lOMoARcPSD|37544262

Module 7 - Educating the World

Bachelor of secondary education (University of Eastern Philippines)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by ml malrie (lame@mytlof.fun)
 lOMoARcPSD|37544262

MODULE 7
EDUCATING THE WORLD

Course Title: The Teaching Profession

Course Code: PS2
Date and Time Allotment: April 4 – April 15, 2022; 6 hours

INTRODUCTION:
This chapter will focus on the role of every teacher in educating the future citizens of the world.
The chapter includes roles and expectations that every professional teacher is expected to perform as
identified by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and other
international organizations. The chapter includes activities and critical questions that will help pre-
service teacher education students reflect on these various expectations and roles that they fulfill once
they go into the teaching profession. .

I. Objectives
At the end of this module, students should be able to:
● Discuss the different roles and expectations that every teacher needs to fulfill as a global
teacher
● Reflect on various issues and challenges that a professional teacher needs to address in a
global context
● Appreciate the role of teachers in the formation of global citizens in the society

II. Lecture

A. Education and Globalization

Globalization is transforming the social, economic, and political life in every nation, and it is
changing the landscape of education in every country. The extensive movement or flow of information,
ideas, images, capital, and people characterizes globalization across increasingly permeable political
borders because of economic and technological change (Castells, 1996; Luke & Carrington, 2002).
Globalization has connected every people and every society dramatically. It has brought technological
advancements that made ideas, products, information, and services accessible to all people.
Globalization made it possible for every individual to be a local resident as well as a global worker, a
national citizen, and a global citizen.
There is a considerable discussion and increasing scholarship devoted to the effects of
globalization in education. Some observable effects of globalization are the following:
1. It increases the diversity of students in every school or classroom.
2. It harnesses the use of technology in teaching and learning
3. It changes the nature of disciplines and it is inventing new disciplines.
4. It connects educational institutions to collaborate on various academic, research, and
extension activities.
5. It empowers educational institutions to respond to various issues, demand, challenges, and
problems of the society.

With globalization, knowledge and skills have. become in demand in every country.
Educational institutions are expected to play greater roles in the economic and cultural development of
every country. Educational institutions and teachers are expected to develop 21st century skills among
students and graduates. These 21st century skills are as follows:
1. Communication skills
2. Collaboration
3. Creativity and innovation
4. Critical thinking

Globalization also demands that teachers should prepare students to become functionally
literate citizens and competent professionals equipped with proper social skills and positive work ethic.
In this book, the following are proposed additionally:

Downloaded by ml malrie (lame@mytlof.fun)

 lOMoARcPSD|37544262

1. Character - The society needs people who are dedicated to positive values and moral
principles. There are many intelligent people, but they do not have a sense of personal and social
values.
2. Common Sense - This is something that makes us unique from other being. People have
the ability to think and respond to different stimuli and to all that is happening around us.

B. Education System's Response to Globalization

In response to these expectations, each country is investing huge amounts of money to
improve its education system. For example, in the Philippines, basic education was extended from 10
years to 13 years, including kindergarten. This is to ensure that the Philippine basic education system
is at par with other countries. With the K-12 education program, many significant educational
innovations are being implemented through the Department of Education. The following are a few
examples of innovations being implemented in basic education where teachers play an important role:
1. Gifted education
2. Transition program
3. Special education programs
4. Special interests’ programs
5. Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) Programs
6. Literacy programs
7.ICT integration in teaching and learning
8. Foreign language program
9. Alternative learning programs
10. Contextualization of curriculum and instruction

Hgher education institutions are also playing a notable role and are most influenced by
globalization. With globalization, higher education institutions are reinventing themselves into dynamic:
1. Centers of knowledge production
2. Cultural hubs
. Centers of creativity and innovations
4. Regional symbols
5. Economic hubs
6. Centers for human development

While all these innovations are imperative in education, the changes brought by globalization
to the society necessitate those educational institutions and particularly educators place more
emphasis on the following educational strands:
1. Food security
2. Disaster risk management
3. Peace education and development
4. Education for sustainable development
5. Climate change
6. Gender and development
7. Equity and social justice
8. Human rights education
9. Multicultural education

Teachers are expected to play greater roles in the development of students in all levels of
schooling. They take the role as instructional coaches that guide and direct students to develop their
skills and competencies and gain advanced knowledge in different fields. As instructional coaches,
teachers are expected to develop students to become independent learners and thinkers.

C. Competencies for Global Teachers

Research was conducted by SEAMEO INNOTECH Regional Education Program (2010) to
identify important competencies for teachers, as required by ASEAN countries. The result of this
research identified the following general areas of competencies of teachers for the 21st century, which
were identified as part of the Teaching Competency Framework:
1. Facilitating the development of learner's life and career skills
2. Creating a conducive learning environment

Downloaded by ml malrie (lame@mytlof.fun)

 lOMoARcPSD|37544262

3. Facilitating learning
4. Preparing appropriate lesson plans in line with the school vision and mission
5. Developing higher-order thinking skills (HOTS)
6. Developing and utilizing teaching and learning resources
7. Enhancing ethical and moral values
8. Assessing and evaluating learner performance
9. Engaging in professional development
10. Networking with stakeholders, especially with parents

Issuing these standards could mean that there is a consensus among ASEAN countries in the
quality or teachers that they need. Teachers in a global classroom must possessing a degree or
expertise in content and pedagogy. They should be models of good character and behavior. They
should be lifelong learners and act with utmost professionalism when dealing with others. Global
teachers should always put the welfare of the students above all things and serve as ambassadors of
goodwill to all people across different cultures.

In 2010, the SIREP (SEAMEO INNOTECH Regional Education Program) conducted a survey
or the pedagogical skills of teachers in all the Southeast Asian countries. The results are the following
ASEAN Teaching Competency Standards of a competent teacher.
1. Selects/states long-term goals and short-term measurable objectives based on a prescribed
national and/or school curriculum
2. Uses creative and innovative instructional strategies that are appropriate to a lesson's
objectives and students' abilities, interests, and learning styles
3. Selects and uses appropriate resources and available technologies when teaching to suit
students’ abilities, interests, and learning styles
4. Provides guided practice as necessary and reviews at appropriate time intervals
5. Uses up-to-date lessons
6. Sets learning objectives and outcomes that match the students' real-life situations
7. Sequentially and attractively teaches lessons while taking account of students learning
8. Provides students with learning opportunities during and outside school hours
9. Uses the appropriate medium of instruction
10. Encourages self-study
11. Demonstrates understanding of the educational context of the classroom and the school
community
12. Assesses students' learning outcomes

These identified pedagogical skills serve as guides for the development, formation, and
selection of teachers in the ASEAN region. It means that teachers are expected to be experts in
pedagogy and in content to engage all types of students in meaningful teaching and learning process.

Diversity is also one of the major factors that need to be considered by teachers in the ASEAN
region. The richness of culture in this part of the world necessitates all teachers to possess high level of
cultural literacy and deep appreciation of the history and culture of the region. Teachers assigned in any
of the ASEAN countries do not oniy teach the English language and technology to students but also
help students understand the interconnectedness of life among ASEAN people in terms of economy,
culture, history, and politics.

Downloaded by ml malrie (lame@mytlof.fun)