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The Teaching Profession
CHAPTER I
YOU, the TEACHER, as a PERSON in SOCIETY
“Teachers are the most responsible and important
members of society because their professional efforts
affect the fate of the earth.”- Helen Caldicott
We don’t live in a vacuum. We live in a society. We are
part of the society. Our society influences us to the
extent that we allow ourselves to be influenced by it.
Our thoughts, values, and actions are somehow shaped
by events and people with whom we come in contact.
We, in turn, help shape society- its events people, and
its destiny.
“No man is an island”. No man stands alone. We need
one another. In the context of your life as a teacher, we
would say that no teacher is an island. No teacher
you now become a teacher. Soon you will be called
“teacher” about a student, in the same manner that
your student will be called “student” about you as a
teacher.
Your philosophy of life and your philosophy of education
serve as your “window “to the world and your
“compass” in the sea of life. Embedded in your
philosophy are your principles and values that will
determine how you regard people, and how you look at
life. They govern and direct your lifestyle,
your thoughts, decisions, actions, and your relationships
with people and things.
Lesson I
Your Philosophical Heritage
“To philosophize is so essentially human in a sense to
philosophize means living a truly human life.” J. Pieper
SEVEN PHILOSOPHIES OF EDUCATION

PHILOSOPHIES Why Teach? (OBJECTIVE What to Teach (CURRICULUM) How to Teach (TEACHING
OF EDUCATION STRATEGIES)

The goal of education is to Essence refers to the attribute Teachers emphasize the
produce students who can be or set of attributes that make an mastery of the subject matter.
responsible enough to object what it fundamentally is They serve as the fountain of
participate effectively in the and must have. This essence information and paragon of
society. The essentialist agrees describes a permanent, virtue. They observe core
that the school is an essential unalterable, and eternal object. requirements, longer school
social institution that should Without its essence, an object days, and a longer academic
ESSENTIALISM prepare the students to solve loses its identity. In education, it year. They rely heavily on the
societal problems by providing is the doctrine that there are use of prescribed textbooks
literacy and skills from a certain traditional concepts, and stress on memorization
"socially aware" teacher. With values, and skills that are and discipline.
this, students can keep the essential to society and should
traditional moral values and be taught to students.
intellectual knowledge and
still be prepared to learn
higher, more complex
subjects.
Progressivism is taught to holds that education should A progressivist teacher
develop the learner into focus on the whole child, rather employs experiential methods
becoming an enlightened and than on the content or the as he/she believes that
intelligent citizen of a teacher. This educational learners learn by doing.
PROGRESSIVISM democratic society. The goal isphilosophy stresses that He/she relies heavily on the
to teach learners so they may students should test ideas by problem-solving method and
live life fully now. active experimentation. hands-on teaching methods
Learning is rooted in the like field trips and thought-
questions of learners that arise provoking games.
through experiencing the world.
It is active, not passive. The
learner is a problem solver and
thinker who makes meaning
through his or her individual
experience in the physical and
cultural context.
Perennialism is taught to is a normative educational This philosophy is centered
develop the student's rational philosophy according to which around teachers and students
and moral powers. Generally, one should teach the things that engaging in Socratic dialogues
PERENNIALISM some timeless concepts and are of everlasting relevance to or mutual inquiry sessions to
 facts cannot be altered and
these need to be transmitted
to new generations to keep
the continuity of learning.
Existentialism is taught to help
students understand and
appreciate themselves as a
unique individual who accepts
EXISTENTIALISM complete responsibility for
their thoughts, feelings, and
actions and to help students
define their essence by
exposing them to various
paths.
Behaviorism is taught to shape
the student's behavior by
providing a favorable
BEHAVIORISM environment. If the goal is to
produce responsible learners,
then the teacher should
consider the behavioral factors
affecting the student.
LINGUISTIC Linguistic philosophy is taught
to develop the communication
skills of the learners. That is,
the skill to send a message
clearly and receive messages
correctly.
Constructivism is taught to
develop intrinsically motivated
and independent learners
adequately equipped with
learning skills for them to be
able to construct knowledge
and make meaning of it.
all people everywhere and that develop an understanding of
the emphasis should be on history's
principles, not facts. concepts.
in education focuses on the
individual, seeking out a
personal understanding of the
world. Thus, everyone
characterizes for himself or
herself the concepts of reality,
truth, and goodness and as a
result, schools exist to aid
children in knowing themselves
and their place in society.
holds that behavior is shaped
deliberately by forces in the
environment and that the type
of person and actions desired
can be the product of design. In
other words, behavior is
determined by others, rather
than by our own free will. By
carefully shaping desirable
behavior, morality and
information are learned.
Learners will acquire and
remember responses that lead
to satisfying aftereffects.
Repetition of a meaningful
connection results in learning. If
the student is ready for the
connection, learning is
enhanced; if not, learning is
inhibited. Motivation to learn is
the satisfying aftereffect or
reinforcement.
Linguistic philosophy is the view
that philosophical problems
could be solved (or dissolved)
either by reforming language or
by understanding more about
the language that we presently
use. The former position is that
of ideal language philosophy,
and the latter is the position of
ordinary language philosophy.
claims that the learner actively
constructs his or her
understanding of reality
through interaction with
objects, events, and people in
the environment, and reflecting
on these interactions. For
learning to occur, an event,
object, or experience must
conflict with what the learner
already knows. Therefore, the
learner's previous experiences
determine what can be learned.
most timeless
An existentialist teacher
focuses on the learner's
individuality. Learning is self-
paced and self-directed. The
teacher provides avenues for
the student to self-directed
learning. He/she does not
control the student's interests
and is not heavy on rules so
that there are no hindrances
for the student to express in
any way he/she wants.
Behaviorist teachers arrange
the environmental conditions
and make the stimuli clear and
interesting to capture and
hold the learner's attention.
They need to provide
appropriate incentives to
reinforce positive responses to
awaken or eliminate negative
ones.
In a classroom setting,
linguistic philosophy is applied
by teaching language and
communication through an
experiential way. The teachers
should make the classroom a
place for the interplay of
minds and hearts and
facilitate dialogue among
learners because the exchange
of words there is also an
exchange of ideas.
teachers provide students
with data or experiences that
allow them to hypothesize,
predict, manipulate objects,
pose questions, research,
investigate, imagine, and
invent. The classroom should
be interactive and promote a
dialogical exchange of ideas
among learners between
teachers and students where
the teacher's role is to
facilitate the process.
NOTE: Philosophy is your attitude, viewpoint, thinking,
way of life, values, or beliefs. Linguistics is the study of
language and how language works. Heritage is
something that you inherit. We are interested in what is
true. Our teaching methodologies are based on our
quest for truth. Likewise, outreaching-learning goals are
based on what we value or what we cherish as good.
Lesson II
Formulating Your Philosophy of Education
“Philosophy is vital only when the questions are mine
and so is the struggle towards answers. - W. Luijpen”
Your philosophy of education is your “window” to the
world and “compass” in life. Hence, it may be good to
put that philosophy of education in writing. You surely
have
one just as everybody has only that sometimes it is not
well articulated. Your philosophy of education is
reflected in your dealings with students, colleagues, and
parents.
and administrators. Your attitude towards problems and
life has an underlying philosophy.
What does a philosophy of education contain or
include? It includes your concept about
-the human person, the learner, and the educated
person
-what is true and good and therefore must be taught
-how a learner must be taught to come close to the
truth
It is important that you make explicit your philosophy of
education. Your philosophy of education is your
“window” to the world and “compass” in life. Your
philosophy is your thought and formulation, never
formulated for you by another that is why you were
advised to begin stating it with the phrase “I believe”. It
is best to state it in the concrete not in the abstract like
a theory because this is your blueprint to daily life.
Lesson III
The Foundational Principles of Morality and YOU
“When you carry out acts of kindness, you get a
wonderful feeling inside. It is as though something
inside your body responds and says, yes, this is how I
ought to feel. – unknown
Henry Brooks Adams said it succinctly: “A teacher affects
eternity; he can never tell where his influence stops.”
Morality- the quality of human acts by which we call
them right or wrong, good or evil.” (Panizo, 1964) Your
human action is right when it conforms to the norm,
rule, or law of morality. Otherwise, it is said to be
wrong.
Example: Juan gets his pencil from Pedro without the
latter’s permission, Juan’s action is wrong because it is
contrary to the norm,” stealing is wrong”. A man’s
action, habit, or character is good when it is not lacking
what is natural to man, i.e., when it is under man’s
nature. His free will gives him the ability to choose.
Foundational moral principle- The word principle
comes from the Latin word princeps which means a
beginning, a source. A principle is that on which
something is based, founded, originated, and initiated.
It is likened to the foundation of a building upon which
all other parts stand. If we speak of light, the principle is
the sun because the sun is the body from which the
light of this world originates. A foundational moral
principle is therefore the universal norm upon which all
other principles on the
rightness or wrongness of an action are based. It is the
source of morality.
Where is this foundational moral principle? It is
contained in the natural law. Many moralists, authors,
and philosophers may have referred to this fundamental
moral principle in different terms. But it may be
acceptable to all believers and non-believers alike to
refer to it as natural law.
Natural law- It is the law “written in the hearts of men”,
(Romans 2:15). For theists, it is man’s share in the
Eternal Law of God. (Panizo, 1964) St. Thomas defines it
as the “light of natural reason, whereby we discern
what is good and what is evil, an imprint on us of the
divine light. (Panizo 1964). It is the law that says: Do
good and avoid evil.” THIS IS THE FUNDAMENTAL OR
FOUNDATIONAL MORAL PRINCIPLE.
Panizo says: Writings, customs, and monuments of past
and present generations point out to this conclusion:
that all peoples on earth, no matter how savage and
illiterate,
have recognized a supreme law of divine origin
commanding good and forbidding evil. (Panizo 1964).
The same thing was said by the Chinese philosopher,
Mencius, long ago.
Our act is moral when it is by our human nature. Our act
is immoral when it is contrary to our human nature. Our
intellect and free will make us different from and above
the beast. As a teacher, you are expected to be a person
of good moral character. You are a person of good
moral character when you are:
1. Human
2. Loving
3. Virtuous
4. Mature.
LESSON IV
Values Formation and YOU
Education in values means the cultivation of affectivity,
leading the education, and the exposure to an
experience of value and the valuable. – R. Aquino
Transcendent values- they are beyond changing times,
beyond space and people. They remain to be a value
even if no one values them. They are accepted as values
everywhere., there are unchanging and universal values.
The values of love, care, and concern for our fellowmen
are values for all people regardless of time and space.
They remain unchanged amidst changing times.
Values are taught not caught.
“Are values caught or taught? Our position is that values
are both taught and caught. If they are not taught
because they are merely caught, then there is even no
point in proceeding to write and discuss the formation
of your values as a teacher here. Values are also caught.
We may not be able to hear our father’s advice “Do not
smoke” because what he does (he smokes) speaks
louder than what he says. The living examples of good
men and women at home, school, and society have a far
greater influence on our value formation than those
well-prepared lectures on values excellently delivered
by experts who may sound like” empty gongs and
clanging cymbals.”
Values have cognitive, affective, and behavioral
dimensions.
Values have a cognitive dimension. We must understand
the value that we want to acquire. We need to know
why we must value such. This is the heart of conversion
and values formation. We need to know how to live by
that value. For instance, it is not enough to know what
honesty is or why one should be honest. One must feel
something towards honesty and be moved towards
honesty as preferable to dishonesty. (Aquino 1990)
Values also have a behavioral dimension. Living by value
is the true acid test if we value a value like honesty.
Value formation includes formation in the cognitive,
affective, and behavioral aspects.
Your value formation as a teacher will necessarily
include the three dimensions. You must grow in
knowledge and wisdom and your “sensitivity and
openness to the variety of value experiences in life.
(Aquino 1990) you must be open to and attentive in
your value lessons in Ethics and Religious Education.
Example: Take an active part in value sessions like
fellowships, and recollections organized by your church
group or associations. Since values are also caught, help
yourself by reading the biographies of heroes, great
teachers, and saints (for the Catholics) and other
inspirational books. (it is observed that fewer and fewer
teachers read printed materials other than their
textbooks). Your lessons in history, religion, and
literature are replete with opportunities for inspiring
ideals. Associate with model teachers. If possible, avoid
the “yeast” of those who will not exert a very good
influence. Take the sound advice from Desiderata: Avoid
loud and aggressive persons; they are vexations to the
spirit.” Join community immersions where you can be
exposed to people from various walks of life. These will
broaden your
horizons, increase your tolerance level, and sensitize
you to life values. These will help you to “fly high” and
“see far” to borrow the words of Richard Bach in his
book, Jonathan Livingston Seagull.
Value formation is a training of the intellect and will.
Your value formation in essence is a training of your
intellect and will, your cognitive and rational appetitive
powers, respectively. Your intellect discerns a value and
presents it to the will as a right or wrong value. You will
act on the right values and will avoid the wrong values
presented by your intellect. As described by St. Thomas
Aquinas, “The intellect proposes, and the will disposes.”
Your intellect must present a positive value to be a truly
positive value to the will not as one that is positive but
in the final analysis is a negative value. In short, your
intellect must be enlightened by what is true. necessary
that you develop your intellect in its three functions,
namely: “formation of ideas, judgment, and reasoning”.
(William Kelly, 1965) it is also equally necessary that you
develop your will so you will be strong enough to act on
the good and avoid the bad that your intellect presents.
Virtuous versus vicious life and its effect on the will.
virtuous life strengthens you to live by the right values
and live a life of abundance and joy while a vicious life
leads you to perdition and misery. Cultivate good habits.
Panizo claims “Virtue involves a habit, a constant effort
to do things well despite obstacles and difficulties. “A
virtue is no other than a good habit. You get used to
doing good and you will be stronger to resist evil. So,
start and continue doing and being good!
Max Scheler’s hierarchy of values
Max Scheler outlined a hierarchy(ladder) of values. Our
hierarchy of values is shown in our preferences and
decisions.
Example: you may prefer to absent from class because
you want to attend the annual barrio fiesta where you
are the “star” because of your ability to sing and dance.
Another one may prefer just the opposite by missing the
fiesta (anyway, she can have all the fiestas after studies)
and attends class.
Values Clarification
The advocates of value clarification assert that we must
clarify what we really value. The term value is reserved
for those “individual beliefs, attitudes and activities that
satisfy the following criteria:
1. freely chosen
2. Chosen from among alternatives
3. Chosen after due reflection
4. Prized and cherished
5. Publicly affirmed
6. Incorporated into actual behavior
7. acted upon repeatedly in one’s life.
Lesson V
Teaching as Your Vocation, Mission and Profession
“One looks back with appreciation to the brilliant
teachers, but with gratitude to those who touched our
human feelings.” Carl Jung
Etymology- of the word “VOCATION” Vocation comes
from the Latin word “vocare” which means a call. Based
on the etymology of the word, vocation, therefore,
means a call. If there is a call, there must be a caller and
someone who is called. There must also be a response.
Teaching as your vocation
To acknowledge a call to serve others through the
means of education and learning, be it at a primary,
secondary, or post-secondary level.
Teaching as your mission
The word mission comes from the Latin word “mission”.
which means to send. You are called to be a teacher and
you are sent into the world to accomplish a mission, to
teach. Teaching is your mission means it is the task
entrusted to you in this world. If it is your assigned task,
then you’ve got to prepare yourself for it.
” Once a teacher, forever a student.” More is said of
continuing professional education in the Code of Ethics
for Professional Teachers
Mission to teach.
To teach is to do all of these and more!
To teach is to influence every child entrusted in your
care to become better and happier because life
becomes more meaningful.
To teach is to help the child become more human.
Chapter II
Lesson I
The 21st Century Teacher
“If we teach today as we taught yesterday, we rob our
children of tomorrow”- John Dewey
The 21st Century Skills
1) communication skills
a. teaming
b. collaboration
c. interpersonal skills
d. local, national and global orientedness and
e. interactive communication.
2) learning and innovation skills
a. creativity
b. curiosity
c. critical thinking problem solving skills and
d. risk taking.
3) information, media and technology skills and
a. visual and information literacies
b. media literacy
c. basic, scientific, economic and technological
literacies and
d. multicultural literacy.
4) life and career skills.
a. flexibility and adaptability
b. leadership and responsibility
c. social and cross-cultural skills
d. initiative and self-direction
e. productivity and accountability and
f. ethical, moral and spiritual value
Visual literacy- is the ability to interpret, make meaning
from information presented in the form of an image. It
is also the ability to evaluate, apply or create conceptual
visual representation.
Information literacy- is the ability to identify what
information is needed, identify the best sources of
information for a given need, locate those sources,
evaluate the sources critically and share that
information. Information literacy is most essential in the
conduct of research.
Media literacy-is the ability to critically analyze the
messages that inform, entertain and sell to us every day.
It’s the ability to bring critical thinking skills to bear on
all forms of media asking pertinent questions about
what’s there and noticing what’s not there. It is the
ability to question what lies behind media productions-
the motives, the money, the values and the ownership
and to be aware of how these factors influence content
of media production.
Scientific literacy- encompasses written, numerical and
digital literacy as they pertain to understanding science,
its methodology, observations and theories. Scientific
literacy is the knowledge and understanding of scientific
concepts and processes required for personal decision
making, participation in civic and cultural affairs and
economic productivity.
Economic literacy- is the ability to apply basic economic
concepts in situations relevant to one’s life. It is about
cultivating a working knowledge of the economic way of
thinking-understanding trade-offs, recognizing the
importance of incentives. It encompasses a familiarity
with fundamental economic.
concepts such as market forces or how the monetary
system works.
Technological literacy- US Department of Education
(1996) defined technology literacy as “computer skills”
and the ability to use computer and other technology to
improve learning, productivity and performance”.
Technological literacy is the ability to responsibly use
appropriate technology to:
- Communicate
- Solve problems
- Access, manage, integrate, evaluate, design and create
information to improve learning in all subject areas
- Acquire life -long knowledge and skills in the 21st
century
Another way of grouping the 21st century skills is
shown below:
-Ways of thinking. Creativity, critical thinking, problem
solving, decision making and learning.
- Ways of working. Communication and collaboration
-Tools for working. Information and communications
technology (ICT) and information literacy.
- Skills for living in the world. Citizenship, life and career
and personal and social responsibility.
Lesson II
School and Community Relations
It takes a village to raise a child – African proverb.
The school and the community are the mainsprings of
effective and powerful forces that can create a
wholesome climate for mutual gains and betterment.
They can forge a kind of partnership where both are
willing to share information as well as responsibilities to
the best interest of the children while in school.
Likewise, when dealing with members of the
community. Parents from the community are ready to
offer much- needed assistance in terms of resources
while teachers are equally committed to spend time,
effort and expertise in serving the school children.
Ensuring strong alliance is guaranteed to foster sound
academic practices in the school, civic mindedness and
public accountability in the community. A positive
affiliation is an overwhelming bond that all stakeholders
are willing to be part of.
A. The Teachers, Parents and the Community
Parents are the first teachers in the home. They are
responsible for the development of values, attitudes
and habits that will be needed as their children
associate with the classmates in school. Such
inculcations are likewise beneficial when they work and
play with neighbours and the community at large.
Teachers in the schools continue to enrich the students’
experiences at home, thus strengthening the valuable,
personal traits and characteristics initially developed. In
the end, the contrived attention and efforts of both
“custodians “are accorded acknowledgement and
recognition by members of the community.
The members of the community, in addition to the
parents, include the local government units, the non-
government agencies, civic organizations and all the
residents. They are highly motivated to participate in
the school activities and projects that will likewise
redound to the uplifting of the moral and quality of life
in their own locality.
1. Difficulties
Teachers are endowed with a caring and compassionate
attitude that are expressed in their love and unending
sacrifice in guiding the young. Despite conscious effort,
children experience difficulties and problems regarding:
a. Ability to accomplish assignments.
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self-discipline
2. Solutions
The best way to thresh out causes and come up with
solutions is to conduct a dialogue wherein parents may
be invited to drop by the school, or the teacher may pay
a visit to their home.
a. A calm and friendly face-to-face exchange of
observations could straighten some disturbing
interactions ending with a promise of
undertaking remediation in both quarters.
b. Positive attitudes of kind-heartedness and
patience are developed through modelling.
c. Regularity in attendance and doing daily
assignments need strong motivation. and
encouragement from both sides.
d. Letters and praises to parents for outstanding
performances build confidence and strengthen
determination to continue the good work.
e. Interesting lessons never fail to motivate
students to be present every day for an
enjoyable participation in them.
f. Extremes of behavior need detailed
consideration of past experiences in school and
at home.
3. Values developed
Values and strong inclinations are instilled starting from
the home and are developed further in the school.
Some of the most desirable are:
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share.
d. Deep sense of responsibility and
e. Persistence
Students exhibiting exemplary traits must be given due
recognition. Awards conferred upon responsible and
well-behaved students set examples that are emulated.
4. Interests
Special interest and innate talents noticed at a young
age such as heightened prosperity for music and drama,
athletics and the arts must be attended to by sensitive
mentors and guardians to provide them with continued
opportunities to attain full realization of their natural
gifts.
B. School and Community
The school is usually located at the center of the town
or city. As such, it is subjected to daily scrutiny by the
members of their community. Seeing their students at
play or work, personnel busy with everyday tasks and
teachers with the usual eyeful watch, everyone passing
by witnessing such would feel proud of their school. The
community would in turn show their gratitude and
appreciation by keeping their school’s surroundings
clean and comfortable for their children and by sharing
resources whenever needed.
1. Collaborative relationships
a. The school officials actively participate in
community projects such as literacy
assistance project for out-of-school children
and house campaign for healthful practice.
b. The municipal/city officials are likewise
ready to provide help not only in improving
the physical facilities of the school but also
paying the salaries of teachers who for the
moment do not have teacher items. There
are several school-board-paid teachers in
the country. During historic celebrations in
both places, participation by each is easily
elicited.
with such positive and civic consciousness
activities enjoyed by the school and the
community, a strong feeling of togetherness
becomes evident.
2. Organized associations
Schools have organized Parent- Teacher Associations
(formerly referred to as Parents Teachers and
Community Associations) with the officers coming from
both their members. They undertake projects and
activities aimed at promoting a harmonious and
enjoyable relationship among themselves. Regular
meetings are conducted to discuss activities that are
intended to improve /assist conditions prevailing in
both. A strong spirit of cooperation is exhibited as well
as sharing of expertise and material resources.
Representations during town or school affairs create
strong ties among the members, thus helping hands are
volunteered in times of needs.
The Brigada Eskwela is another example of collaboration
among school, parents and community. Brigada Eskwela
conducted at the beginning of the school year is now
institutionalized at the Department of Education and
has resulted to strong partnership of the school with the
community. This is DepEd’s National School’s
Maintenance Week meant to help schools prepare for
the opening of classes with the assistance of education
stakeholder by repairing and cleaning public schools
nationwide. Brigada Eskwela aims to revive the
bayanihan spirit among Filipinos by engaging the
participation of education stakeholders in the
community. With the implementation of School-Based
Management (SBM) the School Governing Council
( SGC) per school has been organized. The School
Governing
Council ( SGC) is more than the PTA in the sense that the
SGC shares in the task of policy making in the school
with the school head leading.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and
compliance with ordinances afford ample protection
and disciplinary measures deserved by all.
Beautification of the community through tree planting
in every household and cleanliness through proper
waste disposal are voluntarily undertaken by both, thus
creating a disciplined and wholesome community.
4. Values exhibited
Outstanding school personnel as well as barangay
officials are honored. This serves as a motivation for
both parties and their followers to continue with their
commendable practice. Values of nationalism and unity
are developed through the examples demonstrated by
the school and government officials. Respect for
authority and self- discipline are modelled for the young
to follow.
5. Instructional Centers and Materials
The community can serve as rich sources of
instructional materials. The clean rivers, town library,
factories and other industrial establishment could be
learning centers for field trips. Recreational areas and
concert halls offer enjoyable entertainment for all. The
parks and beaches become relaxation areas for school
children together with the teachers and families.
Professionals and practitioners from the community can
be invited as resource speakers during the observance
of
significant school rites.
Lesson III
Linkages and Networking with Organizations
“We cannot live for ourselves alone. Our lives are
connected by a thousand invisible threads, and along
these sympathetic threads and along these sympathetic
fibers, our actions run as causes and return to us as
results.”
The school and its community, in collaboration with
public and private institutions and organizations are
indeed inseparable if they are to create an impact on
the lives of the students and members of the
community, they are committed to serve.
Chapter III
On Becoming A Global Teacher
-Purita P. Bilbao, Ed.D
Being world-class does not mean going internationally
and showing our best out there. Being world –class is a
passion and commitment to our profession; being world
class is giving our best to teaching. Being world class
starts right inside the classroom. --- Condrado de Quiros
Our world has been called a “ global village”. Satellite
communications make possible television, telephone
and documents transmitted through fax and electronic
mails across thousands of miles in thousands of
seconds.
Global education poses variety of goals ranging from
increased knowledge about the peoples of the world to
resolutions of global problems, from increased fluency
in foreign languages to the development of more
tolerant attitudes towards other cultures and peoples.
Global education embraces today’s challenges as
national borders are opened. It paves the way for
borderless education to respond to the needs of
educating children of the world they are entering. It
offers new curricular dimensions and possibilities,
current scientific and technological breakthroughs for
completely new frontiers in education.
Contemporary curricula respond to the concept of this
global village. The increased use of
technology in the classroom, the incorporation of the
changing realities of our world’s society and the ease of
mobility of peoples of the world have become a
challenge to your preparation as prospective teachers.
As future teachers, think globally, but act locally. You
can be a global teacher by being the best teacher in
your school.
Lesson I
Global Education and the Global Teacher
“Benchmarking is learning the best from the best
practices of the world’s best educational systems.”
As you prepare your children for their future, teachers
need to explore what the future holds. Teachers must
envision creative, innovative ways to prepare diverse
learners in their own cultural context without forgetting
that they live in a global village.
To compete globally would mean to prepare teachers
who can change lifelong education needs.
You will be teaching in the “Flat World” or One Planet
Schoolhouse”. These two terms imply global education
because of shrinking world due to access in technology.
The internet globalizes communication by allowing
users from around the world to connect to one another.
Global Education
Global education has been best described by two
definitions:
-UNESCO defines global education as a goal to become
aware of the educational conditions or lack of it, in
developing countries worldwide and aim to educate all
peoples to a certain world standard.
-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.
The United Nations entered into an agreement to
pursue six (6) goals to achieve some standards of
education in place by 2015 worldwide.
To achieve global education, the UN sets the following
goals:
1. Expand early childhood care education
2. Provide free and compulsory primary education for all
3. Promote learning and life skills for young and adult
4. Increase adult literacy by 50%
5. Achieve gender parity by 2005 , gender equality by
2015 and
6. Improve quality of education
James Becker (1982) defined global education as an
effort to help individual learners to see the world as a
single and global system and to see themselves as a
participant in that system. It is a school curriculum that
has a worldwide standard of teaching and learning.
Thus, to meet the various global challenges of the
future, the 21st Century Learning Goals have been
established as bases of various curricula worldwide.
These learning goals include:
●21st century content emerging content areas such as
global awareness financial, economic, business and
entrepreneurship literacy, civic literacy, health and
Awareness.
●learning and thinking skills, critical thinking and
problem-solving skills, communication, creativity and
innovation, collaboration, contextual learning,
information and media literacy.
●ICT literacy, using technology in the context of learning
so students know how to learn.
●life skills, leadership, ethics , accountability , personal
responsibility , self-direction and others.
●21st century assessment, authentic assessment that
measure the areas of learning.
Global education is all about diversity, understanding
the differences and teaching the different cultural
groups to achieve the goals of global education as
presented by the United Nations.
Global education provides equal opportunity and access
to knowledge and learning tools which are the basic
rights of every child in the global community.
Global teacher
is a competent teacher who is armed with enough skills,
appropriate attitude and universal values to teach
students with both times tested as well as modern
technologies in education in any place in the world. He
or she is someone who thinks and acts both locally and
globally with worldwide perspectives right in the
communities where he or she is situated.
A global Filipino teacher should have the following
qualities and characteristics in addition to knowledge,
skills and values.
●understands how this world is interconnected
●recognizes that the world has rich variety of ways of
life
●has a vision of the future sees what the future would
be for him and the students
●must be creative and innovative
●must understand, respect and be tolerant of the
diversity of cultures
●must believe and act for education that will sustain the
future
●must be able to facilitate digitally mediated learning
●must have depth of knowledge
●must possess good communication (for Filipino
teachers to be multilingual)
And lastly but most importantly
●must possess the competencies of a professional
teacher as embodied in the National Competency -
Based Standards for Teachers (NCBTS).