Module 5 On Becoming a Global Teacher

-Krichell Tungpalan

Introduction
Teaching is not just a job, a profession, or a career, but it is more than that
because by becoming a teacher, we are leaving a lasting legacy in the lives of many
children under our care.

Now, that we are already into global education, the requirements of a teacher
become more complex and diverse. Teachers nowadays need to expand the scope
of their viewpoint beyond the normal boundaries of the local classroom as they are
building learners to fit into the global society.

Here, in Module 5 we will together learn how a teacher prepares to become a

global or glocal teacher.

Learning Outcomes
After learning the lessons in this module, you are expected to:

1. describe global and glocal teachers and the demands of the globalization in
the 21st Century;

2. describe the characteristics of professional teachers in the ASEAN and some

other countries; and

3. explain the life and career skills of teachers and learners in the global
landscape of the 21st Century.

Learning Contents
Module 5 contains the following lessons:

1. Global and Glocal Teacher Professional

2. Teachers and the Teaching Profession in the ASEAN and Beyond

3. The Changing Global Landscape

Teaching and Learning Activities

Activities in this module can be done asynchronously or synchronously
individually, by pair, or by group by the students.

Recommended learning materials and resources for supplementary

reading.
The recommended learning materials and resources in this module include
the following:

Glocal Teaching, you can visit the following links

https://youtu.be/5qaaVPXT3pk

https://youtu.be/5vGIqO_fSEs
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GLOBAL TEACHER STATUS INDEX

https://www.globalteacherprize.org/media/2787/2013globalteacherstatusindex.pdf

The Four Pillars of Learning in the 21st Century

http://iflex.innotech.org/GURO21/module1/l1_20.html

Characteristics of a 21st-Century Teacher

https://www.thoughtco.com/characteristics-of-a-21st-century-teacher-2081448

Flexible Teaching Learning Modality (FTLM)

This module adopts the synchronous and asynchronous learning modalities
for you to have better access and learning of the lessons. This may include google
classroom, moodle, schoology, edmodo, Podcast, printed materials and other
resources depending on your needs and capacity to use the material.

Assessment Task
You are all required to answer the task given at the end of each lesson for
your teacher to check your understanding of the lesson. This is to determine if you
still need more explanation or activity before proceeding to the next lesson.

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 Module 5 On Becoming a Global Teacher

Lesson 1
1. Title of the Module The Global and Glocal Teacher
Introduction

This lesson will cover the general concept of global or glocal education. It will
give you clear perspective on how you would become a glocal or glocal teacher.
After understanding the two concepts, you will be able to prepare yourself for the
succeeding lessons.

As a future teacher you need to explore what 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.

Learning Outcomes

At the end of the lesson, you should be able to:

 describe global and glocal teachers; and

 infer the demands of globalization in the 21 st century on the teacher
profession.
Learning Contents

GLOBAL AND GLOCAL TEACHER EDUCATION

A. What is Global education?

 It is a goal to develop countries worldwide and is aimed at educating all
people in accordance with world standards. – UNESCO

 It 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, professional and humanistically prepared. -UNESCO

UNESCO’s Education 2030 Incheon Declaration during the World

Education forum established a vision
“Towards inclusive and equitable
quality educational lifelong learning for
all.” It proposes the Sustainable
Development Goal (SDG) 4 with seven
outcome targets that must be achieved Global education helps shape students to be
better global citizens in society.
by 2030. And 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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 Global education is a form of and approach to education that
prepares students for this rapidly interconnected new world. It is believed
that being globally educated will allow students the opportunity to not only
gain a prestigious education but also a uniquely multifaceted academic
experience. Through exposure to diverse systems, perspectives and cultures,
globally educated students understand the inextricable links between the lives
of individuals across the world. They also understand the way each nation’s
economic, cultural, political and environmental changes influence one
another. Hence, globally educated students possess the skills, attitudes and
values needed to thrive in this new rapidly changing world.

21ST Century Learning Goals

To meet the various global challenges of the future, the following 21 st

Century Learning Goals have been established as bases of various curricula
worldwide.

1. 21st century content: emerging content areas such as global awareness;

financial, economic, business, and entrepreneurial literacy; civic literacy;
health and environment awareness.

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
 21st century assessments: Authentic assessments that measure the
areas of learning.

B. What is Glocal Education?

 It 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 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,

FROM GLOBAL TEACHER TO GLOCAL

TEACHER PROFESSIONALS

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 What is a Glocal Teacher?

 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.

Qualities and Attributes of 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 teachers standards and framework; and
 master the competencies of the beginning teacher in the philippine
professional standards for teachers (ppst, 2017)
Glocal Teachers also must possess the following distinct characteristics
and core values of Filipino teachers: (Master Plan for Teacher Education)

 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.

Teaching and Learning Activities

ACTIVITY 1

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Group Activity. With your group, use the interview Tool for a Teacher. Identify two
Filipino teacher. One teaches in the Philippines and the other teaches abroad or has
taught outside the country. Request for an interview with the teacher either online or
face to face. Make a written report of your interview and submit to your course
facilitator.

Who is a Glocal Teacher?

A. Personal Profile: Name ________________
Age: ________
No. of years in Teaching: ______
Place of Teaching: Philippines: ____ Other Country: ___
(Pls name)______________
B. Key questions: You may start with preliminary questions to establish
rapport before you ask 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 considerations in your
teaching? Why?
a. local setting, values, tradition and culture
b. global scenario, international developments, 21st century skills
c. local knowledge, values, culture, 21stst 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

ACTIVITY 2

Note: Use the result of your interview to answer some of the questions
below.

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.
_______________________________________________________________
_______________________________________________________________

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 _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Reflect on the statement: “As a glocal teacher, act locally but think globally.”
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Recommended learning materials and resources for supplementary

reading.

Visit the following links: https://youtu.be/5qaaVPXT3pk

https://youtu.be/5vGIqO_fSEs

Assessment Task

Instruction: choose the correct answer from the options given.

_____ 1. The concept of globalization came about in recent years because the world
has become borderless primarily due to:

a. advances in technology
b. use of English as a medium of teaching
c. ASEAN integration
d. teacher exchange programs

_____ 2. Which statement is NOT TRUE about a professional teacher of the 21 st

century?

a. the filipino teacher abroad should know and understand the culture of the
place of teaching.
b. the glocal teacher is one who enhances knowledge and skills to address the
global demands but has a strong affiliation to the local culture and traditions.
c. blending the knowledge, skills and values appropriate for the world but
preserving those of one’s own country is the essence of glocalization.
d. disregard of cultural diversity and a focus on the 21 st century skills is the
ultimate goal of globalized education.

_____ 3. When Roland Robertson started to use the phrase “ think local, act global”
he meant that _____________.

a. even if you will be teaching in your hometown, your competence is world

class
b. you should limit your lessons only to local knowledge, values and aspirations
c. you should use examples in your lessons from foreign countries
d. you believe that the best examples are coming from abroad

_____ 4. To which does global village refer?

a. Other countries abroad

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 b. All the countries abroad including your own
c. Include all the countries abroad
d. Our ASEAN neighbor

_____ 5. Which set of core values should a Filipino teacher possess to become a
glocal teacher?

a. Cultural and historical rootedness and nationalism

b. Economic excellence and materialism
c. Inclusivity and self-preservation
d. Borderless thinking and interconnectivity

References

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing

Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching

Profession (OBE and K-12 Compliant). St. Andrews Publishing House

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 Module 5 On Becoming a Global Teacher

Lesson 2
Teachers and the Teaching Profession in the ASEAN
and Beyond

Introduction
Lesson 2 will describe the teacher professionals in the ASEAN and
beyond. It will also discuss the current situation, circumstances, teaching work
place, qualifications, career pathways, benefits and other factors that
influence quality education. This lesson will provide a clear landscape of how
it is to be a teacher here and abroad. The lesson will focus on the teachers in
the 10 member states of the ASEAN: Brunei, Cambodia, Indonesia, Lao PDR,
Malaysia, Myanmar, Philippines, Thailand, Singapore, and Vietnam.
Teaching as a profession will be the focus of this lesson to provide a
clear view of professional practices for purposes of comparison and
development of mutual respect among countries.
Furthermore, excerpts from the first Global Teacher Status Index shall
be included in the lesson to provide a global picture on the world’s respect for
and trust in teachers and the profession.

Learning Outcomes
At the end of the lesson, you should be able to:
 compare and contrast the characteristics of teachers in the ASEAN and
some other countries of the world
 review the Global Teacher Status Index
 draw a holistic picture of the teachers and the teaching profession in
the ASEAN

Learning Content
THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

Let us now look closely at the teaching profession and professional of

the ten ASEAN member countries as a whole.

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A. The Levels of Schooling as a Teaching Meliu
In all the countries, in the ASEAN, the levels of formal schooling in the
educational system are as follows:
1. Primary Level
 Composed usually of Pre-primary (Play-school, Pre-K,
Kindergarten) and the Primary Level which is composed
of Grade 1, aged 6 years old; Grade 2, aged 7 years old;
Grade 3, age 8 years old; Grade 4, aged 9 years old;
Grade 5, aged 10 years old, and Grade 6 aged 11 years
old.
 In the Philippines, the label primary level refers to
elementary level. The elementary level has two sub-
levels, the primary grades which include Kindergarten to
Grade 4 and the intermediate grades which include
Grade 5 and Grade 6.
2. Secondary Level
 This follows the primary level.
 Generally across the ASEAN it is composed of Junior
High School and the Senior High School. The graduate
from the senior high school can proceed to college or find
a job appropriate to the qualification. However, there are
slight variations in some countries such as Lower
Secondary level is three years with Grade 7, 8 and 9
while the Upper Secondary level is composed of Grades
10, 11 and 12.
 In the Philippines, the Junior High School is composed of
Grade 7, 8, 9, 10 while Grade 11 and 12 belong to the
Senior High school.
Variations in the number of years in basic education level across the
ASEAN members
Variations Levels of Schooling and Number of Years*
Primary/ Lower Upper Total Countries (as of 2013)
Elementary Secondary Secondary number
of Years
Version 1 5 yrs 4 yrs 3 yrs 12 years Lao PDR
Version 2 5 yrs 4 yrs 2 yrs 11 yrs Myanmar
Version 3 6 yrs 3 yrs 2 yrs 11 yrs Malaysia
Version 4 6 yrs 3 yrs 3 yrs 12 yrs Brunei, Cambodia
Indonesia, Thailand
*ASEAN State of Education Report 2013

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  Basic education levels in most ASEAN countries have 12
years of formal schooling, divided into primary, lower
secondary levels. All primary education levels are
compulsory, while in some countries the secondary level
is voluntary except the Philippines. In Singapore, the last
two year levels are pre-university levels. For the
secondary level; there is a variation of 5, 6 or 7 years
which are either labeled as middle school, junior high
school, senior high school or lower or upper secondary
level. There is universal kindergarten and pre-school
education for all. The number of years in the primary is
from 5 to 6 years.
 The basic education levels of Elementary/Primary and the
Secondary levels will provide the future jobs of teacher
education pre-service graduates.
3. Tertiary level
 The college level which is beyond the basic education in
all the countries in the ASEAN. It is the ladder of
educational system where the student earns a bachelor’s
degree in teacher education, which is a requirement to
take a license examination to become a professional
teacher.

B. The Teacher Professionals Across the ASEAN

1. Academic Preparations of Teacher Professionals in Basic
Education
 The admission to pre-service teacher education varies
from the graduates of Grade 9 or Grade 12. In remote
places of Lao PDR, Indonesia, Myanmar and Cambodia,
pre-school, pre-primary of kindergarten future teachers
can have 9 years of basic education (Grade 9) and get an
advanced training for 3 years to become teachers (9 yrs
of basic education + 3 years teacher preparation) or 10
years of basic education plus 3 years of teacher
preparation.
 For teacher of lower secondary level, future teachers
should have 12 years of basic education and 2 years of
teacher preparation to earn a Diploma in Teaching.
 For upper secondary level, the requirement is 12 years of
basic education plus 4 to 5 years of teacher preparation
to earn a Bachelor’s degree. However for non-education
degree graduates they can take the post graduate
diploma in Education/Teaching. This will mean an

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 equivalent to 12 years of basic education plus 4 to 4
years of Baccalaureate Degree plus one year of
Graduate Diploma.
 Almost all teacher education provides a teaching
practicum, student teaching or field experiences course.
This will provide them the opportunity to apply the
theories and concepts in the content and pedagogy
courses in real class situation.
 ASEAN countries have comparable academic teacher
education preparations, however there are those who
have gone beyond their borders, while others are still
strengthening their programs. Differences are according
to the context and needs and the education system of the
particular member country, their history culture and
aspirations. Here are some commonalities in the teacher
preparation.
2. Components of Teacher Preparation
 Qualifies, professionally trained, motivated and well
supported teachers are the key to quality education.
Four Important Components to Prepare the Teachers
1. General knowledge and understanding (What to Know
about Oneself and World) – this are embedded in the
general education or liberal arts education subjects in
college as preparatory to the core content subjects the
professional education.
2. Pedagogy (How to Teach) – it provides variety of
teaching delivery approaches beyond the traditional
methods of teaching.
3. Teaching Practicum/Experimental Learning
(Immersion to the real world of teaching / Practicum /
Teaching Internship) – knowledge, theories, principles and
pedagogies learned are validated in real life situation as
teachers.
4. Specialized knowledge/ Major courses (What to teach
in specific discipline or subject area) – for those who will
teach the content or discipline in the upper elementary or the
secondary levels, major content courses are learned. For
the early years (Pre-school to Grade 3) a more
comprehensive knowledge is given emphasis.

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 Common Degree Titles:
Bachelor of Education (Bed)
Bachelor of Elementary Education (BEEd)
Bachelor of Secondary Education (BSEd)
Diploma in Education either Pre-baccalaureate/ Post
Graduate (PGDip)

Most Common Domains

1. Skills in the 21st Century
2. Professionalism and accountability
3. Pedagogical competence
4. Teacher’s characteristics/ qualities
5. Knowledge competence

C. The Teaching Profession Practices in the ASEAN

1. Teacher’s Major Responsibilities
 Actual Teaching – the time of engagement of the teacher
with the learner.
 Management of Learning – the activities that support the
actual teaching.
 Administrative work – the teacher’s job that includes writing
test items, checking and recording of test paper results,
attending to parents, making reports and other related
activities.
2. Teacher Licensing and Recruitment
 Licensed teachers as professional are certified to teach by
the country’s appropriate agencies.
 Not certified or licensed become paraprofessional or
assistant teacher.
Gives Licensed Examination for Teachers
Philippines – Professional Regulation Commission (PRC)
Singapore – National Institute for Education (NIE)
Thailand – Teacher Education Council (Khurusapha)
Indonesia – Akta IV

*Countries without licensing, certification is issued from the

Ministry of Education or the teacher education colleges or
universities.

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D. The Teacher and the Teaching Profession Beyond the ASEAN
1. China
 Teachers in china form the largest teaching force in the world.
 The educational system is highly centralized.
 Syllabi are written by scientists and professors hired by the
National Educational Commission.
 The subject matter and instructional contents are uniform for all.
 New educational system includes:
Primary grades – the first six years (focus on cognitive skills)
High School – six years (cover all topics in order to pass
national examinations). Three years of junior middle school,
three years of senior middle school
Six Years of University
Varieties of technical and vocational schools

 Two main categories of teacher

1. Gongban (state-paid) –they are teachers who earn salary
comparable with other state employees in state-owned
enterprises.
- they are categorized into grades according to their years
of service and their standard performance.
 Super-grade teachers – highest level which
occupy the upper level of 5% of the teaching force.
 Senior-grade teachers occupy 6% of the teaching
force in 1990 where most of the primary level
teachers belong.
 Third-grade teachers
 Second-grade teachers include the majority of the
secondary teachers
 First-grade teachers – some of the newly hired
primary teachers

2. Minban (community-paid) – they are teachers who paid by

local community depending on the community income.

China’s Teacher Licensing

 The examination are standardized for the secondary
teachers by the central government, while examination
for the elementary teachers are the responsibility of each
provinces.
 Primary teachers should have at least graduated from
secondary normal schools or senior secondary school
while the junior secondary teachers should at least have
a teaching diploma from junior teacher colleges. The

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 senior secondary teacher colleges and holder of degree
from tertiary institutions.

Chinese Teachers Enjoy Unquestionable Authority

 The teacher tell the single and absolute truth, and the job
of the students is to absorb the knowledge conveyed by
the teacher without question. In English and Mathematics
subject, questioning is determined by the teacher.
 Students are guided by the following tenets:
- Important knowledge comes from teachers and
textbooks.
- Learning involves listening, thinking and silent
practice.
- Knowledge espoused by the teacher and the textbook
is not to be challenged.
 China Ranked 1 in the Global Teacher Status Index,
where teaching profession is regarded equal to the
doctor.
2. Japan
 Japanese education system is highly centralized and is
administered by the Mombusho or Ministry of Education.
 Education is free and compulsory for children from 6 to 15
years.
 Classes are large and teaching methods are usually lectures.
 Japanese students 243 days a year in school.
 Standard curriculum includes Japanese language, social
studies, math and science along with art, music, home
economics, physical education, with the greatest emphasis
on learning the Japanese language.
 Five Basic Levels in Japanese Educational System
1. Kindergarten
2. Elementary school (Grade1 to Grade 6
3. Lower secondary school (Grade 7 to Grade 9)
4. Upper secondary school (Grade 10 to Grade 12) – offer
academic, technical and vocational program
5. University (usually around four years)
The Teaching Profession in Japan
 Major responsibilities are entrusted upon the Japanese
teachers for moral education and character development
and for instilling values, attitudes and living habits in
students at all levels.

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  Teaching is one of few lifetime profession career
opportunities readily available to women in Japan.
 The average annual salary of teachers is equivalent to
$43,775.00 annually, which is second to Singapore

Teacher Certification in Japan

First Class Certificate – issued to teach in the
preschool, elementary or secondary teachers with basic
qualification of having earned a Bachelor’s Degree. To teach in
the upper secondary level, the basic qualification is Master’s
degree.

Second Class Certificate – a basic qualification of 2

years of study (62 credit units) in a university or other post-
secondary institution. While to teach secondary level, without a
Master’s degree, the Second Class Certificate will be issued.

Becoming Employed as a Teacher

 Prefectural play an important role in the selection and
hiring of teachers.
 In addition to completing a degree, the teacher applicant
must secure a license to teach from the prefectural board
of education.
 Teacher applicant is required to take prefectural
appointment examination (Written tests and interview)
 Teacher applicant must be under the age of 30.
 Teachers get promoted on the basis of seniority.
 Teachers are rotated from one school to another within
the prefecture on various schedules.

3. United State of America

 American Educational System has greatly influenced the
Philippine Educational System specifically the making of the
Filipino teacher.
 The coming of the first American teachers called the Thomasites
and the opening of the normal schools in different provinces of
thecountry provided a very strong foundation for teacher
education.

 Levels of Education in the USA

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 1. Pre-primary education – kindergarten, nursery schools,
preschool programmes, child/day care centers. Age level is
4-6 years old and the duration is 2 years.
2. Primary Education (elementary school) – there are varied
levels of schooling in primary education.
3. Middle school education – Grade 4-6, 5-7, or 6-8.
4. Secondary education (high school) – Grades 7-12 or 8-12
5. Junior high school – Grade 7-8, 7-9, 0r 8-
6. Senior high school – Grade 9-12, or 10-12
 Duration of compulsory education is from entry of 6 years old to
exit of 18 years old.

Becoming a Professional Teacher in the USA

Earning Teaching Certificates
 USA has a decentralized educational system and
each State Education Agency (SEA) has its own
guidelines ad requirements for earning and
maintaining a teaching certificate.
 National Teacher Examination (NTE) or on Praxis I or
Praxis II – competency examination for prospective
teachers
 Teachers are require to renew their certification by
continuing to take “renewal credits”.
 Permanent certification is granted if the teacher
performs adequately according to the standards
established by the state.

Recruitment of Teachers
 After following the successful completion of an
application process, a superintendent approves the
applicant and then forwards a recommendation to
hire to the local school board. Once signed, a teacher
has a legally binding contract to work, unless guilty of
a crime, fails to show teaching competency, or
demonstrates egregious professional conduct.
He/She is expected to complete teaching during the
term of his/her contract, with exception for
pregnancy, medical leaves and unforeseen
emergencies.
Salaries of Teachers
 Salary range for teachers is determined by education
and experience as by locale.

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  Teachers who have earned “masters plus 30
doctorate units” earn more than those with master’s
degrees, while teachers with master’s degree receive
a higher salary than the bachelor’s degree holder.
 Merit pay has been adopted by some school districts.
 The Average income of teachers is $44,917.00

E. The Global Teacher Status Index of 2013

 The Global Teacher Status Index is based on in-depth
opinion by Populus in 35 countries that explores the attitudes
on issues ranging from what is a fair salary for teachers to
whether they think pupils respect teachers to how highly
people rank their own education system.
 In 2013, the Varkey GEMS Foundation, a non-profit
organization registered with the Charity Commission for
England and Wales conducted the first ever Global Teacher
Status Index.
 The index determine the level of respect afforded the
teachers in the specific country.
 The date included profile of teacher respect; teaching as
sought after profession; contextualized understanding of
teacher status; and views on pupils respect for teachers.

Global Teacher Status Index, 2013

Country Index Rank Country Index Rank
Rating Rating
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 16
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech 12.1 19
Republic
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing
follows

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 1. Teacher Status
Social Status of Teachers
 Teachers in Germany, Italy, Spain, Switzerland and the
Netherland are judged to be most similar to social
workers.
 In USA, Brazil, France, Turkey, the teacher’s closest
status was to librarians.
 In New Zealand, people think that the job of teaching is
most similar to nursing.
 China think of teachers as being most closely compared
to doctors.

Teaching: Sought-After Profession

 50% of parents in China provide positive encouragement
for child to become teachers. China is joined by South
Korea, Turkey and Egypt while parent in Israel, Portugal,
Brazil and Japan are least likely to encourage their
children to become teachers.

Pupil Respect for Teachers

 In China, 75% of the respondents believe that students
respect their teachers, compared to only 27% average
per country.
 Turkey, Egypt, and Singapore have high level of belief
that pupils respect teachers with an average of 46%.
 Across Europe, there are higher levels of pessimism
about students’ respect for teachers than in Asia and the
Middle East. In most of the European countries,
respondents thought that the pupils disrespect teachers
than respect them.

1. Perception of Teacher Reward

 Most countries judges a fair rate of pay as similar to
teacher’s actual pay.
 In Japan, France and USA, the actual pay was judged higher
than the fair rate of salary.
 Majority of the countries think teachers ought to be rewarded
with higher pay than what they are presently getting.
Performance-Related Pay
 In all the 21 countries, more than 59% of people think
teachers ought to be paid according to the performance
of their pupils. The average across countries was 75%.

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 2. Teacher Agency and Control

Trusting Teachers to Deliver Education

 No country gave a rating below 5, suggesting that all
countries placed satisfactory to positive trust in their
teachers.
 Finland and Brazil at the top of the table displaying strong
trust in their teachers, while Israel, Japan, South Korea
and Egypt are the bottom of the table, showing limited
trust for their teachers.

5. Teaching and Learning Activities

So you have travelled to some places of the world. You surveyed
examples of educational systems that have educated millions of citizens in
one big classroom: the world. As a future GLOCAL teacher, it is best that you
become familiar with the status of teachers and teaching profession in our
global village. Let us now find out how much have you learned.

ACTIVITY 1
Instruction: Make a matrix using the example below:
Title: The Teacher Professional and the Teaching Profession Across the
ASEAN and Beyond
The Professional Educational What Grade How are they
Teacher in Qualification Levels can they Recruited
Teach
1. ASEAN

2. CHINA

3. JAPAN

4. U.S.A

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ACTIVITY 2
Instruction: Answer the following questions based on the GTS Index
Report.
Title: The Global Teacher Status Index Report
1 What message do these data convey: 2/3 of the countries judged the
professional status of teachers most similar to social workers?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________

2 In most European countries, more respondents believe that pupils

disrespected teachers than respected them. Is this situation true to the
Philippine setting? Yes/No? Explain your answer.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________

3 Fifty percent of parents in China would encourage their children to

become teachers. Would you do the same thing to your younger sister
or brother? Why? Why not?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________

4 Do you agree with the survey results that teachers should be paid
according to student performance? Yes/No? Why/Why not?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________

5 Teachers in the 21 countries surveyed, have positive trust ratings. Do

you think Filipino teachers are also trusted?Yes/No? Explain your
answer.
________________________________________________________
________________________________________________________
________________________________________________________

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Recommended learning materials and resources for supplementary
reading.
https://www.globalteacherprize.org/media/2787/2013globalteacherstatusindex.pdf

Assessment Task
I. Write an Essay on the topic.
How does a Filipino teacher compare with a teacher in the ASEAN and
Beyond?

II. Choose the correct answer from the choices given. Encircle your answer.
1. In all the ASEAN member countries, which level of schooling is free
and compulsory?
a. Primary level c. Middle School level
b. Secondary level d. College level
2. Which of the ASEAN member countries, gives the highest teacher
salary?
a. Brunei c. Singapore
b. Philippines d. Malaysia

3. Which country issues a teacher’s license through the Professional

Regulation Commission?
a. Thailand c. Indonesia
b. Philippines d. Singapore
4. According to the Global Teacher Status Index, from what country have
the teachers the greatest respect from students?
a. China c. Greece
b. Finland d. New Zealand

The Teaching Profession Module – Isabela State University Page 93

 5. Which country, according to the Global Teacher Status Index, gives the
highest salary to teachers?
a. Singapore c. Japan
b. South Korea d. Switzerland

References
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing
Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The
Teaching Profession (OBE and K-12 Compliant). St. Andrews
Publishing House

The Teaching Profession Module – Isabela State University Page 94

 Module 5 On Becoming a Global Teacher

Lesson 3
The Changing Global Landscape for the 21st Century
Teachers
. Title of the Module

Introduction

Lesson 3 is about the changing global landscape in teaching and learning

brought about by factors such as the learning environment, content and processes of
learning, types of learners and other parameters of learning in the 21 st century.
Further, Lesson 3 will present how these changes will be addressed by the principles
underpinning the UNESCO’s Pillars of Learning: Learning to Know, Learning to Do,
Learning to Be and Learning to Live Together from Delor’s Report on Learning: The
Treasure from Within. (Unesco,1992)

Learning Outcomes

At the end of the lesson, you should be able to:

 identify the different changes occurring in the global teaching-learning

landscape.
 identify the 21st century life and career skills for learners and teachers.
 demonstrate understanding of the UNESCO’s Four Pillars of Learning
as these apply to the 21st century.

Learning Content

A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST CENTURY SKILLS

FOR TEACHER

 We are in an era of borderless “flat” world. Barriers have been broken by new
information and communication technologies.

 The development of the 21st century skills is a necessary tool for teachers.
Without these 21st century tools, no teacher can survive.

The changes and developments in the 21st century education fall into the following
key categories (Zhou, 2006):
1. New environment of learning,
2. New content of learning,
3. New process of learning,
4. New types of learners, and
5. New spaces/dimensions of learning.

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 1. The New Learning Environment

It is characterized by the following:

• Learner-centered

• New spaces and borderless

• Enhanced opportunity for creativity and innovations, and

• Use of ICT

2. The New Learning Contents

With the new learning environment and the explosion of knowledge,

content or subject matter of learning has been modified. From a specific
discipline or subject area, subject matter of learning has the following
characteristics:

 Integrated/interdisciplinary;
 Demand-driven
 Emphasis on learning tools on how to retrieve knowledge; and
 Balance of scientific, technological, cultural, global, local concepts

3. The New Processes of Learning and How These will be Facilitated

With the advancement in the study of the mind and cognition, various
processes of learning evolved with human intervention of teachers and
peers as well as non-human intervention of artificial intelligence (AI) of
robots. With these advancements, different processes of learning and the
methods to facilitate these have evolved. These include the idea of
multiple ways of learning which can be mediated by the following:

 Face-to-face when learners and teachers are confined in the same

learning space at the same time with the teacher facilitating
learning.
 Distance learning- when teaching learning is mediated by
traditional (modules in print) or modern technology (on-line or off-
line) without the physical presence of the teacher in a virtual class.
It can be synchronous or asynchronous.
 Blended modalities. When teaching and learning is facilitated
through face-to face or distance learning which enable to the
teachers and learners to have both physical presence and physical
absence in the teaching-learning process.
 Experiential and lifelong-when learners are immersed into the real
life situation, such that learning becomes more authentic and
meaningful

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 4. The New Types Of Learners

The new breed of learners does not have age boundaries.

Learners maybe are in an informal, formal or informal setting.

 a confident person who thinks independently and critically and

who communicates effectively;
 self-directed and who questions, reflects and takes responsibility
for his/her own learning;
 a concerned citizen, informed about the world and local affairs,
has a strong sense of civic responsibilities and participates actively
in improving the lives of others;
 a member of the new generation: pop-culture, different ways of
thinking, responding.

- The new types of learners, are those coming from diverse

background, multicultural, and multigenerational as coming
from different age groups of lifelong learners.
- In order for every learner to address the challenges of the
century, he/she has to develop life and career skills. Life and
career skills are enhanced in schools as part of the learning
outcomes.
-
5. Life and Career Skills

• Flexibility and adaptability.

- Learners adapt to various roles, responsibilities and schedules.

Despite the complex condition, they are able to do the
different tasks at one time.
- Recognition of this potential will give a signal to the teacher to
provide all learners the opportunities to develop their
individual potential of being adaptable and flexible.
- Rigidity runs counter to the development of this skill.

• Initiative and Self-direction

- A self-directed learner demonstrates life and career skills.

Goals are set and managed by themselves.
- They don’t need detailed instructions. They plan and work out
their plans.

• Social and Cross- Cultural skills

- This requires learners to respect cultural differences and work

effectively with others, to be open-minded to different ideas in
order to innovate and improve quality of work.
- To be able to appreciate the mores, tradition, history of
others, one needs to be open and willing to accommodate and
compromise.

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 • Productivity and accountability.

- Able to produce results (can be an idea, or a material product)

- Respect teamwork and cooperation

- Manage time very well and can do multitask
- When one is tasked to do something, that person has an
accountability to produce results as evidence of a job done.

• Leadership and responsibility

- Good leaders use interpersonal and problem-solving skills with

integrity and ethical behaviour to influence and guide others
- Leadership is not assigned, it is earned.
- Leaders are born that they can also be made.

6. The New Type of Teachers

 As teachers are currently preparing students for jobs and technologies

that don’t even exist yet, the challenges then is to produce the new
type of teachers.
 Teachers for the 21st century learners teach within the context of new
environment, new content or knowledge and new processes of
teaching and learning.

Characteristics of the New Types of Teachers:

 Clear standards and accountability that their learners should know

and be
able to do at the end of their schooling;
 Use broad pedagogies including inquiry-based learning, cooperative
learning, other pedagogies.
 Skillful in the integration of ICT in pedagogy.
 Skillful in the use of assessment to guide teaching and learning;
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems
based on evidence;
 Practice the core value of inspiring teachers; and
 Develop life and career skills for the 21st century and beyond

B. UNESCO’s Four Pillars of Learning from Delor’s Report:

Learning: A treasure from Within

The four pillars are seamlessly linked to each other. These are;

1. Learning to know

 Implies thirst for knowledge and acquisition of such knowledge.

 Learning how to learn throughout one’s life.
 An individual who is knowledgeable is literate

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 What is literacy?
- UNESCO (1958) defined literate as one who can, with
understanding, both read and write a short simple
statement on his or her everyday life.
- In 1970, a functionally literate person is one who can
engage in all the activities to use reading, writing and
calculation for the community’s development.
- In 2000, literacy was defined as the ability to read and
write with understanding a simple statement related to
one’s daily life, It involves continuum of reading and
writing skills and often includes numeracy.
- In 2003, UNESCO redefined literacy as the ability to
identify, understand, interpret, create, communicate
and compute using printed and written materials
associated with varying contexts. Literacy involves a
continuum of learning in enabling individuals to achieve
their goals, to develop their knowledge and potential,
and to participate fully in their community and wider
society.

* With the changing global landscape, literacy in the 21st

century is not limited to the definitions given previously.

The 21st Century Literacies

1. The arts and creativity – solving problems and creating art works

2. Ecoliteracy – Acquisition of knowledge about climate change, pollution,

loss of natural habitats and biodiversity. Solutions on how these
environmental problems could be addressed must be practiced.

3. Cyberliteracy/digital literacy (Information and ICT Knowledge) – Being

in the rapid changes in the use of technology for teaching and
learning, teachers and learners need to develop and enhance the use
of digital gadgets whether on-line or off-line.

4. Financial literacy – basic knowledge about the basics of economics and

financial management.

5. Media literacy – Teachers and learners must learn how to discern about
any information which are transmitted via various forms and media.

6. Social/Emotional literacy – Knowledge about social dimensions and

social skills that are appropriate in the context of society. Emotional
intelligence must also be developed to be able effectively manage the
stresses due to the changing environments of the 21st century society.

7. Globalization and Multi-cultural Literacy – Respecting multicultural

diversity, aware of the global trends, acknowledge differences and
similarities, respect each other’s dignity.

The Teaching Profession Module – Isabela State University Page 99

2. Learning to Do

• To apply knowledge, one must have the 21st century skills

• Qualifications now is equated to skills and not to knowledge alone.

• Learning by doing (pragmatist’s view of life)

3. Learning to Be

• It implies developing the potentials of each individual.

• Continuing education must improve knowledge and self-esteem.

• What would you like to be? – answer to this question requires self-analysis,
reflection, social skills, creativity and personal discovery.

4. Learning to Live Together

• Refers to the relationships among people.

• Bringing in together a community to work harmoniously, to live in peace

and prosperity and to show respect and concern for others.

• Refers to interpersonal skills that will enable people to live side by side
with others at home, in school, in the community and the whole world. All
pillars are interrelated with each other as basic principles. One pillar will
not function if it stands alone. There is a need to connect in order to
address the 21st century demands for teaching and learning.

Teaching and Learning Activities

ACTIVITY 1

Group Activity. With your group, make an observation in your school campus. Write
down one specific observation for each of the Pillars of Learning that is being
practiced. Place in the matrix below.

Pillars of Learning Observed Practices in the School

1. Learning to know

2. Learning to do

3. Learning to be

4. Learning to live together

The Teaching Profession Module – Isabela State University Page 100

ACTIVITY 2

Make a comparison of the global teaching-learning landscape before and in

st
the 21 Century

Parameters Before 21st Century

1. Learners

2. Teachers

3. Learning
Environment
4. Ways of Learning

5. Learning Content

ACTIVITY 3

The global learning village has changed and will keep on changing.
As you prepare to become the Teacher of the 21 st Century, how will
you prepare for these rapid changes?

The Teaching Profession Module – Isabela State University Page 101

Assessment Task

Instruction: Read and choose the correct option for the items that follows.
Encircle your answer.

1. As a future teacher, one should be mindful that the learners in the 21 st

century are characterized by ____________.
a. rigidly of thinking
b. initiative and self-direction
c. control and single mindedness
d. individualism
2. The new global landscape of the 21 st century shows the following EXCEPT
one. Which one is not?
a. Teachers are ICT equipped.
b. Learners are attuned to rote memorization.
c. Learning environment can be any place.
d. There are multiple ways of teaching.
3. Which of the Pillars of Learning is being described by the phrase “unity in
diversity”?
a. Learning to know
b. Learning to do
c. Learning to live together
d. Learning to be
4. The teacher who spends more than what is earned, thus becoming
vulnerable to loan sharks lacks _________.
a. Ecoliteracy
b. Financial literacy
c. Cyberliteracy
d. Media literacy
5. To be ready to teach in the 21 st century, a teacher should develop life and
career skills which should also be nurtures among the learners. Which of
these career skills enables a person to quickly respond to the changes in the
modern times?
a. Leadership and responsibility
b. Productivity and Accountability
c. Flexibility and adaptability
d. Social and Cross-cultural skills

References

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing

Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching

Profession (OBE and K-12 Compliant). St. Andrews Publishing House

The Teaching Profession Module – Isabela State University Page 102