Educ.

9 – The Teaching Profession

Module 4: Becoming a Global Teacher

Introduction:
Our world has been called a “global village”. Satellite communications make possible
transmission of information through different media across the world in a fraction of a second. We can
reach acquaintance, associate, friends and family anywhere in the world.
Global education poses variety of goals ranging from increase knowledge about people of the
world to resolutions of global problems; from increased fluency of foreign languages to development of
more tolerant attitudes toward other cultures and people. Global education embraces today’s
challenges as national borders are opened. It offers new curricular dimensions and possibilities, current
scientific and technological breakthroughs for completely new frontiers. The increased use of
technology in the classroom, incorporating the changing realities of our world’s society. The easy
movement of people also has become a challenge to your preparation as prospective teachers.
Therefore, future teachers like you should prepare to respond to these multiple challenges. You
should be equipped with a range of knowledge of the various technological advancements and the
different protocol of different education systems. You have to master the skills and competencies which
you are to address in the global demands. You have to possess attitudes and values that are acceptable
to multicultural communities. When you can safely say that these benchmarks have been achieved then
you can safely say that you have prepared well to be a great teacher of the world. You think globally but
act locally You can be a global teacher by being the best teacher in your school.

Outcomes:
1. Describe a global teacher in the context of global education;
2. Analyze and compare the education of selected countries of the world;
3. Describe multicultural diversity as an element of global education and the role of the
teacher in addressing diversity among learners.
4. Describe global application of technology in the classroom.

The Global Teacher

Comparative Educational Systems
Education in the United States is provided mainly by government, with control and funding
coming from three levels: federal, state, and local. Schools attendance is mandatory and nearly universal
at the elementary and high school levels (often known outside the United States as the primary and
secondary levels). At these levels, schools curricula, funding, teaching, and other policies are set through
locally elected school boards with jurisdiction over school districts. School districts are usually separate
from other local jurisdictions, with independent officials and budgets. Educational standards and
standardized testing decisions are usually made by state governments.
Education in the Philippines. The educational system of the country is tri-focal. It consists of The
Commission on Higher Education (CHED), Department of Education (DepEd) and The Technical
Education and Skills Development Authority (TESDA). The DepEd and CHED are formal education since it
is a sequential progression of academic schooling.
The DepEd under RA 9255, governs the basic education, starting from kindergarten, primary
education and high school. Pupil enters kindergarten at the age of 5. The CHED under RA 7722, governs

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both public and private higher education institutions as well as degree-granting programs in all tertiary,
masteral and doctoral educational institutions in the Philippines. The TESDA under RA 7796, supervises
all technical-vocational institutions for skills development of the country’s human resources.
DepEd program of Alternative Education System includes the acquisition of knowledge even outside
school premises. Its aim is of attaining specific learning objectives for some particular clientele
especially the out-of-school youth and the adult learners. ALS offers Basic Literary Education for non-
functional illiterate and functional illiterate. After the program, the learners can take Accreditation and
Equivalency Test (A & E) for them to be promoted either to secondary level or tertiary level.
K to 12 Program. The K to 12 Program covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship.
Every Filipino child now has access to early childhood education through Universal Kindergarten.
At 5 years old, children start schooling and are given the means to slowly adjust to formal education. In
Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and
dances, in their Mother Tongue. Examples, activities, songs, poems, stories, and illustrations are based
on local culture, history, and reality. This makes the lessons relevant to the learners and easy to
understand.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity and
consistency across all levels and subjects. Discussions on issues such as Disaster Risk Reduction (DRR),
Climate Change Adaptation, and Information & Communication Technology (ICT) are included in the
enhanced curriculum.
Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with
a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of
instruction. Both will become primary languages of instruction in Junior High School (JHS) and Senior
High School (SHS).
After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue
also serves as the foundation for students to learn Filipino and English easily.
Subjects are taught from the simplest concepts to more complicated concepts through grade levels in
spiral progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry,
Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level.
For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics in
4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This same
method is used in other Learning Areas like Math.
Senior High School is two years of specialized upper secondary education; students may choose
a specialization based on aptitude, interests, and school capacity. The choice of career track will define
the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the
Core Curriculum or specific Tracks.

Core Curriculum
There are seven Learning Areas under the Core Curriculum. These are Languages, Literature,
Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from
some General Education subjects are embedded in the SHS curriculum.

Tracks
Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-
Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy,

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Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology,
Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them
relevant exposure and actual experience in their chosen track.
TVET (Technical Vocational Education & Training) National Certificate
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate
Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a
National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.

The 21st Century Teacher

The 21st Century Skills
To remain relevant and interesting, the teacher must possess the following skills:
1.communication skills
2. learning and innovation skills
3. life and career skills
4. information, media and technology skills

Effective Communication Skills

The Ways of Work Skills
1. Teaming
2. Collaboration
3. Interpersonal skills
4. Locally, nationally and globally oriented
5. Interactive communication

Learning and Innovation Skills

The Ways of Thinking
The 3 Cs and RDL
1. Creativity
2. Curiosity
3. Critical thinking problem solving skills and
4. Risk taking
5. Decision-making
6. Learning

Life and Career Skills

Skills for Living in the World
1. Flexibility and adaptability
2. Leadership and responsibility
3. Social and cross-cultural skills
4. Initiative and self-direction
5. Productivity and accountability
6. Ethical, moral and spiritual values

Information, Media and Technology Skills

Tools for Working

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1. Visual and information literacies
2. Media literacy
3. Basic, scientific, economic and technological literacies
4. Multicultural literacy

Visual literacy is the ability to interpret, make meaning from information presented in the form of an
image. It is the ability to evaluate, apply, or create conceptual visual representations.

Information literacy is the ability to identify what information is needed, identify the best sources of
information for a given need, locate those sources, evaluate the sources critically, and share that
information. It is most essential in the conduct of research.

Media literacy is the ability to critically analyze the messages that inform, entertain and sell to us every
day. It is the ability to bring critically thinking skills to bear on all forms of media asking pertinent
questions about what’s there and noticing what’s not there. It is the ability to question what lies behind
media productions – the motives, the money, the values and the ownership – and to be aware of how
these factors influence content of media productions.

Scientific literacy encompasses written, numerical, and digital literacy as they pertain to understanding
science, its methodology, observations and theories. It is the knowledge and understanding of scientific
concepts and processes, required for personal decision making, participation in civic and cultural affairs,
and economic productivity.

Economic literacy is the ability to apply basic economic concepts in situations relevant to one’s life. It is
about cultivating a working knowledge of the economic way of thinking – understanding tradeoffs,
recognizing the importance of incentives. It encompasses a familiarity with fundamental economic
concepts such as market forces or how the monetary system works.

Technological literacy is defined as computer skills and the ability to use computers and other
technology to improve learning, productivity, and performances.

The 21st Century teachers is one who is adequately equipped with the 21 st century skills.
The teacher:
 collaborates and interrelates with others from all walks of life.
 is innovative and embarks on lifelong learning.
 uses technology to the maximum and to the optimum to improve his/her learning and
productivity.
 critically analyzes and evaluate information derived from various sources.
 is able to read message from media whether directly given or given in a subtle manner.
The 21st century teacher is highly collaborative, a lifelong learner, is accountable for results and is
information, media and technology literate.

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 Portfolio Work Book
on
The Teaching Profession
Directions:
1. Answer individually. There should no students having the same answer. If anyone of you are
having the same answers, all of you will not get a score.
2. This will be part of your portfolio. Answer the guide questions for every module and submit the
same through online or offline. Please observe deadlines.
3. After my markings, please compile them and submit all marked answers per module Arrange
them chronologically from the earliest to the latest.
4. Compilation will consist your portfolio and submit to the teacher before final examination.

This is part of your portfolio. Please save & comply all the activities & submit before the Final
examination.

Module 4: Becoming a Global Teacher

Guide Question

Based on what we discuss, describe a global teacher in the context of global education. Make a
narrative of at least 500 words.