Chapter 5 On Becoming A Glocal Teacher PDF

Republic of the Philippines
Province of Leyte
Municipality of Abuyog
ABUYOG COMMUNITY COLLEGE
PROF. ED. 7
THE
TEACHING
PROFESSION
CHAPTER: 5 Worksheet
DR. EDITA D. VALE

PROF. ED. 7 Instructor
LYNICA P. GARIANDO BEED3-B

Student
LESSON 1: The Global and Glocal Teacher Professional: Is there a Difference?
TAKE ACTION
This study source was downloaded by 100000863496510 from CourseHero.com on 05-01-2023 21:30:17 GMT -05:00
https://www.coursehero.com/documents/173366536/Chapter-5-On-Becoming-a-Glocal-Teacherdocx/
1. With your group, use the interview Tool for a Teacher found on next page. Identify two
Filipino teachers. One teaches in the Philippines and the other teaches abroad or has
taught outside the country. Request for an interview with the teacher either on-line face to
face. Write a report and share that with your classmate. Make a reflection on the
information you have gathered.
.Who is a Global Teacher?

Interview Protocol for Face to Face or On-line Interview
A. Personal Profile: Name____________ Age:_____
No. of Years in Teaching: _______ Place of Teaching: Philippines ____
Other Country: ____ (Pls name) _______
B. Key questions: You may start with preliminary questions to establish rapport
before you ask key questions for your interviewee or informant.
1. How do you consider yourself as a Teacher? Please explain.
a. Beginning b. Developing c. Proficient
2. Which of the following have you given much considerations in your
teaching? Why?
a. Local setting, values, tradition and culture
b. Global scenario, international developments, 21st century skills
c. Local knowledge, values, culture, 21st century skills, international
developments.
3. Where you are teaching what do you like most? (local or abroad) why?
a. Learners b. the learning environment c. the pay
4. How do you consider yourself as a teacher? Please explain.
a. Local b. global c. glocal
C. Make a written report and submit to your course facilitator. Share the same
results to the class.
MAKE A REFLECTION
Note: use the result of your interview to answer some of the questions for your reflection.
1. Who is a global teacher? What are the attributes of the global teacher?
 A glocal teacher is an educator that incorporates various glocal issues into their
curriculum including multiculturalism, economic, environmental and social issues.
Creating a classroom environment that values diversity. The attributes of the global
teacher is Integrating global learning experiences into the curriculum, Facilitating
intercultural conversations and partnerships, Assessing students' global competence
development.

2. Can the teacher whom you have interviewed be classified as a global teacher? Why? Why
not?
 Yes of course she is classified because some teachers here know how to used
gadgets since in these days in privates school they use some application to master
more. The teacher that I have interviewed will be classified as a glocal teacher, since
she is a competent teacher who is armed with enough skills, appropriate attitudes and
universal values to teach students with both time tested as well as modern
technologies in education in any place in the world.

3. Can one be a global teacher, without teaching abroad? Write your insight?
 One can be a glocal teacher even if he or she is not teaching abroad. Moreover, a
global teacher is a teacher with global perspectives, thinks locally and globally right
in the place he or she is situated.
4. Reflect on the statement, “As a glocal teacher, act locally but think globally.”
 As a teacher it is very important that a glocal teacher, act locally in order to maximize
the use of available materials and at the same time the students can understand well
and to have a deep understanding and to have an authentic learning because the
learning materials used by the teacher is based on the real lives of the learners. But
since we are also global teachers, we should always see to it that we are not
neglecting our own culture and country. We need to remind the learners to still
appreciate our own country inspite of the continuous globalization we are
experiencing. We should relate the learning content specified in the curriculum to
local information and materials from the leaner’s community.

I believe that as educators, we should be think globally and teach locally. We must
be preparing our learners to be globally competitive but also giving equal
importance to own Filipino history, culture and the country itself.
SELF-CHECK QUESTIONS
Instruction: Choose the correct answer from the options given.
1. The concept of globalization came about in recent years because the world has become
borderless primarily due to: -Understanding
A. Advances in technology
B. Use of English as a medium of teaching
C. ASEAN integration
D. Teacher exchange programs
2. Which statement is NOT TRUE about a professional teacher of the 21 st century?
-Analysis
A. The Filipino teacher abroad should know and understand the culture of the
place of teaching.
B. The global teacher is one who enhances knowledge and skills to address the
global demands but has a strong affiliation to the local culture and traditions.
C. Blending the knowledge, skills and values appropriate for the world but
preserving those of one’s own country is the essence of globalization.
D. Disregard of cultural diversity and a focus on the 21 st century skills is the
ultimate goal of globalized education.
3. When Roland Robertson started to use the phrase “think local, act global” he meant that
_________ -Understanding
A. Even if you will be teaching in your hometown, your competence is world
class.
B. You should limit your lessons only to local knowledge, values and aspirations.
C. You should use examples in your lessons from foreign countries.
D. You believe that the best examples are coming from abroad.
4. To which does global village refer? – Understanding
A. Other countries abroad.
B. All the countries abroad including your own
C. Include all the countries abroad.
D. Our ASEAN neighbour
5. Which set of core values should a Filipino teacher possess to become a glocal teacher?
-Analysis
A. Cultural and historical rootedness and nationalism
B. Economic excellence and materialism
C. Inclusivity and self-preservation
D. Borderless thinking and interconnectivity
LESSON 2: A Closer Look at the Teachers and the Teaching Profession in the ASEAN and
Beyond
TAKE ACTIONS: Task No. 1
Make a matrix using the example below:
Title: The Teacher Professional and the Teaching
Profession across the ASEAN and beyond
The Professional Teacher in
Educational Qualifications
What Grade levels can they Teach
How are they recruited
1. ASEAN
Four important components of teacher academic preparations common to ASEAN countries.
1. General
knowledge and
Understanding
2. Pedagogy
3. Teaching
Practicum/Experiential
Learning
4. Specialized
knowledge/major courses
Basic education levels in most ASEAN countries have 12 years formal schooling, divided into
primary, lower secondary and upper secondary level.
All primary education levels are compulsory, while in some countries the secondary level is
voluntary except the Philippines.
Most teachers are
licensed as professionals or are certified to teach by the country’s appropriate agencies.
This is done by the
Ministry of Education or the teacher education
colleges or universities.
2. CHINA
Teachers in China are
educated in one of three types of schools. The programs are three to four years in length, and
result in both a high school diploma and an additional certificate. These programs include
courses in specific subjects, methodology and pedagogy.
Teachers must also undergo practical training
The new educational system includes:
 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
There is no standardized system of teacher
recruitment in China.
Teaching positions can be quite competitive in urban areas but rural areas often suffer from a
shortage of candidates.
As a result, they often must employ “supply teachers,” or teachers who are primarily substitutes,
in their local schools.
3. JAPAN
There are different legal requirements for certificate to teach in the preschool, elementary school,
lower secondary school and upper secondary school. First class certificate- issued 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 qualifications is a Master’s
Degree.
Second class certificate- has a basic qualification of 2 years of study (62 credit units) 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 is divided into five basic levels: kindergarten, elementary school (six years) lower secondary
school (three years) upper secondary school (three years) and university (usually around four
years) degree, the teacher applicant must secure a license to teach from the prefectural board of
education.
A licensed awarded by any prefecture is valid in all prefectures. However, applicant is required
to take prefectural Appointment examinations. be issued.
The Japanese educational system is divided into five basic levels: kindergarten, elementary
school
(six years) lower secondary school (three years) upper
secondary school
(three years) and
university (usually
around four years)
In addition to completing a degree, the teacher applicant must secure a license to teach from the
prefectural board of education. A licensed awarded by any prefecture is valid in all
prefectures. However, applicant is required to take prefectural appointment examinations.
4. U.S.A
A degree in teaching allows you to specialize in a subject area, age group, or educational setting.
Training and licensing requirements vary by state, but most states require teachers to have a
minimum of a bachelor's degree and demonstrated experience under the guidance of an
experienced teacher.
The levels of education in the U.S. are similar to those in other countries including the
Philippines
 Pre-primary Education
 kindergarten, nursery schools, preschool programmes,day care centers.
 Primary Education Elementary school
 Middle School Education Grade 4-6, 5-7, or 6-8.
 Secondary Education High school Grades 7-12 or 8-12.
 Junior High School Grades 7-8, 7- 9, or 8-
 Senior High School – Grades 9-12, or 10-12. Duration of compulsory education is from
entry of 6 years old to exit of 18 years
 old.
After following the Successful completion of
an application process ,a
superintendent approves
the applicant and then forwards a recommendation to hire
to the local school board.
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.
He/she is expected to
complete teaching during
the term of his/her contract will exception
for pregnancy, medical
leaves and unforeseen
emergencies.
MAKE A REFLECTION
1. If given an opportunity to experience teaching in another country listed above, where you
like to teach? Explain?
 If I am given a chance to experience teaching abroad, I will choose the USA, most
locals in USA are perfectly fluent in English, I think I can easily learn their language
and the rules are not very strict, apart from the high salary there is also little teaching
time and I can also be sidelined with other work and long rest time and I'm sure I can
get along with my students since I have the potential to do with commitment and
honesty, meaning there aren't quite as many jobs as you might find in other Asian
countries.
The majority of positions in US are at International Schools where you'll need a
teaching certification, or at public schools where the competition is stiff. While you
can work at a private academy or teach private lessons, there's little job security.
Unless, of course, you're highly qualified. For example, I almost took a job in USA as
a college counselor, helping Singaporean students apply to US universities. This job
required a Master's degree among other things. If you have a teaching certification, or
you want to apply for a high-level education related job, USA is a great place to look.
However, if you're fresh out of college with no teaching experience, you might want
to try another country instead.
ENRICHMENT ACTIVITY
Write an Essay on the topic. How does a Filipino teacher compare with a teacher in the ASEAN
and beyond?
 Filipino teacher is just like other teacher in foreign countries, Filipino teachers are
passionate to teach. They have remarkable values, skills, abilities and knowledge.
Teachers play a significant part in the lives of children, especially during their formative
years. They are integral in molding students to become responsible citizens of the
country. They are at our side when we needed guidance, they discipline us when we go
astray, they give moral support and encourage us to do more, and to learn more. They
teach us not to give up when we are about to surrender. There are also some teachers who
initiated a good practice in school which is “Adopt
SELF-CHECK QUESTIONS
All the items refer to Lesson 2. Choose the correct answer from the choices given.
1. In all the ASEAN member countries, which level of schooling is free and compulsory?
-Understanding
A. Primary level C. Middle School level
B. Secondary level D. College level
2. Which of the ASEAN member countries, gives the highest teacher salary? -
Remembering
A Brunet C. Singapore
B. Philippines D. Malaysia
3. Which country issues a teacher’s license through the Professional Regulations

Commission?
A. Thailand C. Indonesia
B. Philippines D. Singapore
4. According to the Global Teacher Status Index, from what country have the teachers the
greatest respect from students? –Remembering
A. China C. Greece
B. Finland D. New Zealand
5. Which country, according to the Global Teacher Status Index, gives the highest salary to
teachers? - Remembering
A. Singapore C. Japan
B. South Korea D. Switzerland
LESSON 3: The Changing Global Landscape for the 21st Century Teachers
TAKE ACTION
1. With your group, make observations in you school campus. Write down one specific
observation for each of the Pillars of learning that is being practiced. Place in the matrix
below.
Pillars of Learning Observed Practices in the School
1.Learning to know
2.Learning to do
3.Learning to be
4.Learning to live together
2. Make a comparison of the global teaching-learning landscape before and in the 21 st

century.
Parameters Before 21st Century
1.Learners
2.Teachers
3.Learning Environment
4.Ways of Learning
5.Learning Content
MAKE A REFLECTION
The global learning village has changed and will keep on changing. As you prepare to
become the Teacher
SELF-CHECK of the 21st Century, how will you prepare for these rapid changes?
QUESTIONS
Read and choose the correct options for the items that follow.
1. As a future teacher, one should be mindful that the teachers in the 21 st century are
characterized by___________ - Understanding
A. Rigidly of thinking
B. Initiative and self-direction
C. Control and simple mindedness
D. Individualism
2. The new global landscape of the 21 st century, shows the following EXCEPT one. Which
is not? –Analysis
A. Teachers are ICT equipped
B. Learners are attuned to rote memorization
C. Learning environment can be any place
D. There are multiple ways of teaching.
3. Which of the Pillars of Learning is being described by the phase “unity in diversity”?
-Understanding
A. Learning to know C. Learning to live together
B. Learning to do D. Learning to be
4. The teacher who spends more than what is earned, thus becoming vulnerable to loan
sharks lacks _________ - Understanding
A. Eco literacy C. Cyber literacy
B. Financial literacy D. media literacy
5. To be ready to teach in the 21 st century, a teacher should develop life and career skills
which should also be nurtured among the learners. What of these career skills enables a
person to quickly respond to the changes in the modern times? – Understanding
A. Leadership and responsibility
B. Productivity and Accountability
C. Flexibility and adaptability
D. Social and Cross-cultural skills
Powered by TCPDF (www.tcpdf.org)

Chapter 5 On Becoming A Glocal Teacher PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 5 On Becoming A Glocal Teacher PDF

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

DR. EDITA D. VALE

LYNICA P. GARIANDO BEED3-B

.Who is a Global Teacher?

What Grade levels can they Teach

How are they recruited

3. Which country issues a teacher’s license through the Professional Regulations

2. Make a comparison of the global teaching-learning landscape before and in the 21 st

Powered by TCPDF (www.tcpdf.org)

You might also like