This document outlines the key learning outcomes and concepts around global and glocal teachers. It aims to help readers gain a deep understanding of what it means to be a global or glocal teacher in the context of 21st century education. Some of the main points discussed include defining global education, describing the qualities and competencies of global and Filipino glocal teachers, reviewing frameworks like the UNESCO education goals and ASEAN standards, and demonstrating understanding of qualifications in the Philippines. The overall document provides context around developing teachers who can address both global and local needs.

1. On Becoming
a
Glocal Teacher
THE TEACHING PROFESSION
CHAPTER
V

2. LEARNING OUTCOMES:
Gain deep understanding of the
concepts a global or a glocal
teacher in the context of 21st
century education.
Describe the status of the teacher
professionals and the teaching
profession in the ASEAN and
beyond.

3. LEARNING OUTCOMES:
Gain deep understanding
of the concepts a global or
a glocal teacher in the
context of 21st century
education.
Describe the status of the teacher
professionals and the teaching
profession in the ASEAN and
beyond.

4. LEARNING OUTCOMES:
Gain deep understanding of the
concepts a global or a glocal
teacher in the context of 21st
century education.
Describe the status of the
teacher professionals and
the teaching profession in
the ASEAN and beyond.

5. LEARNING OUTCOMES:
Gain deep understanding of the
concepts a global or a glocal
teacher in the context of 21st
century education.
Describe the status of the teacher
professionals and the teaching
profession in the ASEAN and
beyond.
Review existing ASEAN and
UNESCOS’s frameworks and
standards in the preparation of
glocal teachers.
Demonstrate understanding of the
Philippine Qualification
Frameworks (PQF) and the
Philippines Professional Standards
for Teachers (PPST) as a compass
to ensure teacher quality.

6. LEARNING OUTCOMES:
Gain deep understanding of the
concepts a global or a glocal
teacher in the context of 21st
century education.
Describe the status of the teacher
professionals and the teaching
profession in the ASEAN and
beyond.
Demonstrate understanding of the
Philippine Qualification
Frameworks (PQF) and the
Philippines Professional Standards
for Teachers (PPST) as a compass
to ensure teacher quality.
Review existing ASEAN and
UNESCOS’s frameworks and
standards in the preparation
of glocal teachers.

7. LEARNING OUTCOMES:
Review existing ASEAN and
UNESCOS’s frameworks and
standards in the preparation of
glocal teachers.
Gain deep understanding of the
concepts a global or a glocal
teacher in the context of 21st
century education.
Describe the status of the teacher
professionals and the teaching
profession in the ASEAN and
beyond.
Demonstrate understanding of the
Philippine Qualification Frameworks
(PQF) and the Philippines
Professional Standards for Teachers
(PPST) as a compass to ensure
teacher quality.

8. “Global competence in teachers is a set of essential
knowledge, critical dispositions, and performances that help
foster development of learners’ global competence. A
globally competent teacher has knowledge of the world,
critical global issues, their local impact, and the cultural
backgrounds of learners; manifests intercultural sensitivity
and acceptance of difference; incorporates this knowledge
and sensitivity into classroom practice: and, develops the
skills to foster these disposition, knowledge, and
performances in learners. The teacher models socially
responsible action and creates opportunities for learners to
engage in socially responsible action”.
(NAIA: ASSOCIATION OF INTERNATIONAL EDUCATORS, 2015)

10. Our world has been called a “global village.” Satellite
communications make possible television, telephone and
documents transmitted through fax and electronic mail across
thousands of miles in thousandths of a second.
1

12. Global education poses a 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.
2

14. 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.
3

16. To become a global teacher you should be equipped with
wider range of knowledge of various educational systems
outside the country; master skills and competencies which can
address global demands; and possess attitudes and values that
are acceptable to multicultural communities.
4

17. But why a shift in the use
of GLOBAL to GLOCAL as
our chapter title?

18. Roland Robertson (1992) suggests replacing the
concept globalization to glocalization with the view in
mind to blur the boundaries between global and local.
Glocal may mean a global outlook adapted to the local
the local condition or a local outlook adapted to the
global condition.

19. That’s the end of our introduction!

20. The Global and Glocal Teacher
Professional:
Is there a Difference?
LESSON 1

21. “The 21st Century Philippine Education master plan is framed
by cultural-historical rootedness, experiental and field-based
learning, community development and transforamation and
regional and international context and linkages thus
providing a strong foundation for developing glocal Filipino
professional teachers.’’
TEDP Master Plan for 2015-2025

22. How do you prepare yourselves as teachers
for a challenging task of making learners of
today live meaningful lives tomorrow?
LESSON 1

23. Global Education
Global education has been
best described by two
definitions:

24. UNESCO defines global education as a
goal to become aware of educational conditions
or lack of it, in developing countries worldwide
and aim to educate all people to a certain world
standard.

25. 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.

26. UNESCO’s Education 2030 Incheon
Declaration during the World Education Forum
established a vision “Towards inclusive and
equitable quality educational lifelong learning for
all.”

27. Sustainable Development Goal (SDG) 4
for Education is one of the seventeen
goals of the United Nation’s SDGs.

28. ional and higher
.
nd universal pre-
S
D
G

29. Universal primary and secondary education.
ional and higher
.
nd universal pre-
S
D
G

30. ry education.
ional and higher
.
Early childhood development and universal pre-
primary education
S
D
G

31. Equal access to technical/vocational and higher
education.
.
nd universal pre-
S
D
G

32. ional and higher
Relevant skills for decent work.
nd universal pre-
S
D
G

33. Gender equality and inclusion
ional and higher
.
nd universal pre-
S
D
G

34. n
ional and higher
.
Universal Youth Literacy
S
D
G

35. n
Education for sustainable development and global
citizenship.
.
S
D
G

36. JAMES BECKER (1988)
• Define global education an effort to help individuals to see the
world as a single and global system and see themselves as a
participant of that system. It is a school curriculum that has
a worldwide standard of teaching and learning.

37. 21st Century Learning Goals

38. • 21st century content: emerging
content areas such as global
awareness, financial, economic,
business, and entrepreneurial
literacy; civic service literacy; health
and awareness.

39. • Learning and thinking and
problem solving skills,
communication, creativity and
innovation, collaboration, contextual
learning, information and media
literacy.

40. • ICT literacy: using technology in the
context of learning so students know
how to learn.

41. • ICT literacy: using technology in the
context of learning so students know
how to learn.
• Life skills: leadership, ethics,
accountability personal
responsibility, self-direction, others.

42. • 21st century assessment: Authentic
assessments that measure the
area of learning.

43. FILIPINO GLOBAL TEACHER

44. FILIPINO GLOBAL TEACHER
Understands how this world
is interconnected

45. FILIPINO GLOBAL TEACHER

46. FILIPINO GLOBAL TEACHER
Recognizes that the world
has rich variety of ways of
life

47. FILIPINO GLOBAL TEACHER

48. FILIPINO GLOBAL TEACHER
Has a vision of the future and
sees what the future would
be for himself/herself and
the students

49. FILIPINO GLOBAL TEACHER

50. FILIPINO GLOBAL TEACHER
Must understand, respect
and be tolerant of the
diversity of the cultures

51. FILIPINO GLOBAL TEACHER

52. FILIPINO GLOBAL TEACHER
Must believe and take action
for education that will
sustain the future

53. FILIPINO GLOBAL TEACHER

54. FILIPINO GLOBAL TEACHER
Must be able to facilitate
digitally mediated learning

55. FILIPINO GLOBAL TEACHER

56. FILIPINO GLOBAL TEACHER
Must have depth of
knowledge

57. FILIPINO GLOBAL TEACHER

58. FILIPINO GLOBAL TEACHER
Must posses good
communication skills (for
Filipino teachers to be
multilingual); and

59. FILIPINO GLOBAL TEACHER

60. FILIPINO GLOBAL TEACHER
Must possess the
competencies of a
professional teacher as
embodied in National
Competency-Based Standards
for Teachers (NCBTS)

61. Glocal teachers
in addition to the above qualities
must possess the following distinct
characteristics and core values of Filipino
Filipino teachers.

62. FILIPINO GLOCAL TEACHER
Cultural and historical
rootedness

63. FILIPINO GLOCAL TEACHER

64. FILIPINO GLOCAL TEACHER
Ability to contextualize
teaching-learning

65. FILIPINO GLOCAL TEACHER

66. FILIPINO GLOCAL TEACHER
Excellence and
Responsiveness

67. FILIPINO GLOCAL TEACHER

68. FILIPINO GLOCAL TEACHER
Accountability and integrity
and Ecological sensitivity

69. FILIPINO GLOBAL TEACHER

70. FILIPINO GLOCAL TEACHER
Nationalism/Filipinism and
Faith in the Divine
Providence

71. As future teachers, you have to blend both global
and local perspective. You can be a global teacher and at
the same time a glocal teacher, if the local perspective
based on the culture, traditions and contexts are
considered.

72. As the saying goes:
“think globally, but act locally”
or
“think local but act global.”

73. Thank you for your attention!!!