Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683
College of Teacher Education
College/Department COLLEGE OF TEACHER EDUCATION

Course Code FTC3

Course Title THE TEACHING PROFESSION

Place of the Course in METHODS AND STRATEGIES

the Program

Semester & Academic First Semester, AY 2020-2021

Year

MODULE 7, WEEK 8

ACQUIRING KNOWLEDGE AND SKILLS

TO BE A GLOBAL TEACHER

Objectives:
1. Gain clear understanding of what global teacher is in the context of global education.
2. Enrich student’s insights on global education by analyzing and comparing the education
of selected countries of the world.
3. Describe multicultural diversity as an element of global education.
4. Identify opportunities in teacher exchange programs for the development of world-class
teachers.

Topics:

1. Acknowledging the Role of Globalization in Education.

2. Educational systems of Selected Countries with K-12 Program.
3. Adopting Multicultural Education for Culturally Diverse Learners.
4. Experiencing the World through Educational Technology: An Introduction
5. Joining Teachers Exchange Programs
Glocalization in Higher Education

Introduction:

To ensure the effectiveness programs ina a globalization society,

it is vital to take into account both teacher’s and student’s
understanding of what globalization/localization (glocalization)
means to realize the problems, challenges and realities that may
actually face upon graduation. Are teachers and students truly
ready to take on the challenges of “glocalization” both inside and outside of the
classroom? (Tien and Talley, 2012)

Meaning

Glocal and Glocalization refer to the merger of the global and local
perspective on the socio - economic and political impact of all phenomenon
that affects the local and global communities.

Glocalized teaching and learning refers to the curricula consideration and pedagogical
framing of local and global community connectedness in relation to social responsibility,
justice and sustainability. According to Boyd (2006) and Khondker’s (2004) assertion that
glocalization is a good description of blending and connecting local and global contexts
while maintaining the significant contributions of the different cultural communities and
contexts. Embedding a glocal perspectives across the higher education curriculum
encourages teachers and learners to explore local and global perspective that will enrich
learning experience in a positive way. Learning becomes effective when put into local
context because students are better able to relate to the content and material through
familiar examples. The focus becomes discovering the connection between the local
issues and the global concepts during class.

Glocalization in Higher Education is an approach where institution from different

countries agree to tie-up by signing a memorandum of understanding (MOU) in order to
share their expertise in different areas of knowledge. Through this, the locals and the
migrants need not to travel abroad to get quality education, which their home countries
cannot provide.

In 2015, the Commission on Higher Education (CHED) issued an order on the POlicy on
the Internalization of the Philippine Higher Education. CHED recognizes the need for
partnering with the Universities abroad due to the demands of globalization.

Hence, the Higher Education must take responsibility for providing potential graduates
with opportunities to become active citizens in a turbulent global economy and must be
held accountable for their actions. A commitment to social responsibility to the rapidly
growing diverse populations in the 21st century is imperative. Furthermore, the emphasis
 should be on developing professionals who are flexible and responsive to local and global
concerns.

Definition of Glocal Competence for Teachers

Glocal competence is the knowledge, skills, comprehensions, and

attitudes that one acquires through the interwoven of previous global
abilities with the community, personal interactions, and immersion in a
specific society. According to de Leon Siantz & Vihweg (2002) that
competence implies “a capacity to function within the context of a
culture’s integrated pattern of behavior as defined by a group”.
Therefore, competence exists in the context of the culture of a scociety, community,
group, organization, or institution.

Therefore, a glocally competent teacher has knowledge of both global and local
issues, their local impact, and the cultural background of learners; manifest intercultural
sensitivity into classroom practice, ans, develops the skills to foster these dispositions,
knowledge and performances in learners. The teacher demonstrates socially responsible
action and creates opportunities for learning to engage in socially responsible action
(NAFSA, Association od International Educators, 2015).
Because of the increasing interconnectedness of the world, teachers are being called
upon to meet and support the growth of both glocally and globally -minded students.
Glocally competent teachers process and apply the following qualitites,
characterisitics and abilities to learn about and engage with the world. Educators who
aspire to help students become glocally competent must both develop these attributes in
themselves and find ways to foster them in students.

Behaviors:

Understanding one’s own cultural identity;

Model social responsibility in global and local contexts;
Creating environments that encourages positive cross-cultural interactions;
Helping learners find appropriate actions to improve local and global situations;
Employing real-life global and local examples when considering issues;
Appreciating the effort/contribution of culturally diverse learners, families, and
colleague and demonstrate cultural sensitivity;
Promoting global education and encourage social responsibility.

Values and Attitudes

Understanding and being considerate of multiple perspectives;

Consciousness about cultural identity, sensitivity, and respect for differences;
Openness to new opportunities, ideas, and ways of thinking;
Desire to engage with others;
Responsiveness;
Humility

Skills
Investigates the word by framing questions, analyzing and synthesizing relevant evidence,
and drawing reasonable conclusions that lead to further enquiry;
Recognizes, articulates, ans applies an understanding of different perspectives (including
his/her own);
Selects and applies appropriate tools and strategies to communicate and collaborative
effectively;
Listens actively and engages in inclusive dialogue;
Is fluent in 21st century digital technology;
Demonstrate resiliency in new situation;
 Applies critical, comparative abd creative, and creative thinking and problem solving
(www.worldsavvy.org)

Summary:

Thus, a glocal teacher is a global teacher who develops necessary knowledge, critical
dispositions, and performances that help promote the development of learners’ global teacher is
someone who recognizes how to manifest intercultural sensitivity and acceptance of difference;
integrates this knowledge and sensitivity into classroom practice; and develops the skills to
foster these disposition, knowledge, and performances in learners. Being glocally competitive
teacher means you are warm and enthusiastic teacher that can build awareness, empathy and
impart knowledge.

Assignment:

Direction: Research the Educational System of countries with K to 12 Program. And answer the
following questions:

What are the salient feature of the K to 12 Curriculum? Example is given to No. 1.
(Primary, Secondary, Vocational, Tertiary)
1.Philippines
Access to early childhood education
Inclusion of mother tongue
Mastery of knowledge and Skills in Spiral Progression
Specialized upper secondary education by the addition of Senior High School
Development of Holistic Filipino
2. Canada
3. Australia
4. USA
5. Malaysia
6. South Korea
7. Singapore

To be submitted on or Before December 5, 2020.