketplace with a world view of international
understanding. In his article "Goals of Global Education,"
Becker emphasized that global education incorporates
into the curriculum and educational experiences of each
student a knowledge and empathy of cultures of the
nation and the world.
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UNIT V.1

Likewise students are encouraged to see the world

as a whole, learn various cultures to make them
better relate and function effectively within various
cultural groups.
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UNIT V.1

Thus, to meet the various global challenges of the future,

the 21s Century Learning Goals have been established as
bases of various curricula worldwide. These learning goals
include:
1. 21st century content: emerging content areas such as
global awareness; financial, economic, business, and
entrepreneurial literacy; civic literacy; health and
environmental awareness.
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UNIT V.1

2. 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
• 21s century, assessments: Authentic assessments that measure
the areas of learning.
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UNIT V.1

On the other hand, 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.
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UNIT V.1

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 21st century classrooms.
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UNIT V.1

Global teacher 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.
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UNIT V.1

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.
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UNIT V.1

Are our pre-service teachers preparing to provide glocal

education in their respective future school assignments?
Do they possess a strong foundation of their rootedness in
culture so as to blend what is local with what is global?
Will you be a glocal teacher who is a true Filipino teacher
with a solid value of nationalism and Filipinism but who is
capable of addressing the global challenges and needs of
educating the children for the future?
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UNIT V.1

B. From Global Teacher to Glocal Teacher

Professionals Looking back at the concept
of global education, how do we define now
a glocal teacher?
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UNIT V.1

Is this teacher somebody who teaches abroad? Is

this a person teaching anywhere in the world, and is
able to teach the 21" century learning goals? These
are some of the fundamental questions that are
raised regarding global teacher as new concept of
globalization and the recognition of localization in the
same concept is fast emerging and recognized.
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UNIT V.1

Hence, 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 any place in the world.
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UNIT V.1

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.
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UNIT V.1

More specifically, a glocal Filipino is characterized by several

qualities and attributes in addition to in-depth knowledge,
functioning skills and embedded values. 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;
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UNIT V.1

- 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).
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UNIT V.1

Further, glocal teachers in addition to the above qualities

must possess the following 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;
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UNIT V.1

- 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;
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UNIT V.1

- 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.
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UNIT V.1

The need for glocal teachers is on the rise in several

countries worldwide. Even developed countries are in
dire need of competent teachers who will teach in rural
and urban classrooms imbued with the characteristics
and attributes of a glocal teacher.
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SUMMARY
Global education is a concept that brings us to

understand the connectivity of each member
citizen in the planet without leaving behind the
local foundations. The advancement of technology
shrank the world to a size that everyone can be
reached. Because of this development, we have to
learn the diversity or differences in cultures in
order to address the global standards for education
set by the United Nations.
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SUMMARY
Global education requires future teachers the skills for

the 21st century so that all will be ready to play a
significant role to provide educational access to all types
of learners all over the world. However, globalization
does not leave localization behind. 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.
Make a Reflection Note:
Answer the questions for your reflection.

1. Who is a glocal teacher? What are the attributes of
the glocal teacher?
2. Can the teacher whom you have interviewed be
classified as a glocal teacher? Why? Why not?
3. Can one be a global teacher, without teaching
abroad? Write your insight.
4. Reflect on the statement: "As a glocal teacher, act
locally but think globally.

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UNIT V FTC 110

On Becoming a Global Teacher

 Our world has been

On Becoming a Global Teacher

 Global education poses a variety of goals ranging

On Becoming a Global Teacher

 Global education embraces today's challenges as

On Becoming a Global Teacher

 Contemporary curricula respond to the concept of this

On Becoming a Global Teacher

On Becoming a Global Teacher

On Becoming a Global Teacher

On Becoming a Global Teacher

 When you are able to satisfy

On Becoming a Global Teacher

 But why a shift in the use of GLOBAL to GLOCAL as our

On Becoming a Global Teacher

 It may mean, a global outlook adapted to the

On Becoming a Global Teacher

 Glocalization in Oxford Dictionary of New Words

On Becoming a Global Teacher

On Becoming a Global Teacher

 UNIT V The Global and Glocal Teacher

This introductory lesson will give you a clear

The Global and Glocal Teacher Professional:

 How do you prepare yourselves as

The Global and Glocal Teacher Professional:

 As you prepare children for their future, teachers

The Global and Glocal Teacher Professional:

 To compete globally means to prepare teachers who

The Global and Glocal Teacher Professional:

 You will be teaching in the "Flat

The Global and Glocal Teacher Professional:

A. Global and Glocal Teacher Education

The Global and Glocal Teacher Professional:

A. Global and Glocal Teacher Education

The Global and Glocal Teacher Professional:

A. Global and Glocal Teacher Education

The Global and Glocal Teacher Professional:

A. Global and Glocal Teacher Education

The Global and Glocal Teacher Professional:

A. Global and Glocal Teacher Education

The Global and Glocal Teacher Professional:

 4.2 Early childhood

The Global and Glocal Teacher Professional:

 4.3 Equal access to

The Global and Glocal Teacher Professional:

4.4 Relevant skills for

The Global and Glocal Teacher Professional:

4.5 Gender equality and inclusion.

The Global and Glocal Teacher Professional:

4.6 Universal youth literacy. Ensure

The Global and Glocal Teacher Professional:

4.7 Education for sustainable development and global

The Global and Glocal Teacher Professional:

One of the means to achieve the target is to

The Global and Glocal Teacher Professional:

James Becker (1988) defined global education as

The Global and Glocal Teacher Professional: