ON BECOMING A GLOBAL 

TEACHER
I. GLOBAL EDUCATION AND GLOBAL TEACHER
Global education is all about diversity and the goal of global education is for us to understand the
differences and teach the different cultural groups. It is for the development of not just the
educational system here in the Philippines but also in other countries worldwide to produce
educated people with the certain WORLD STANDARDS. Global education is also defined as a
curriculum that is international in scope and aims to prepare today’s youth around the world to
function in one world environment under teachers who are intellectually, professionally and
humanistically prepared. It is made for us to know that we are connected with one another
despite of differences as countries, but we are in one planet so we have to reach out for each
other.
Global education is always attached with global teachers. They are the people involved         in
making the global education possible. But who are global teachers?
Global teachers are those who think both locally and globally. They are competent, armed
enough with different skills, aware of modern technologies,
having universal values and have wide range of perspectives.
Millions of global teachers are needed now in the spread of
global education. Sharing the knowledge and teaching techniques
are not limited to be use inside the country because we can also
teach the world with what we know. Teachers with global
preparedness can be qualified to teach anywhere in the world or
teach his/her students the difference between our curriculum and
in other countries.

II. A CLOSER LOOK ON THE EDUCATION SYSTEMS OF THE SELECTED

COUNTRIES OF THE WORLD
There are countries that have provided us the closer look on their educational system like
Australia, China, Japan, South Africa, United Kingdom, USA, New Zealand, and Philippines.
We need to understand the differences between each of the educational systems in these
countries to give us a wider range of knowledge about different programs, curriculum,
instructional materials and teaching as global teachers. These countries differ with the subject
that is being offer from basic education, up to higher education. Others require pre-primary
education and some are requiring their students to start their basic education in the age of 5 or 6.
China is the largest educational system because of its population and Australia is known for its
high quality of education but their systems vary from state to state. The educational system in
Japan is centralized as administered by the ministry of education. South Africa constitutes
guarantees on equal access to basic education. In United Kingdom, the core subjects of the
national curriculum include English, Mathematics, and Science. The United States and New
Zealand are almost the same with other countries for it is combined with traditional and modern
principles of education. Philippines is known for its newly implemented curriculum K-12. The
reform taken by the department of education is starting from pre-
elementary for 1 year, elementary for 6 years, junior high school
for 4 years and senior high school for 2 years.

III. MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL TEACHERS

No students are the same and believe it or not, all students are unique and have differences. As
global teachers, we must accommodate the cultural differences and commonalities of our
students. They have to feel that we can relate on their different culture and one must not be
discriminated because of being different. Diversity is always there, and we can benefit from it by
meeting with the challenges in the classroom setting. Culture is a way of life that our students
can perform without stereotypes. To handle the multicultural diversity, the teacher should help
all students to acquire their social skills for them to interact properly and effectively with other
students from other racial, ethnic, cultural, language of social groups. Fairness and equal
opportunities for students is important despite of their multicultural differences and global
teachers must take the responsibility to understand and comprehend with these diversities.

IV. BROADENING TEACHING PERSPECTIVES: TEACHER EXCHANGE

PROGRAMS
To become a global teacher, we have to broaden our teaching perspectives and we shouldn’t be
afraid of dealing with other people and expanding our experiences beyond the confines of our
classroom, school or community. The wider the learning environment, the higher the chance of
achieving global competitiveness. Teacher exchange program is provided with different
opportunities for wider range of knowledge about teaching perspectives. These programs are
measuring the flexibility of a teacher that can perform their task in global means. The foundation
of teachers’ knowledge comes from different experiences that can be gained in different
programs with different environment. With this, global teachers can be able to make themselves
adjustable and adaptable mentor. They can compare those experiences from one another and
come up with understanding of different systems in each program

V. BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUACATIONAL

TECHNOLOGY
Technology is now a part of education. Being prepared for the present and upcoming digital tools
is important because a global teacher must evolved as technology does. Children nowadays
become explorative with different technology so as teachers, we too must explore it to develop
our technology skills. It is significant to our learners that we teach and learn about technology,
teach and learn of technology and teach and learn with technology. Knowing about its purpose
and uses is not enough because we have to make it our instrument in teaching and bringing the
world into the classroom. Through different types of technology we can have as much as many
reference and source of knowledge that we can share with our students.

Ensuring Teacher Quality through Competency Framework and Standards

A country that doesn’t have confidence in its teachers will have great difficulty in improving
educationA quality teachers matters it defines by their attributes and characteristics while
teachers quality is defined by the standards set for the profession and are validated by students
learning outcomes.

Teachers will global competence is able to demonstrateknowledge, skills, values and disposition as
described below:a)Understand one’s own cultural identity and its influence onpersonal dispositions
and classroom practices;b)Know and integrate global dimensions in subject one teaches;c)Engage
student in learning;d)Use real-life local and global examples;e)Value the inputs of culturally and
linguistically diverse learners;f)Create environment that encourage positive cross-
culturalinteractions;g)Model social responsibility in local and global context; andh)Help learners
find appropriate actions to improve local andglobal conditions.

a)Understand one’s own cultural identity and its influence onpersonal dispositions and classroom
practices;
b)Know and integrate global dimensions in subject one teaches;
c)Engage student in learning
;d)Use real-life local and global examples;
e)Value the inputs of culturally and linguistically diverse learners;
f)Create environment that encourage positive cross-culturalinteractions;
g)Model social responsibility in local and global context; and
h)Help learners find appropriate actions to improve local andglobal conditions.

Core elements of teacher-quality standards:

1. Planning and preparation
2. Classroom environment
3. Instruction
4. Professional responsibilities

There are 4 essential competencies and 12general competencies in the framework .There are
31 enabling competencies and136 success descriptors. The enablingcompetencies are a set of
performancecriteria with success descriptors thatdescribe observable behaviors expected
forteachers to perform in high level. Thisstandard used to promote commonstandards of
performance among teachersacross Southeast Asia.

Four Essentials Competencies

1. Knowing and understanding what to teach;

2. Helping students to learn;
3. Engaging them the community
4. Becoming better teacher everyday;