Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO- KIDAPAWAN CITY CAMPUS

Sudapin, Kidapawan City, North Cotabato

Prof Ed 121: The Teaching Profession

CHAPTER 5 - On Becoming a Glocal Teacher

1. THE GLOBAL AND GLOCAL TEACHER PROFESSIONAL: IS THERE A DIFFERENCE?

OBJECTIVES:
a. Discuss the Global and Glocal Teacher Professional; and
b. Identify the Global and Glocal Teacher Professional.

What is globally competitive teacher? What qualities do the teacher in the video possess? To compete globally
would mean to prepare teachers who are capable of changing lifelong educational needs. How do you prepare for these
needs? How can we use technologies for the best learning advantage?

Global Education
Global education has been best described by two definitions:

2. UNESCO defines global education as a goal to become aware of educational conditions or lack of it, in developing
countries worldwide and aim to educate all people to a certain world standards.
3. 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.

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.
By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:
 Universal primary and secondary education.
 Early childhood development and universal pre-primary education.
 Equal access to technical/vocational and higher education.
 Relevant skills for decent work.
 Gender equality and inclusion.
 Universal youth literacy.
 Education for sustainable development and global citenship.

JAMES BECKER (1988)

 Define global education “An effort to help individuals to see the world as a single and global system and see
themselves as a participants of that system. It is a school curriculum that has a worldwide standard of teaching and
learning.

21st Century Learning Goals

2. 21st century content: emerging content areas such as global awareness, financial, economic, business, and
entrepreneurial literacy; civic service literacy; health and awareness.
3. Learning and 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.
 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 assessment: Authentic assessments that measure the area of learning.

Filipino Global Teacher

a. Understands how this world is interconnected;
b. Recognizes that the world has rich variety of ways of life;
c. Has a vision of the future and sees what the future would be for himself/herself and the students;
d. Must understand, respect and be tolerant of the diversity of the cultures;
e. Must believe and take action for education that will sustain the future;
f. Must be able to facilitate digitally mediated learning;
g. Must have depth of knowledge;
h. Must posses good communication skills (for Filipino teachers to be multilingual); and
Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
i. Must possess the competencies of a professional teacher as embodied in National Competency-Based Standards for
Teachers (NCBTS)

Glocal teachers in addition to the above qualities must possess the following distinct characteristics and core values of
Filipino teachers.
a) Cultural and historical rootedness
b) Ability to contextualize teaching-learning
c) Excellence
d) Responsiveness
e) Accountability and integrity
f) Ecological sensitivity
g) Nationalism/Filipinism
h) Faith in the Divine Providence

2. A CLOSER LOOK AT THE TEACHERS AND THE TEACHING PROFESSION IN THE ASEAN AND BEYOND

OBJECTIVES:
a. Compare ASEAN teachers and teaching with 3 other countries of the world;
b. Describe the level of schooling as a teaching milieu;
c. Differentiate the academic preparations of Teacher Professional in basic education;
d. Determine the components of teacher preparation;
e. Identify and discuss the major responsibilities of professional teacher; and
f. Identify with the agencies of different countries that responsible to the licensing and recruitment of teacher.

Referencing is looking into each country’s educational practices in order to harmonize as the ASEAN converge with
One VISION, One IDENTITY, One COMMUNITY.
10 Member States of the ASEAN
Brunei Thailand
Myanmar Lao PDR
Cambodia Singapore
Philippines Malaysia
Indonesia Vietnam

A. The Levels of Schooling as a Teaching Milieu

1. Primary Level
Pre-primary (Play-school, Pre-K, Kindergarten) and the Primary Level which is composed of Grade 1 aged 6 yrs old;
Grade 2 aged 7 yrs old; Grade 3 aged 8yrs old; Grade 4 aged 9 yrs; Grade 5 aged 10 yrs old; and Grade 6 aged 11 years
old.
It refers to elementary level
Primary grades- Kindergarten to Grade 4
Intermediate grades – Grade 5 and Grade 6

2. Secondary Level
Composed of Junior High School and Senior High School. Graduate from senior high school can proceed to college
or find a job appropriate to the qualification

Slight Variations in some countries

 Lower Secondary level is three years with Grade 7, 8, and 9
 Upper Secondary level is composed of Grades 10, 11 and 12
Variations in the number of years in basic education level across the ASEAN members
Variations Levels of Schooling and Number of Years
Primary/Elem Lower Upper Secondary Total Number of  Countries (as of 2013)
Secondary Years
Version 1 5yrs 4 yrs 3yrs 12 Lao PDR
Version 2 5yrs 4yrs 2yrs 11 Myanmar
Version 3 6yrs 3yrs 2yrs 11 Malaysia
Version 4 6yrs 3yrs 3yrs 12 Brunei, Cambodia, Indonesia, 
Thailand, Vietnam
Version 5 6yrs 4yrs 2yrs (pre- 12 Singapore,Philippines
university for Sin

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
 gapore)
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 level. The basic education levels of
Elementary/Primary and the Secondary level will provide the future jobs of teacher education pre-service graduates.

3. Tertiary Level
a) College level which beyond the basic education in all the countries in the ASEAN
b) Ladder of educational system where the student earns a bachelor’s degree in teacher education, which is a
requirement to take a licensure examination to become professional teacher
c) In the Philippines, TESDA provides diploma and training certificates for lifelong learning
d) The agency also assists in the implementation of the senior high school technical-vocational tracks
e) The pre-service teacher gets appropriate qualification degree in the tertiary level in order to teach in either the
elementary or secondary level of the education system in either the public or private school in a particular country
f) Most countries have specific recruitment policies and guidelines

B. The Teacher Professionals Across the ASEAN

1. Academic Preparation of Teacher Professionals in Basic Education
 Admission to pre-service teacher education varies from the graduates of Grade 9 or Grade 12
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
advanced training for 3 years to become teachers (9 yrs basic education + 3 years teacher preparation) or 10 years
basic education plus 3 years of teacher preparation.
 For teachers 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
 requirement is 12 years of basic education plus 4 to 5 years of teacher preparation to earn a Bachelor’s degree
 Non-education degree graduates, they can take the post graduate Diploma in Education/Teaching
 an equivalent to 12 years of basic education plus 4 to 5 years of Baccalaureate Degree plus one year of Graduate
Diploma

 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

Qualified, professionally trained, motivated and well supported teachers are the key to quality education
3. General knowledge and understanding
 Embedded in the general education or liberal arts education subjects in college as preparatory to the core content
subjects in the professional education.
 Cluster of subjects in liberal education provides the development of the person-hood of the future teacher. (What
to Know about Oneself and World)
4. Pedagogy
 Provides variety of teaching delivery approaches beyond the traditional methods of teaching
 More innovative methods including student-centered approaches, cooperative learning, project-based learning and
many more based on international values to enhance, peace education, sustainable development, respect for
diversity, inclusive education, and global citizenship
 Pedagogical theories and principles are also included (How to Teach)
3. Teaching Practicum/Experiential Learning
 Knowledge, theories, principles and pedagogies learned are validated in real life situation as teachers
 All ASEAN countries, teaching practicum and experiential learning are required as a component of training or for
certification to teach (Immersion to real world of teaching/ Practicum/Teaching Internship)
4. Specialized knowledge/ Major courses
 For those who will teach the content or discipline in the upper elementary or secondary levels, major content
courses are learned
 For the early years (pre-school to Grade 3, a more comprehensive knowledge of child growth and development is
given emphasis (What to teach in specific discipline or subject area)

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
 Common degree titles include Bachelor of Education (BEd); Bachelor of Elementary Education (BEEd); Bachelor of
Secondary Education (BSEd); and Diploma in Education either Pre-baccalaureate/Post Graduate (PGDip)
 Common standards and competencies were developed as a guide for all teachers
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
 3 major responsibilities of professional teachers across the different countries:
 Actual teaching
 Management of learning
 Administrative work

Carried out in the teaching hours required which is 6-8 hours per day, 40 to 45 hours per week, 4 weeks per month
and 10 months a year

Actual Teaching
a) Refers to time of engagement of the teacher with the learners
b) Happens within the official teaching hours
c) Actual teaching hours vary from country and from school to school
d) Actual teaching refers to contact time or time on task
Management of Learning
a) Refers to activities that support the actual teaching
b) Can be beyond actual teaching time like remediation or enhancement, homework, or co-curricular activities
Administrative work
a) Refers to the teachers’ job that includes writing test items, checking and recording of the test paper results,
attending to parents, making reports and other related activities

With all the responsibilities that the teacher is required to do, the salary of the teacher varies across the different
countries.
ASEAN teacher’s salary ranges from as low as USD 120.50 to as high as USD 2,589.00 per month or even higher as in
case of Singapore which around $45, 755.00 per year according to the Global Teacher Status Index Report
 Salary is based on qualification, teaching experiences and level or grade assigned
 Teaching in the public schools will also have a different salary scale
 In some countries, there are fringe benefits provided like hardship pay, maternity pay and other bonuses
 In the primary level, teachers handle more than one specialized subject
 Team teaching is practiced either vertically or horizontally
 Vertical team teaching-Elementary Science will be taught by one science teacher Grade 1 to Grade 6
 Horizontal team teaching- science will be taught by one teacher in one level with different sections or groups
 In secondary level, the teacher teaches the specific subject area or major area in the same level or in different grade
level

Teacher Licensing and Recruitment

 Most teachers are licensed as professional or are certified to teach by the country’s appropriate agencies
 Those who are not certified or licensed become para-professionals or assistant teacher

 Philippines- Professional Regulation Commission (PRC)

 Singapore- National Institute for Education (NIE)
 Thailand- Teacher Education Council (Khurusapha)
 Indonesia-Akta IV teacher license is given by the teacher colleges for the authority to teach
 Other countries –no licensing is provided, certification is issued instead this is done by the Ministry of Education or
the teacher education colleges or universities

Teacher recruitment process and qualifications are guided by the Ministry of Education for the public schools and
the individual private schools under the guidance and polices of each country ministry

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
D. The Teacher and the Teaching Profession Beyond the ASEAN

“Benchmarking is learning the best from the best practices of the world’s best educational systems”

OBJECTIVE:
a. Compare the ASEAN teachers and teaching profession with three other countries of the World- Japan, China, and the
United States of America.

1. CHINA
 200 million students attending public schools taught by over 9 million teachers in the elementary, junior, and senior
high schools
 Largest teaching force in the world
 Education system is highly centralized
 Subject matter and instructional contents are uniform for all
 First six years of school make up the primary grades which are devoted to development of cognitive skills
 Six year of high school
 Class size ranges 40 to 60 students and cover all topics in order to pass national examinations
 To attend university must pass one of the two versions of the National University Entrance Examination
 The quality and reputation of the school will depend on the number of students passing the examination
 Six years of primary education, three years of junior middle school, three years of senior middle school, six years of
university
 Varieties of technical and vocational schools

 The political and ideological orientation of teacher education is “ cultivate cultured persons as teachers with lofty
ideals, high morality, strong discipline, a sense of mission as educators, engineers of the human soul and the
gardeners of nation’s flowers” (Leung and Hui, 2000)
 There are two main categories of teachers based on the source and structure of their salary or pay
1) Gongban (state-paid) teachers who earn salary comparable with other state employees in state-owned enterprises
2) Minban (community-paid) teachers who are paid by local community depending on the community income. They
are categorized into grades according to their years of service and their standard performance
Five Grade System:
a. Super-grade teacher – highest level which occupy the upper level of 5% of the teaching force
b. Senior-grade teacher occupy 6% of the teaching force in 1990 where most of the primary level teachers belong
c. Third-grade teachers
d. Second-grade teachers include the majority of the secondary teachers
e. First-grade teachers- some of the newly hired primary teachers

A. China’s Teacher Licensing

1) Examinations are standardized for the secondary teachers by the central government
2) Elementary teachers are the responsibility of each province
3) Primary teachers should have at least graduated from secondary normal schools or secondary school
4) Junior secondary teachers should at least have a teaching diploma from junior teacher colleges
5) Senior secondary teachers shall graduate from a normal university or teacher colleges and holder of degrees from
tertiary institutions.
B. Chinese Teachers Enjoy Unquestionable Authority
1) General assumption in the Chinese society “the teacher tells the single and absolute truth, and the job of the
students is to absorb the knowledge conveyed by the teacher without questions.”
2) English and Mathematics provide opportunities to practice, the structure of the lesson, their peace, and the nature
of questioning is determined by the teacher
3) It is common experience of students to complete a 45 minute class period without having talked once, or called
individually or was able to raise question.
4) Because of the cultural uniqueness in delivering the lesson by the teacher, China Ranked 1 in the Global Teacher
Status Index
5) Teaching profession is regarded equal to the doctor
C. Students are guided by the following tenets:
1) Important knowledge comes from teachers and textbooks.
2) Learning involves listening, thinking and silent practice.
3) Knowledge espoused by the teacher and the textbook is not to be changed.

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
2. JAPAN
 Highly centralized and administered by the Mombusho or Ministry of Education
 School system from kindergarten through university serves about 24 million students, with about ten percent (10%)
going to the university
 About one-third go to the private schools and the rest are enrolled in the public school system
 Japanese educational system is sometimes seen as a model on how to operation school
 System gives us a mental picture of obedient, quiet school children sitting on their desk, listening to the teacher and
working hard to pass the various entrance examination.
 Education is free and compulsory for children from 6 to 15 years
 Classes are large and teaching methods are usually lectures
 Students spend 243 days a year in school
 School calendar is year-round with some breaks between sessions
 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

A. Japanese Educational System:

1) Kindergarten
2) Elementary school (six years)
3) Lower Secondary school (three years)
4) Upper secondary school (three years)
5) University (usually around four years)
 Elementary school (Grade 1 to Grade6) – teachers are females
 Lower school (Grade 7 to 9) – 2/3 composed men
- class size average is 38 and periods are 55 minutes long
 Upper secondary school offer academic, technical, and vocational program
 First year courses include Japanese language, English, Science and Math
 Vocational course includes information processing, navigation, fish farming, ceramics and business English
 Upper secondary schools are ranked based on their success in placing graduating students into prestigious
universities
B. The Teaching Profession in Japan
1) Major responsibilities are trusted upon the teachers for moral education and character development and for
instilling values, attitudes, and living habits in students at all levels
2) Teachers are expected to infuse cultural values throughout school activities including student’s lives, both in school
or even at home and community
3) Has been an attractive profession in terms of status
4) Appeal of the teaching career has heightened because of increase in remuneration
C. Teacher Certification in Japan
1) First Class Certificate - 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 a Master’s
degree
2) Second Class certificate - Has a basic qualification of 2 years of study (62 credit unit) in a university or other post-
secondary institution. While to teach in the secondary level, without a Master’s degree, the Second Class Certificate
will be issued. To the length of study and degree qualifications, prospective teachers must earn a prescribed
number of credits in education studies and n the subjects to be taught
D. Becoming Employed as a Teacher
1) Public school teachers are prefectural employees
2) Prefectures play a role in the selection and hiring of teachers
3) The teacher applicant must secure a license to teach from the prefectural board of education
4) Applicant is required to take prefectural appointment examination
5) Two stages of prefectural appointment examination consist of (1) written test in general education, and specialized
fields and skills test for P.E., Music and Art and (2) interview. Applicant for lower secondary-required to take the
test in physical fitness.
6) Age is very important consideration for teacher applicants
7) More than ½ of the prefectures require applicants to be under the age of 30
8) they assured for lifetime employment
9) Promotion is on the basis of seniority
10) Dismissal are extremely rare and normally occur only for unethical conduct.

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
5. UNITED STATES OF AMERICA
 American Educational System has greatly influenced the Philippine Educational System specifically the making of
the Filipino teacher.
 The first American teachers called the Thomasites
 Opening of the normal schools in different provinces of the country provided a very strong foundation for teacher
education

A. Basic Education, The Avenue for Teaching Jobs in USA

1) Pre-primary education – type of school providing this education are kindergarten, nursery schools, preschool
programmes, child/day care center. Age level is 4 to 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 – Grades 7-8, 7-9, or 8
6) Senior high school – Grade 9-12, or 10-12
Duration of compulsory education is from entry of 6 years old to exit 18 years old
B. Becoming a Professional Teacher in the USA
1) Have to attend a college or a university for four years, major or minor in education and earn a teaching certificate
2) It is possible to earn a teaching degree after graduation by taking additional courses post-baccalaureate or by
entering a Master of Arts in Teaching program
C. Earning Teaching Certificates
1) United States of America has decentralized educational system and each State Education Agency (SEA) has its own
guidelines and requirements for earning and maintaining a teaching certificate
2) Teaching certificate earned in one state may or may not be recognized in another
3) There is an increasing practice requiring that prospective teachers demonstrate some minimal level of competency
by passing a competency test before they allowed to enter the profession
4) National Teacher Examination (NTE) or on Praxis I Pre-professional Skills Test) or Praxis II written test
5) Praxis tests -measure the academic skills and subject-specific content knowledge needed for teaching
6) Teachers also renew their certification by continuing to take “renewal credits”
7) Permanent certification is granted if the teacher performs adequately according to the standards established by the
state
D. Recruitment of Teachers
1) Superintendent approves the applicant and then forwards a recommendation to hire to the local school board
2) 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
3) Expected to complete teaching during the term of his/her contract, with exception for pregnancy, medical leaves
and unforeseen emergencies
E. Salaries of Teachers
1) Salary range for teachers is determine by education and experience as by locale
2) 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
3) Merit pay has been adopted by some school districts, those who teach in sub-urban school districts or large towns
typically earn more than teachers in either urban or rural districts
4) Some teachers work at another job during the school year or summer
5) Average income of teachers $ 44, 917.00 (Global Teacher Status)
F. What Makes a Good American Teacher?
1) “Good” teacher slightly differs among level
2) Working in elementary schools seemed more child-focused in their discussions and believed that a good teacher is
a kind person, one who is “understanding” and “sensitive to the needs of children”
3) Secondary school teachers generally consider themselves subject-matter specialist
4) Good teachers have to know how to teach their subjects
5) Some feel that having a sense of humor and an ability to handle a class increased the likelihood that students would
learn, but the teacher’s primary responsibility is to teach
6) Middle school teachers pointed out that many school are changing from junior high to a middle school model
because young adolescent still need the support of the family like concerns
7) As a team should be able to give more personal attention to middle school learners

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
E. The Global Teacher Status Index of 2013

OBJECTIVES:
a. Compare the ASEAN teachers and teaching profession with other countries of the World;
b. Review the Global Teacher Status Index of 2013;
c. Interpret the Global Teacher Status Index of 2018; and
d. Reflect the learnings/lesson from the data.

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 conducted the first ever Global Teacher Status
Index. It is a non-profit organization registered with the Charity Commission for England and Wales. The founder is
Sunny Varkey in the headquarter in London, 2010. GEMS is divided into school and educational services.

21 Countries Included in the Poll:

Brazil Greece
China Israel
Czech Republic Italy
Egypt Japan
Finland Netherlands
France New Zealand
Germany Portugal

These countries were chosen on their performance in PISA and TIMMSS to present the major continents of the
world.
 PISA (Programme for International Student Assessment) -intended to evaluate educational systems by measuring
15-year-old school pupils' scholastic performance on mathematics, science, and reading. PISA is a worldwide study
by the Organisation for Economic Co-operation and Development in member and non-member nations.
Formation: 1997. Purpose: Comparison of education attainment across the world. Main organ: PISA Governing Body
(Chair – Michele Bruniges).
PISA TIMMSS
 Parent organization:  Organisation for Economic Co-  Trends in International Mathematics and Science
operation and Development (OECD) Study
 Official language: English and French  Is a large-scale assessment designed to inform
 Headquarters: OECD Headquarters educational policy and practice by providing an
 Membership: 79 government education international perspective on teaching and learning in
departments mathematics and science.

The Global Teacher Status Index determined the level of respect afforded the teachers in the specific country. Data
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 Rating Rank Country Index Rating Rank
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 Republic 12.1 19
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
 Actual Average Teacher Salary, 2013
Country per year in USD $ Country per year in USD $ Country per year in USD $
China  17, 730.00 Spain 29, 475.00 China  17, 730.00
Greece 23, 341.00 Finland 28, 780.00 Greece 23, 341.00
Turkey 25, 378.00 Portugal 23, 614.00 Turkey 25, 378.00
South Korea 43, 874.00 Switzerland 39, 326.00 South Korea 43, 874.00
New Zealand 28, 438.00 Germany 42, 254.00 New Zealand 28, 438.00
Egypt 10, 604.00 Japan 43, 775.00 Egypt 10, 604.00
Singapore 45, 755.00 Italy 28, 603.00 Singapore 45, 755.00
Netherlands 37, 218.00 Czech Republic 19, 953.00 Netherlands 37, 218.00
USA 44, 917.00 Brazil 18, 550.00 USA 44, 917.00
UK 33, 377.00 Israel 32, 447.00 UK 33, 377.00
France 28, 828.00 France 28, 828.00

Teacher Status
A. Social Status of Teacher
 Contextual understanding of the teachers status was done by ranking teaching along side other profession in the
country
 2/3 of the countries judged the status of teachers to be most similar to social workers (Germany, Italy, Spain,
Switzerland,& Netherlands)
 Librarians (USA, Brazil, France, Turkey)
 Nursing (New Zealand)
 Doctors (China)
B. How the teaching profession are respected?
 There is a higher regard of teachers in the primary/elementary school teachers than in the secondary school
teachers, and head teachers against 14 other occupations included
C. Teaching: Sought-After Profession
 When parents were asked if they could encourage their children to become teachers.
 50% of parents in China provide positive encouragement for child to become teacher together with South Korea,
Turkey, and Egypt
 Least likely to encourage their children to become teacher –Israel, Portugal, Brazil, and Japan
D. Pupil Respect for Teacher
 Parents were asked to respond whether they believed that teachers are respected by their pupils
 In China, 75% of the respondents believe that students respect their teachers, compared to only 27% average per
country
 Turkey, Egypt and Singapore have a 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 teacher than in Asia and the Middle
East
 Most of the European countries, pupils disrespect teachers
E. Perception of Teacher Reward
 Most countries judged 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. Most countries believed that teachers salary should be based on the achieved student
learning outcomes. The performance-related pay (PRP) should be used according to performance
 In all the 21 countries, more than 59% of people think teachers ought to be paid according to the performance of
their pupils
 Average across countries was 75%
F. 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, displaying strong trust in their teachers.
 Israel, Japan, South Korea & Egypt are at the bottom, showing limited trust for their teachers.

3. THE CHANGING GLOBAL LANDSCAPE FOR THE 21ST CENTURY TEACHERS

OBJECTIVE:
a. Compare the Global Teaching-learning Landscape before and in the 21st century.

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
The Changing Global Landscape for the 21st Century Teachers
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key categories of the different changes and
developments in the 21st century teaching and learning.
A. The new learning environment;
B. The new learning contents;
C. The new processes of learning and how these will be facilitated;
D. The new type of learners; and
E. The new type of teachers

A. The New Learning Environment

It is a place where interactions of the learners among one another, with the teacher and the surroundings happen.
It is characterized by the following: learner-centered, new spaces and borderless, enhanced opportunity for creativity
and innovations and use of ICT.
B. The New Learning Contents
With the new learning environment and the explosion of knowledge, content or subject matter of learning has been
modified, integrated/Interdisciplinary, demand-driven, emphasis on learning tools on how to retrieve knowledge, and
balance of scientific, technological, cultural, global, local concepts.
C. The New Processes of Learning and How these will be Facilitated
 Face-to-face
 Distance Learning
 Blended modalities
 Experiential and lifelong
D. The New Types of Learners
 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;
 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; and
 Member of the new generation: pop-culture, different ways of thinking, responding.
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 on time.
 Initiative and Self-directed - Goals are set and managed by themselves. There is a commitment to learning as a
lifelong process.
 Social and Cross-cultural skills - This life and career skills require 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.
 Productivity and Accountability - Individuals who possess these skills are able to produce results. They respect
teamwork and cooperation.
 Leadership and Responsibility - Good leaders use interpersonal problem-solving skills with integrity ethical
behaviour to influence and guide others.
E. The New Type of Teachers
As teachers are currently preparing students for jobs and technologies that don’t even exist yet, the challenge then
is to produce the new type 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 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 values of inspiring teachers; and
 Develop life and career skills for the 21st century and beyond.

4. UNESCO’s Four Pillars of Learning

When Jaques Delor wrote a report for the UNESCO entitled: Learning: A Treasure from Within. It was because he
believes that “within each child lies a treasure,” (Delors, 1996). The four pillars are seamlessly linked to each other.

UNESCO’s Four Pillars of Learning From Delor’s Report:

1. Learning To Know
This implies thirst for knowledge and acquisition of such knowledge. More so, it is learning how to learn throughout
one’s life.

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.
How is Literacy Defined?
UNESCO defined literacy as the ability to identify, understand, interpret, create, communicate and compute using
printed and written materials associated with varying contexts.
The 21st Century Literacies
1) The Arts and Creativity - Creativity and innovation are 21st century skills, thus in solving problems and creating art
works are part of this literacy.
2) Ecoliteracy - Acquisition of knowledge about climate change, pollution, loss of natural habitats and biodiversity.
Solutions on how these environmental problems could 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 dicern 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.
7) Globalization and Multi-cultural Literacy - Respect multi-cultural diversity, aware of the global trends, acknowledge
differences and similarities, respect each other’s dignity.

2. Learning to Do
How can the knowledge and the methods be incorporated and enhanced towards the development of skills? To
apply knowledge, one must have the 21st century skills. Qualifications now is equated to skills and not to knowledge
alone.
Can the knowledge gained be translated to application? Learning by doing is a pragmatist’s view of life. Knowledge
acquired is nothing unless applied in daily life.

3. Learning To Be
It implies developing the potentials of each individual. Continuing education must improve self-knowledge and self-
esteem.

4. Learning to Live Together

This refers to the relationships among people. It is bringing in together a community to work harmoniously, to live
in peace and prosperity and show respect and concern for others.

Are all pillars are interrelated with each other as a basic principles? One pillar will not function if it stand alone.
There is a need to connect in order to address the 21st century demands for teaching and learning.

Prepared by: Ms. Shara Joy P. Constantinopla

Reference: Bilbao, P et al. 2018. The Teaching Profession: 4 th Edition. Lorimar Publishing Inc. Quezon City, Philippines.