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MODULE 4
THE PROFESSIONAL TEACHERS AND GLOBAL

INTRODUCTION

In global economy, the gauge for educational success is no longer improvement by national standards alone, but
performance of school systems internationally.

Majority will agree that the quality of an educational system is relative to the quality of its teachers which is
also relative to how the teachers are trained for successful career pathways.

COURSE LEARNING OUTCOMES

At the end of the module, students are expected to:

1. Embody the character of becoming culturally-sensitive global teacher.

2. Analyze the significance of exchange programs in honing teachers’ competencies.
3. Appreciate the value of collaborative learning.

CONTENTS OF THE MODULE

This module contains the following lessons:
Lesson 7: Global Teachers: Active Participants in Various Exchange Programs
Lesson 8: Global Teachers: Technology and Digital Innovative

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you would understand the lesson entirely.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you acquire
the SLOs.
4. Feel free to chat, call, text or send me an email if you have questions, reactions, or reflections about the
module’s contents or activities .
5. The Practice Task/Assessment and the Assignment shall be checked by me.
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LESSON 7
GLOBAL TEACHERS: ACTIVE PARTICIPANTS IN VARIOUS EXAHGNE PROGRAMS

LEARNING OUTCOMES
At the end of the lesson, the learners should be able to:

1. Analyze significance of exchange programs in honing teachers’ competencies.

2. Know the importance of Various Exchange Programs.
3. Appreciate the Value of collaborative learning.

MOTIVATION/PROMPTING QUESTIONS
How can teacher exchange programs improve teachers’ knowledge, skills and competencies?

DISCUSSION

TEACHER EXCHANGE PROGRAMS

With the world’s new way of connectivity via technology, individuals, institutions, organizations, educators and
administrators can easily access to exchange programs that suit their needs in any part of the globe of their
choice.

Teachers’ exchange programs have gained interest and have increased in number and participation side by side
with global awareness, internalization of education and globalization of the economy. Other than the great
opportunity to work abroad, teacher exchange programs have the following benefits:

a. Acquisition of life changing personal and professional experience.

b. Career enhancing opportunities to gain new perspective.
c. Exposure to new teaching methodologies; curricula and teaching expertise.
d. Better understanding of cultural and language from professional colleagues.
e. Opportunity to develop international friendship and professional relations.

FULLBRIGHT TEACHER EXCHANGE PROGRAM

This is the flagship international exchange program sponsored by the US government which is designed to
increase mutual understanding of the people of the United States and people of other countries. It was
established by an act of Congress in 1964 which aims to provide opportunities for teachers to participate in
direct exchange of position with colleagues from other countries for a semester or academic year. It also
provides participants chosen for their academic merit and leadership potentials opportunities to conduct
research, exchange ideas and contribute to problem solving of shared international concerns.

Fullbright Teacher Exchange Program is named after Senator William Fullbright and is sponsored by the US
Department of States’ Bureau of Educational and Cultural Affairs. The program hopes that by living and
working in the cultures of their host countries, the exchange teachers gain understanding of the similarities and
differences in national culture and international educational system. Some of the participating countries are
Czech Republic, France, Hungary, India, Mexico, Switzerland, and United Kingdom.
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US CHINA TEACHER EXCHANGE PROGRAM (ETP)

This program is funded by the Freeman Foundation and administered by the National Committees on United
States – China Relations (NCUSCR) and in china, by the China Education Association for International
Exchange (CEAIE). The US – China Teachers Exchange Program has three target goals:

1. To enrich teacher and student understanding of the other country and culture.
2. To introduce or strengthen Chinese studies in US schools.
3. To help improve English language instruction in participating Chinese middle schools.

Before Chinese Teachers go for the exchange program, they are given orientation and preparation for the new
teaching experience in the United States. Part of the challenges of the program is English proficiency and
profound understanding of the culture, tradition and situations of the United States. Exposure to American
teaching methods is the highlight of the program.

JAPAN EXCHANGE AND TEACHING PROGRAM (JET)

The Japan Exchange and Teaching (JET) program started in 1987 when 848 university graduates from English
speaking countries were invited by the Japanese government. The purpose of the program is to improve the
foreign language education and to promote international exchange. Team teaching is the main feature of the
program. The collaboration is between a Japanese Teacher of English (JTE) and an Assistant Language Teacher
(ALT) teaching in an English class engaging in communication activities. The presence of JTE ad ALT intensify
the English proficiency level of Japanese students.

ALBERTA’S INTERNATIONAL EDUCATION EXCHANGE PROGRAM FOR TEACHERS

The program supports full year and short term exchange programs when participants spend a year (Augusut-
july) teaching in United Kingdom or a calendar year of January to December teaching in Australia. Participants
have also opportunities to teach in Canada; Switzerland, Germany and Denmark. Just like other exchange
programs, professional, cultural and logistics preparations are deemed necessary. Having global perspectives,
gaining international learnings and connecting with another part of the world are the target objectives of
Alberta Schools in bringing in international educators.

Learning Activities/Exercises

Activity No. 1
Teachers are participating in Teacher Exchange Programs do not only gain professional competence but also
contribute to global economy and development.

Explain how the Teacher Exchange Program develops the skills and competencies of the Exchange Teacher. ow
tHhis developed/acquired skills and competencies affect Teacher Education Program and finaly affect Global
Development.?
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Activity No. 2
1. Using the poll opinion, students will be able to confirm if education students have clear understanding of
how exchange programs can develop teacher’s competencies.

Make poll opinion of students taking education and ask them the following questions. You can use social media
through FACEBOOK and TWITTER accounts.
 If given opportunities to be chosen as Exchange Teacher, would you accept it?
 What countries would you prefer to be an Exchange Teacher?
 How can your being a future Exchange Teacher help you improve your teaching competencies?

2. TABULATE YOUR POLL OPINIONS.

Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment

Activity No. 1
CAUSE AND EFFECT DIAGRAM
Fill out the cause and effect diagram to show how Teacher Exchange Program improves teachers’
competencies.

CAUSE
ENGAGING IN TEACHER
EXCHANGE PROGRAM

EFFECTS
IMPROVEMENTS IN TEACHING COMPETENCIES
1.
2.
3.
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4.
5.

Activity No. 2

MAKE YOUR REFLECTION ON THE PREPARATION OF FUTURE TEACHERS’ SKILLS AND

COMPETENCIES OUT OF THE CAUSE AND EFFECT DIAGRAM AND EXIT POLL RESULTS.

Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Learning Activities/Exercises
Answers to Learning Activity/Exercise 1

*varied answers

Answers to Learning Activity/Exercise 2

*varied answer

Practice Task/Assessment
Answers to Practice Task / Assessment 1
*varied answers

Assignment

Make a learning insight on what you have learned in lesson seven (100 words only).

References/Reading Materials

Reyes, Emirita et.al. (2015). On Becoming a Teacher. Adriana Publishing Company, Quezon City, Manila
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LESSON 8
GLOBAL TEACHERS: TECHNOLOGY AND DIGITAL INNOVATIVE

LEARNING OUTCOMES
At the end of the lesson, students are expected to:

1. Portray innovative global teacher.

2. Characterize Technology and Digital Innovative.
3. Appreciate the value of collaborative learning.

MOTIVATION/PROMPTING QUESTIONS
How does technology work for the K to 12 and 21st Century Teachers?

DISCUSSION

THE TECHNOLOGY AND DIGITIZED TEACHERS

Gone are the days when teacher stood in front of the students holding a chalk to write on the board, with manila
papers posted on one side of the blackboard with the students passively listening to lectures. Today, the
classroom is an interactive world where the teacher and the students engage in technology aided instruction.

1. PROJECTORS
Projectors are used to enable students to see larger version of the teachers documents presented through
PowerPoint presentation. Moreover, this tool can also project teachers use of educational website. Projected
document can easily facilitate students note taking,

2. INTERACTIVE WHITE BOARDS

SMART BOARDS and MIMEO BOARDS are interactive white boards which can be used by teachers and
students in manipulating text, objects and in visiting websites for content review. Other multimedia resources
and websites compatible with multimedia white boards are also available for teachers use. SMART BOARDS
can also come in package of activities and programs that are very helpful for teachers.

3. WEBSITES AND BLOGS

Teachers can now create their own websites and blogs to post lectures, assignments, additional content or even
communication to parents.
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Different websites offers multiple representations of knowledge. Online resources accessed through internet can
complement and supplement teachers subject matter.

4. AUDIO AND VIDEO

Video technology now includes VHS tapes and DVDs with digital video via server or web-based options such
as streamed video from YOUTUBE.

Songs are also downloadable in the internet.

Teachers who need visuals and audio support for instruction can easily access through technology.

The video phone service Skype can be used by teachers in allowing learners to connect with other learners in
other parts of the country of the world.

5. COMPUTERS, TABLETS AND MOBILE DEVICES

Access to websites and other educational programs can be done through computers, tablets and mobile phones.
Teachers use their computers and tablets to make PowerPoint presentation, to do Microsoft Word and to store
important data and images in their file.

6. SOCIAL NETWORKS
Social networking tools like Facebook, Email and Twitter have academic benefits if used for the purposes of
assignments and class projects.

The world is becoming paperless ad environment conscious thus assignments, written compositions and
researches can be submitted through Email.

Learning Activities/Exercises
Activity No. 1
Write your perception of a traditional teacher and an innovative teacher.
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Activity No. 2
Choose any of the following subject matter and list down instructional resources that an innovative teacher will
use.
a. Digestive system
b. Adjectives
c. Weather/Climate

Teacher Intervention
The teacher created a students’ directory that includes the student name, home address, preferred
learning delivery mode, available gadgets, contact number, email address and connectivity. The students are
opting to pass their answers/output and ask queries regarding the subject matter via email, messenger, text
message, or they can drop their modules at the guardhouse/ NORSU gate.

Practice Task/Assessment
How important is technology and Digital Gadgets to teachers?

Feedback to Assessment
Please be guided with the following criteria in answering your assessment in the essay part.
Criteria Points
Content (Relevance of topic) 10
Organization (Unity of thought, flow of discussion 10
Total: 20 points

Answers to Learning Activity/Exercise 1

*Varied Answers
Answers to Learning Activity/Exercise 2
*Varied answers

Answers to Practice Task / Assessment 1

*Varied answers

Assignment
Personal Reflection

1. What are some of the difficulties that I have encountered while I was working on this module?
2. What are the most interesting topics that I have gathered as I was studying the lesson?

References/Reading Materials
Reyes, Emirita et. al. (2015). On Becoming a Teacher. Adriana Publishing Company, Quezon City, Manila
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