96 To become @ global teacher you should bbe equipped with a wider range of knowledge of the various educational systems outside the county master skills and ‘competencies yf which can address i] global demands; : ‘and possess ht attitudes and values i that are acceptable H to muttcutural 1 ‘communities. Clocal may mean . global outlook ‘adapted to the local ‘condition or a local outlook adapted to the global condition, new frontiers in education. Contemporary curricula village. The increased use 0 incorporation of the changing realities ease of mobility of peoples of the worl your preparation as prospective teachers Hence, future teachers like you should prepare to respond jg these multiple challenges. To become a global teacher you should be f knowledge of the various educationg| respond to the concept of this ploy f technology in the classroom, 4, of our world’s society, and y Jd have become a challenge », equipped with a wider range of : y systems outside the country; master skills and competencies which can address global demands; and possess attitudes and values that are acceptable to multicultural communities. When you are able to satisfy these benchmark requirements, then you can safely say, you have prepared well to be a great teacher of the world. But why a shift in the use of GLOBAL to GLOCAL as our chapter title? Roland Robertson (1992) a sociologist, in his article “Glocalization: Time — Space and Homogeneity-Heterogencity, suggests replacing the concept of globalization to glocalization with the view in mind to blur the boundaries between global and local. Robertson offers to sce the local as one aspect of globalization. It may mean, a global outlook adapted to the local condition or a local outlook adapted to the global condition, Further, he said that the term glocalization means it is local culture which assigns meaning to global influences, and that the two are interdependent and enable each other. Glocalization in Oxford Dictionary of New Words (19 9 1: 134) defines the word glacal and the process noun word bs al as a blending of global and local conditions a global a to local condition and the local condition to global 00) eee ted As future teachers, you have to blend both gl perspective. As the saying goes: “think globally heey and local “think local but act global.” You can be a global ea be ‘teacher same time a glocal teacher, if the local culture, traditions and contexts are considered, m ‘on the(ete At the end of the Chapter, you should be able to: Gain deep understanding of the concepts a global or a glocal teacher in the context of 21* century education. Describe the status of the teacher professionals and the teaching profession in the ASEAN and beyond Review existing ASEAN and UNESCO’s frameworks and standards in the preparation of glocal teachers Demonstrate understanding of the Philippine Qualification Framework (PQF) and the Philippines Professional Standards for Teachers (PPST) as a compass to ensure teacher quality.Chanter 6: Ens to prepare diverse learners » theit own cultural context without forgettin global villag t they live in th F local communities but within a To compe globally means te ; pele > prepare teachers who are capable of changing lifelong education needs, How do you Kena for these needs? What are the emerging technolo the future? How can we use our technolo, ies that will shi 3 ies for best learning bavantige? What willbe the advan ge ? What will be the jobs of the future and how should curricula be shaped to prepare students for their future? You will be teaching in the “Flat World” or “One Planet Schoolhouse.” These two terms imply global education as a result of the shrinking world due to access in technology. The internet globalizes communication by allowing users from around the world to connect to one another A. Global and Glocal Teacher Education Global education has been best described by two definitions: © UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating all people in accordance with world standards. e Another definition is that global education is a curriculum that is international in scope which prepares today’s youth around the world to function in one world environment under teachers who are intellectually, professionally and humanistically prepared. UNESCO's Education 2030 Incheon Declaration during the World Education Forum established a vision “Towards inclusive ality educational lifelong learning for all.” “Flat Word” or “One Planet Schoolhouse.” Those two terms imply global education as a result ‘of the shrinking world ‘due to access in technology. UNESCO defines global education as «goal to develop countries worldwide and |s aimed at educating al people in ‘accordance with world standards. yoment Goal (SDG) 4 for Education is one of “the United Nation’s SDGs. The seven of ‘outcomes while three are means of e targets bring together all \d their geographical territories targets of SDG 4 must haveChapter 6: Ensuring Gi 1a GQuolity Through Competency Fromework ond Stondords 101 teat ae : ees learning. This curriculum prepares leamers in mal marketplace with a world view of international understanding. In his article “Goals of Global Education,” | oe ee ; Becker emphasized that global education incorporates into 0 econ! the curriculum and educational experiences of each student a _| the future, the 21* knowledge and empathy of cultures of the nation and the world. | G20 Saeneee Likewise students are encouraged to see the world as a whole, soblsned as bases fea es to make them better relate and function _| of various curricula effectively within various cultural groups. on | fearing goals Thus, to meet the various global challenges of the future, | include: the 21 Century Learning Goals have been established as bases | 1: 2 contuy of various curricula worldwide. These learning goals include: = 1. 21* century content: emerging content areas such as such as global global awareness; Financial, economic, busimec®) a0) pata! entrepreneurial literacy; civic literacy; health and environmental awareness. hosiery e 2. Learning and thinking skills: critical thinking and problem literacy, civic solving skills, communication, creativity and innovation, literacy; collaboration, contextual learning, information and media : literacy. "9, ieamig 3 og ICT literacy: using technology in the context of leaming thinking skis: so students know how to leam. ‘and problem © Life skills: leadership, ethics, accountability, personal solving skis, Hf tesponsibility, self-direction, others creativity and . aub s : 21" century assessments: Authentic assessments that innovation, measure the areas of learning contextual 20h the other baa local education is about diversity, a fu nd teaching the different culturalChapter 6: Ensuring Cul ty Through Competency Framework and Standords + Facilitate digitally-mediated teaming: ©. possess good ichttonseeil ilipi pou gen sargmnication skills (for Filipino © aware of internati framework; and onal teacher standards and master the competencies of the Beginning Teacher in the Philippine Profess (PPST, 2017), ional Standards for Teachers Further, glocal teachers in addition to the above qualities must possess the following distinct characteristics and core values of Filipino teachers: (Master Plan for Teacher Education, 2017): e cultural and historical rootedness by building on the Culture and the history of the leamers and the place; ability to contextualize teaching-learning by using local and indigenous materials, content and pedagogy whenever appropriate; e excellence in personal and professional competence, Jeadership, research, technology, innovation and siveness through social involvement and ‘Jeamner-centeredness, respect and sensitivity for ‘and inclusiveness; ? bility and integrity by being a posit e role strong moral character, committed and s, credible, honest and loyal; ‘ siti y by being resilient and a steward ment for sustainability; . .sm by being a responsible citizen ¥ DY entity aidshat brings US to understand Global education is a concept "i". anet without the connectivity of each member citar A vccomette leaving behind the local foundations. The igor = technology shrank the world to a size that os reached. Because of this development, we have ae diversity or differences in cultures in order to address the gi standards for education set by the United Nations. Global education requires future teachers the skills for the 21“ century so that all will be ready to play a significant role to provide educational access to all types of learners all over the world. However, globalization does not leave localization behind. The blending of both concepts as advanced by Robertson (1992) underscores the rootedness and sustainability of education as part of the vision of Education 2030. Thus a teacher who is global is also a glocal teacher and a glocal teacher can also be global. Take Action Lesson 1. With your group, use the Interview Too! on next page. Identify two Filipino aS ae hin the Philippines and the other teaches abr. . ches in outside the country. Request for an interyj, either on-line or face to face. Write a “ with your classmates. Make a Teflectio; you have gathered. ‘oad or has taught ew with the teacher “port and share this non the information