MODULE: PROED01- THE TEACHING PROFESSION

At the end of this module, learners will be able to:

1. Understand the concept of Global Education and the ideas

lies within the four pillars of education;
2. Enrich oneself thinking ability and enabling them to scrutinize
and participate in today‟s major global issues;
3. Gain clear understanding of what global teacher is.

Global education aims at opening a global dimension and a holistic

perspective in education in order to help people understand the complex
realities and processes of today's world and develop values, attitudes,
knowledge and skills that will enable them to face the challenges of an
interconnected world.
 MODULE: PROED01- THE TEACHING PROFESSION

DEFINITION OF GLOBAL EDUCATION

Study of Nations and People, that it is “an effort to help individuals to see the
world as a single and global system and to see themselves as participants of
that system.” Similarly, James Becker Says in his article, Goals of Global
Education, that the overall goal of his aspect is to,”incorporate into the
educational curriculum and the educational experience of each student a
knowledge and empathy of cultures of the nation and the world… (and to) draw
into existing courses of study the illustrations and references to political, social
and cultural themes. Students will be encourage to take a global perspective,
seeing the world as a whole.” With this in mind, teaching with the adoption of
the idealogy of global education, children learn to perceive themselves as a
participant of a large global culture. Children learn of various cultures and
cultural perspective which makes them better able to relate and function in a
one-world environment under teachers who are intellectually, professionally
And humanly prepares.
UNESCO defines global education as “a goal to become aware of the
educational conditions or lack of it, and aim to educate all people to certain
world standards. It may also be defined a”curriculum that is international in
scope

Educational Systems of Selected Countries

Australia
Similar to Canada and
England
Primary (6 years)
High school (junior high
7-10, senior 11-12)
College/university (3 to 6
years)
School year starts on
March and ends in
November

China
6 years of primary
education
3 years of junior middle
school, 3 year of senior middle school
Six year of university
 MODULE: PROED01- THE TEACHING PROFESSION

Japan
Kindergarten (1 year)
Elementary (6 years)
Lower secondary (3years)
Upper secondary (3 years)
University (around 4 years)
Compulsory education for children 6 to 15 years

United Kingdom
Compulsory education for children 5- 6 years old
Foundation stage (for age 3-5 years old) not mandatory
Key stage one (for age 5-7 years old) grade 1 to 2
Key stage two ( for age 7-11 years old) grade 3 to 6
Key stage three (for 11-14 years old) grade 7 to 9
Key stage four (for age 14-16 years old) grade 10 to 11
Post 16 education (not mandatory) 2-3 years
University usually 3 years (B.A. or B.Sc) 4 years (honours degree)

USA
Pre-primary (kinder, nursery, preschool, day care)
Grades 1-4 (6 to 10 years old)
Grade 5- (11 years old)
Grade 6- (12 years old)
Grade 7- (13 years old)
Grade 8 to 12-(14 to 18 years old)
Compulsory education form 6 years old to 18 years old

Multicultural Education
Multicultural education enables teachers and educators to give value to the
difference in prior knowledge, experiences of learners from diverse background
and familiarity with student‟s histories of diverse cultures

Teacher Exchange Program

Visiting International Faculty Program (VIF)
Fullbright Teacher Exchange Program
Inter-African Teacher Exchanges
Canadian Educators Exchange
Global Teachers Millennium Awards
 MODULE: PROED01- THE TEACHING PROFESSION

21st CENTURY LEARNING GOALS

In order to address the challenges of the paradigm shift in the educational
sector, the 21st Century Learning Goals have been set as bases of various
curricular worldwide

1. 21st Century Content

Among the emerging content areas are global awareness on finance,
economy, business, entrepreneurial literacy, civic literacy and health
awareness
2. Learning and thinking skills
These are critical thinking and problem-solving skills, about
communication, creativity, and innovation, collaboration , contextual
learning, information and media literacy.
3. ICT Literacy
This entails the use of technology in the context of learning, so that
students know how to learn.
4. Life Skills
These include leaderships, ethics, accountability, personal responsibility,
and self direction
5. 21st Century Assessment
These are authentic assessment procedures to measure learning
outcomes

21st CENTURY DIGITAL FLUENCY

For developing basic digital skills, there is a need for new literacies to replace
the 3 Rs.

1. Solution Fluency
Capacity to define, design, and apply solution and also assess the
process and the result
2. Information Fluency
The ability to access and retrieve digital information (text, sounds, or
video) while and accuracy students are aware of context
3. Collaboration Fluency
Teamwork with peers through an exciting experience of partnership in
learning
4. Media Fluency
Capacity to analytical evaluation of messages from sources like the
internet and other media such as news papers, magazines, televisions,
etc.
 MODULE: PROED01- THE TEACHING PROFESSION

5. Creativity Fluency
Proficiency in art design, story-telling, or packaging messages with the
use of artistic elements such as font, color, lay –out, etc.
6. Digital ethics
This refers to the responsibility and accountability of using the digital
world, such as citing sources.

TEACHER AS A PROFESSIONAL

Professionalization of teaching: A Historical Perspective

History of Philippine Educational System

1987 Constitution
 The State shall protect and promote the right of all citizens to quality
education at all levels and shall take opportunities steps to make such
education accessible to all.
 The State shall enhance the right of teachers to professional
advancement
 The State shall establish, maintain and support complete adequate and
integrated system of education relevant to the needs of the people
RA 7722 (Higher Education Act of 1994)
 The State shall ensure and protect academic freedom
 CHED is tasked by the state to identify „ centers of excellence” in
program areas needed for the development of world class scholarship,
nation building and development.
RA 9155 ( Government of Basic Education Act of 2001)
 An act instituting a framework of governance for basic education,
establishing authority and accountability, renaming the Department of
Education Culture and Sports as the Department of Education
RA 7796 TESDA Act of 1994

EO 356 ( Renaming the Bureau of Non Formal Education to Bureau of

Alternative Learning System)

Learning System)
 One of the functions of the Bureau of Alternative Learning System is to
address the learning needs of the marginalized group of the population
including the deprived, depressed and underserved citizen
Batas Pambasa 232 ( Education Act of 1982)
 MODULE: PROED01- THE TEACHING PROFESSION

 Students have the right receive primarily through competent instruction,

relevant quality education in line with national goals and conductive to
their full development as person with the human dignity
 Teachers shall be deemed persons in authority when in the discharge of
lawful duties and responsibilities and shall therefore be accorded with
due respect and protection.
The UNESCO ( United Nations Scientific and Cultural Organization)
 Learning to know
 Learning to do
 Learning to live together
 Learning to be
EFA (Education For All 2015)
 Institutionalize early childhood care and development
 Provide universal quality primary education
 Eradicate illiteracy
 Launch continuing education programs for adults and out-of-school
youth

UN Millennium Development Goals 2015 (MGDs)

 Reducing by half the number of people, who live in extreme poverty

 Reducing death in mothers and children below five
 Making primary education accessible to all
 Reducing gender disparities
 Providing access to reproductive health services
 Pursuing national strategies for sustainable development
 Reserving environment resources losses
 Developing a global partnership for development

Child Friendly School System (CFSS)

 Initiated by the Philippine Government and UNICEF
 Characteristics of CFSS
- Gender sensitive and not discriminating
- Child centered
- Promotes good health
- Has the best interest of children in mind
- Works closely with children‟s families
Magna Carta for Public School Teachers (RA 4680)
 Stability of employment
 Teachers shall enjoy academic freedom, particularly with regard to
teaching and classroom, methods.
 MODULE: PROED01- THE TEACHING PROFESSION

 Teachers salary at the very least will keep pace with the rise in the cost
of living by payment of cost of living index
 Compulsory medical examination foe free
Presidential Decree 1006 ( Decree Professionalizing Teaching)
 Enacted during the time of President Marcos
 Teachers will undergo professional test jointly given by Civil Service
Commission and Department of Education and Culture
 RA7836 ( Philippine Teachers Professionalization Act of 1994)
 RA 9293 ( An Act Amending some sections of and Development Progtam
(RA7836)
 Code of Ethics for Professional Teachers

PROFESSIONAL DEVELOPMENT GUIDE FOR TEACHERS

TEACHER EDUCATION AND DEVELOPMENT PROGRAM (TEDP)

DepEd has implemented the Teacher Education Development program (TEDM)

that seeks to conceptualize the continuing career path of a teacher, starting
upon entry until retirement. The TEDM is anchored from a set of competencies
embodied in the National Competency Based- Teacher Standards (NCBTS).

TEDP COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR

TEACHERS (CB-PAST)

Drawing from the Vision and Mission of the Department of Education, CB-
PAST is a comprehensice appraisal system which addresses one of the
mandates of the Department as embodied in the RA9155 (CB-PAST Primer ,
2009). There a pressing call for teacher‟s accountability that has never been as
serious before. In response to relevant and quality education for the 21st
Century, the Filipino teachers today need to have continuous personal and
professional development that driven by individual teacher performance, as
NCBTS, a professional development. This specifically stated in Domain of the
NCBTS, a professional development that is driven by the individual teacher
performance, as evidenced from the information resulting for
 MODULE: PROED01- THE TEACHING PROFESSION

Retirement
Preparation

DepED Entry to
Teacher Education

DepEd/CHED/TEIs

National Competency. CHED/TEIs/Schools

In-Service Training
and Professional Based Teacher Standards Pre- Service Training

DepEd/Civil Service

Teacher Human Resource PRC Teacher

DepEd
Licensure
Induction Planning, Recruitment, Selection, Deployment and
Training
MODULE: PROED01- THE TEACHING PROFESSION

Please click the link below for the Course Overview:

 https://www.youtube.com/watch?v=L-xy0dKp0C0
 https://www.youtube.com/watch?v=IV0n442Oz4o
 https://www.youtube.com/watch?v=-rkVsCQvCCE

 https://rm.coe.int/168070eb85#:~:text=Global%20education%20aims%2
0at%20opening,challenges%20of%20an%20interconnected%20world.
 https://www.bates.edu/global-education/faculty/objectives/
 https://www.slideshare.net/EduardOrsal/global-education-and-
global-teacher