Republic of the Philippines

Bohol Island State University - Bilar

Zamora, Bilar, Bohol

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional and
technological fields; undertake research and development, and extension services for the sustainable development of
Bohol and the country.

COLLEGE OF TEACHER EDUCATION

Second Semester 2021 – 2022

EDUC 6 • THE TEACHING PROFESSION

LECTURE NOTES

SEMI-FINALS (Week 10 to 13)

Lesson 9 The Global and Glocal Teacher Professional: Is there a Difference?

Contemporary curricula respond to the concept of this global village. The increased use of
technology in the classroom, the incorporation of 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.

To become a global teacher, you should be equipped with wide range of knowledge of the
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.

Why a shift in the use of Global to Glocal?

Roland Robertson (1992) a sociologist, in his article “Glocalization: Time – Space and
Homogeneity-Heterogeneity, suggests replacing the concept of globalization to glocalization with the
view in mind to blur the boundaries between global and local. Robertson offers to see the local as
one aspect of globalization. It may mean a global outlook adapted to the global condition. Further, he
said that the term glocalization means it is local culture which assigns meaning to global influences,
and that the two are interdependent and enable each other.

Glocalization in Oxford Dictionary of new words (1991:134) defines the word glocal and the
process noun word glocalization as a blending of global and local conditions a global outlook adapted
to local condition and the local condition to global perspectives.

As future teachers, you have to blend both global and local perspective. As saying goes:
“Think globally, but act locally” or “think local but act global”. You can be a global teacher and at the
same time a glocal teacher, if the local perspectives based on the culture, traditions and contexts are
considered.

You will be teaching in the “Flat World” or “Planet Schoolhouse.” These two terms imply global
education as a result of the shrinking world due to access in technology. The internet globalizes
communication by allowing users from around the world to connect to one another.

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A. Global and Glocal Teacher Education

Global education has been best described by two definitions:
- UNESCO defines global education as a goal to develop countries worldwide and is aimed
at educating all people in accordance with world standards.
- Another definition is that 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.

UNESCO’s Education 2030 Incheon Declaration during the World Education Forum
established a vision “Towards inclusive and equitable quality educational lifelong learning for all.”
Sustainable Development Goal (SDG) 4 for Education is one of the seventeen goals of the United
Nation’s SDGs.

By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:

4.1 Universal primary and secondary education

4.2 Early childhood development and universal pre-primary education.
4.3 Equal access to technical/vocational and higher education
4.4 Relevant skills for decent work
4.5 Gender equality and inclusion
4.6 Universal youth literacy
4.7 Education for sustainable development and global citizenship

One of the means to achieve the target is to increase the supply of qualified teachers, through
international cooperation for teacher training in developing countries, especially the least developed
countries and island developing states.
James Becker (1988) 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
worldwide standard of teaching and learning. In his article “ Goals of Global Education,” Becker
emphasized that global education incorporates into the curriculum and educational experiences of
each student a knowledge and empathy of cultures of the nation and the world.
Thus, to meet the various global challenges of the future, the 21 st Century Learning Goals
have been established as bases of various curricula worldwide. These learning goals include:
1. 21st century content: emerging content areas such as global awareness; financial,
economic, business, and entrepreneurial literacy; civic literacy; health and environmental
awareness.
2. Learning and thinking skills: critical thinking and problem solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media
literacy.
a. ICT literacy
b. Life skills (leadership, ethics, accountability, personal responsibility, self-direction,
others
c. 21st century assessments (authentic assessments that measure the areas of
learning)

On the other hand, glocal education is about diversity, understanding the differences and
teaching the different cultural groups in their own context to achieve the goals of global education as
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presented by the United Nations. Global teacher education addresses the need of the smallest
schools to the largest classrooms in the world. It responds to borderless education that defies
distance and geographical location. This makes education glocal.

Glocal education provides equal opportunity and access to knowledge and learning tools
which are basic right of every child in every community, locality within the global community.

B. From Global Teacher to Glocal Teacher Professionals

A glocal teacher is a global teacher who is competent and armed with enough skills,
appropriate attitude and universal values to teach learners at home or abroad but is equipped with
both time tested as well as modern technologies in education in any time and any place in the world.
A glocal teacher is someone who thinks and acts both locally and globally with worldwide
perspectives, but is teaching in the communities, localities, towns, provinces and regions where he
or she is situated.

More specifically, glocal teachers are:

a. Understand how this world is interconnected;

b. Recognize that the world has rich variety of ways of life;
c. Have a vision of the future and sees what the future would be for himself/herself and the
students;
d. Are creative and innovative;
e. Understand, respect and tolerant of the diversity of cultures;
f. Believe and take action for education that will sustain the future;
g. Facilitate digitally-mediated learning;
h. Possess good communication skills (for Filipino teachers to be multilingual)
i. Aware of international teacher standards and framework; and
j. Master the competencies of the Beginning Teacher in the Philippine Professional
Standards for Teachers (PPST, 2017)

Further, glocal teachers possess the following distinct characteristics and core values of
Filipino teachers:

a. Cultural and historical rootedness by building on the culture and the history of the learners
and the place;
b. Ability to contextualize teaching-learning by using local and indigenous materials, content
and pedagogy whenever appropriate;
c. Excellence in personal and professional competence, leadership, research, technology,
innovation and creativity
d. Responsiveness through social involvement and service, learner-centeredness, respect
and sensitivity for diversity and inclusiveness;
e. Accountability and integrity by being a positive role model
f. Ecological sensitivity by being resilient and a steward of the environment for sustainability;
g. Nationalism/Filipinism by being responsible citizen and upholding the Filipino identity
amidst globalization; and
h. Faith in the Divine Providence by being humane, just, peace-loving and respectful of
human rights.

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Task 10 (By Group of 5 members of your choice) (20 pts)

1. Interview one teacher teaching in your area and one teacher teaching abroad using the
following guide questions:
a. How do you consider yourself as a teacher? Please explain.
(a. Beginning b. Developing c. Proficient)
b. 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, 21 st century skills,
international developments)
c. Where you are teaching what to do you like most? (local or abroad) Why?
(a. The learners b. The learning environment c. the pay)
d. How do you consider yourself as a teacher? Please explain.
(a. Local b. global c. glocal)

Individual Outputs:
2. Who is a glocal teacher? What are the attributes of the glocal teacher? (3pts)
3. Can the teacher whom you have interviewed be classified as a glocal teacher? Why? Why
not? (2pts)

Lesson 10 A Closer Look at the Teachers and the Teaching Profession in the ASEAN and
Beyond

Let us now look closely at the teaching profession and professional of the ten ASEAN
member countries as a whole.
A. The Levels of Schooling as a Teaching Meliu

In all the countries, in the ASEAN, the levels of formal schooling in the educational system
are as follows:

1. Primary level is composed usually of Pre-primary (Play-school, Pre-K, Kindergarten) and the
Primary Level which is composed of Grade 1 aged 6 yrs. Old; Grade 2 aged 7 yrs. Old; Grade 3,
aged 8 yrs. Old; Grade 4, aged 9 yrs. Old; Grade 5, aged 10 yrs. old, and Grade 6 aged 11 yrs. old.

In the Philippines, the label primary level refers to elementary level. The elementary level has
two sub-levels, the primary grades which include Kindergarten to Grade 4 and the intermediate
grades which include Grade 5 and Grade 6.

2. Secondary level follows the primary level. Generally, across the ASEAN it is composed of Junior
High School and the Senior High School. The graduate from the Senior High School can proceed to
college or find a job appropriate to the qualification. However, there are slight variations in some
countries such as Lower Secondary level is three years with Grades 7, 8 and 9 while the upper
Secondary level is composed of Grades 10, 11 and 12.

In the Philippines, the Junior High School is composed of Grades 7,8,9,10 while Grades 11
and 12 belong to Senior High School.

Table 2: Variations in the number of years in basic education level across the ASEAN members.

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Variations Levels of Schooling and Number of Years*

Primary/ Lower Upper Secondary Total Number Countries (as of 2013)
Elementary Secondary of Years
Version 1 5 yrs 4 yrs 3 yrs 12 yrs Lao PDR
Version 2 5 yrs 4 yrs 2 yrs 11 yrs Myanmar
Version 3 6 yrs 3 yrs 2 yrs 11 yrs Malaysia
Version 4 6 yrs 3 yrs 3 yrs 12 yrs Brunei, Cambodia, Indonesia,
Thailand, Vietnam
Version 5 6 yrs 4 yrs 2 yrs (pre- 12 yrs Singapore, Philippines
university for
Singapore)
*ASEAN State of Education Report, 2013

In summary, basic education levels in most ASEAN countries have 12 years of formal
schooling, divided into primary, lower secondary and upper secondary levels. All primary education
levels are compulsory, while in some countries the secondary level is voluntary except the Philippines.
In Singapore, the last two year levels are pre-university levels. For the secondary level; there is a
variation of 5, 6 or 7 years which are either labeled as middle school, junior high school, senior high
school or lower or upper secondary level. There is universal kindergarten and pre-school education
for all. The number of years in the primary is from 5 to 6 years.

The basic education levels of Elementary / Primary and the Secondary levels will provide the
future jobs of teacher education pre-service graduates.

3. Tertiary level is the college level which is beyond the basic education in all the countries in the
ASEAN. It is the ladder of educational system where the student earns a bachelor ‘s degree in teacher
education, which is a requirement to take a licensure examination to become a professional teacher.

In the Philippines, the Technical Education and Skills Development Authority (TESDA)
provides diploma and training certificates for lifelong learning. The agency also assists in the
implementation of the senior high school technical-vocational tracks.

B. The Teacher Professionals Across the ASEAN

1. Academic Preparations of Teacher Professionals in Basic Education

The admission to pre-service teacher education varies from the graduates of Grade 9 or
Grade 12. In remote places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, pre-primary
of kindergarten future teachers can have 9 years of basic education (Grade 9) and get an advanced
training for 3 years to become teachers (9yrs of basic education + 3 years teacher preparation) or 10
years of basic education plus 3 years of teacher preparation.

For teachers of lower secondary level, future teachers should have 12 years of basic
education and 2 years of teacher preparation to earn a Diploma in Teaching.

For upper secondary level, the requirement is 12 years of basic education plus 4 to 5 years
of teacher preparation to earn a Bachelor’s degree.

Almost all teacher education provides a teaching practicum, student teaching or field
experiences course. This will provide them the opportunity to apply the theories and concepts in the
content and pedagogy courses in real class situation.
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2. Components of Teacher Preparation

Qualified, professionally trained, motivated and well supported teachers are the key to quality
education. The future teacher academic preparations should be responsive to this call. Common to
all ASEAN countries, are four important components which are being addressed in the preparation
of teachers.

a. General knowledge and understanding- are embedded in the general education or

liberal arts education subjects
b. Pedagogy – provides variety of teaching delivery approaches beyond the
traditional methods of teaching.
c. Teaching Practicum / Experiential Learning – In all ASEAN countries, teaching
practicum and experiential learning are required as a component of training or for
certification to teach.
d. Specialized knowledge / Major courses – The common degree titles include
Bachelor of Education (Bed); Bachelor of Elementary Education (BEEd); Bachelor
of Secondary Education (BSEd), and Diploma in Education either Pre-
baccalaureate / Post Graduate (PGDip). There are variations from country to
country.
The common standards that revolve around or anchor on the following domains:
1) Skills in the 21st century; 2) Professionalism and accountability; 3) Pedagogical
competence; 4) Teacher’s characteristics / qualities; 5) Knowledge competence

C. The Teaching Profession Practices in the ASEAN

1. Teacher’s Major Responsibilities

There are three major responsibilities of professional teachers across the different countries.
These are 1) Actual teaching; 2) Management of learning and 3) Administrative work. All these
responsibilities have to be carried out in the teaching hours required which is 6-8 hours per day, 40-
45 hours per week, 4 weeks per month and 10 months per year. In between the teaching days, are
holidays specific to the country which may either be civic holiday or religious.

Actual teaching- refers to the time of engagement of the teacher with the learners. Sometimes
it refers to contact time or time on task.

Management of Learning – refers to activities that support the actual teaching.

Administrative work – refers to the teachers’ job that includes writing test items, checking and
recording of test paper results, attending to parents, making reports and other related activities.
2. Teacher Licensing and Recruitment

Most teachers are licensed as professionals or are certified to teach by the country’s appropriate
agencies. Those who are not certified or licensed become para-professional or assistant teacher. In the
Philippines, it is the Professional Regulation Commission (PRC) while in Singapore it is the National Institute
for Education (NIE). In Thailand, it is the Teacher Education Council (Khurusapha) that gives a licensure test
for teacher applicants while in Indonesia, Akta IV teacher license is given by the teacher colleges for an authority
to teach.

Teacher recruitment process and qualifications are guided by the Ministry of Education for the public
schools and the individual private schools under the guidance and policies of each country’s ministry.
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D. The Teacher and the Teaching Profession Beyond the ASEAN

“Benchmarking is learning the best from the best practices of the worlds’ best educational
systems”.

There are three examples of countries beyond the ASEAN. These are China, Japan and the
United States of America. These countries were included as samples in the 2013 Global Teacher
Status Index. Let us find out how their teaching profession practices are similar to the ASEAN.

1. China

Has over 200 million students attending public schools taught by over 9 million teachers in the
elementary, junior and senior high schools. Teachers in China form the largest teaching force in the
world. The education system is highly centralized such that course syllabi are written by scientists
and professors hired by National Educational Commission. The subject matter and instructional
contents are uniform for all. The first 6 years of school make up the primary grades which are devoted
to development of cognitive skills. This is followed by another 6 years of high school. Class size
ranges from 40 to 60 students and the students have to cover all topics in order to pass national
examinations.

Students wishing to attend university must pass one of the two versions of the National
University Entrance Examination. The quality and reputation of the school will depend on the number
of students passing the examination (Changbin, 1995; Kwang, 2000).

Education was used as a vital tool for centralization and unification of the country. 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.

The political and ideological orientation of teacher education is “to cultivate cultured persons
as teachers with lofty ideals, high morality, strong discipline, a sense of mission as educators,
engineers of the human soul and the gardeners of the nation’s flowers (Leung and Hui, 2000).

There are two main categories of teachers in China, based on the source and structure of
their salary or pay. The first category is the gongban (state-paid) teachers who earn salary
comparable with other state employees in state-owned enterprises. They are classified as super-
grade teachers; senior-grade teachers; third grade teachers; second-grade teachers; first grade
teachers. The second is the minban (community-paid) teachers who are paid by local community
depending on the community income.
China’s Teacher Licensing

The examinations are standardized for the secondary teachers by the central government,
while examination for the elementary teachers are the responsibility of each province. Generally,
primary teachers should have at least graduated from secondary normal schools or senior secondary
school while the junior secondary teachers should at least have a teaching diploma from junior
teacher colleges. The senior secondary teachers shall graduate from a normal university or teacher
colleges and holder of degrees from tertiary institutions.

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Chinese Teachers Enjoy Unquestionable Authority

The general assumption in the Chinese society is that the teacher tells the single and absolute
truth, and the job of the students is to absorb the knowledge conveyed by the teacher without
question. While some subjects like English or Math provide opportunities to practice, the structure of
the lesson, their pace, and the nature of questioning is determined by the teacher. It is a common
experience of students to complete a 45 minute class period without having talked once, or called
individually or was able to raise a question. Students are guided by the following tenets:

- Important knowledge comes from teachers and textbooks

- Learning involves listening, thinking and silent practice
- Knowledge espoused by the teacher and the textbook is not to be challenged

Because of the cultural uniqueness of delivering the lessons by the teachers, China ranked 1
in the Global Teacher Status Index, where teaching profession is regarded equal to the doctor.
2. Japan

The Japanese education system is highly centralized and is administered by the Mombusho
or Ministry of Education. The school system from kindergarten through university serves about 24
million students, with about ten percent (10%) going to the university. About one-third go to the private
schools and the rest are enrolled in the public school system.

The Japanese educational system is sometimes seen as a model on how to operate schools.
The system gives us a mental picture of obedient, quiet school children sitting on their desks, listening
to the teacher and working hard to pass the various entrance examinations.

In Japan, education is free and compulsory for children from 6 to 15 years. Classes are large
and teaching methods are usually lectures. Japanese students spend 243 days a year in school. The
school calendar is year-round with some breaks between sessions.

The Japanese educational system is divided into five basic levels: kindergarten, elementary
school (six years) lower secondary (three years) upper secondary (three years) and university
(usually around 4 years).
The Teaching Profession in Japan

Japanese teachers are an essential element in the success story of the country. Teachers are
expected to infuse cultural values throughout school activities including student’s lives, both in school
or even at home and community.

Ever since teaching has been an attractive profession in terms of status. According to the
Global Teacher Status Index in 2013, the average annual salary of teachers in Japanese is equivalent
to $43,775.00 annually, which is second to Singapore.

Teaching is one of few lifetime professional career opportunities readily available to women
in Japan. They fill up one third of the openings in the elementary level, two thirds at the lower
secondary level, and nearly nine-tenths at the upper secondary level.

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Teacher Certification

There are different legal requirements for certification to teach in the pre-school, elementary
school, lower secondary school and upper secondary school.

First class certificate is 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 qualification is 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 be issued.

In addition to the length of study and degree qualifications, prospective teachers must earn a
prescribed number of credits in education studies and in the subjects to be taught.

Becoming Employed as a Teacher

In addition to completing a degree, the teacher applicant must secure a license to teach from
the prefectural board of education. A license awarded by any prefecture is valid in all prefectures.
However, applicant is required to take prefectural appointment examinations.

A prefectural appointment examination is given in two stages: 1) written tests in general

education and specialized fields and skills test for P.E. Music and Art; 2) interviews.

More than half of the prefectures require applicants to be under the age of 30. But once the
applicants gain entry to the teaching profession, they are assured of lifetime employment.

3. United States of America

The American educational system has greatly influenced the Philippine Educational System
specifically the making of the Filipino teacher. The coming of the first American teachers called
Thomasites and the opening of the normal schools in different provinces of the country
provided a very strong foundation for teacher education.

Basic Education, the Avenue for Teaching Jobs in USA

The levels of education in the U.S are similar to those in other countries including Philippines.

Pre-primary education. Age level is 4-6 years old and the duration is 2 years.

Primary education. Grades 1 to 3.

Middle school education. Grades 4-6, 5-7 or 6 to 8.

Secondary education. Grades 7 to 12 or 8 to 12.

Junior high school. Grades 7-8, 7-9

Senior high school. Grades 9 to 12 or 10 to 12.

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Duration of compulsory education is from entry of 6 years old to exit of 18 years old.

Becoming a Professional Teacher in USA

Earning Teaching Certificate. USA has a decentralized educational system and each State
Education Agency (SEA) has its own guidelines and requirements for earning and maintaining a
teaching certificate. A teaching certificate earned in one state may or may not be recognized in
another. Teachers should pass a competency before they are allowed to enter the profession. This
examination is the National Teacher Examination (NTE) or on Praxis I or Praxis II written test.
Teachers also has to renew their certification by continuing to take “renewal credits”.

Recruitment of Teachers. 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. He / she is expected to complete teaching during the term of his/her contract, with
exception for pregnancy, medical leaves and unforeseen emergencies.

Salaries of Teachers. The salary range of teachers ie determined by education and

experience as by locale. Teachers who have earned masters plus 30 doctorate units earn more than
those with master’s degrees, while teachers with master’s degrees receive a higher salary than the
bachelor’s degree holder. On the average according to the Global Teacher status report, the average
income of teachers $44,917.00

What makes a Good American Teacher? Those working in the elementary schools seemed
more child-focused in their discussions and believed that a good teacher is a kind person, one who
is understanding and sensitive to the needs of children. The secondary teachers generally consider
themselves subject-matter specialists. Good teachers have to know how to teach their subjects. It is
a plus if students like a teacher. Teacher’s primary responsibility is to teach. Middle school teachers
pointed out that many schools are changing from junior high to a middle schools model because
young adolescents still need the support of family like concerns.

E. The Global Teacher Status Index of 2013

In 2013, the Varkey GEMS Foundation, a non-profit organization registered with the Charity
Commission for England and Wales conducted the first ever Global Teacher Status Index.

The following was ranked of the countries based on their performance in PISA and TIMMSS to
represent the major continents of the world. Here is the results:

Table 3: Global Teacher Status Index, 2013

Country Index Rank Country Index Rank

Rating Rating
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 16
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech Republic 12.1 19
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USA 38.4 9 Brazil 2.4 20

UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing follows

Perception of Teacher Reward

Below is the average actual teacher salary in the countries surveyed. The respondents were
asked if the current salary is too little, too much or just enough.

Participating Country Actual Salary per Participating Country Actual Salary per
Year in USD $ Year in USD $
China $17, 730.00 Spain $29, 475.00
Greece $23, 341.00 Finland $28, 780.00
Turkey $25, 378.00 Portugal $23, 614.00
South Korea $43, 874.00 Switzerland $39, 326.00
New Zealand $28, 438.00 Germany $42, 254.00
Egypt $10, 604.00 Japan $43, 775.00
Singapore $45, 755.00 Italy $28, 603.00
Netherlands $37, 218.00 Czech Republic $19, 953.00
USA $44, 917.00 Brazil $18, 550.00
UK $33, 377.00 Israel $32, 447.00
France $28, 828.00 Nothing follows

Most countries judged a fair rate of pay as similar to teacher’ actual pay.

In Japan, France and USA, the actual pay was judged higher than the fair rate of salary.

Majority of the countries think teachers ought to be rewarded with higher pay than what they are
presently getting.

Task 11
1. Make a matrix using the example below: (20pts)
Title: The Teacher Professional and the Teaching
Profession Across the ASEAN and Beyond
The Professional Educational What Grade Levels can How are they recruited
Teacher in Qualifications they teach
1. ASEAN
2. China
3. Japan
4. USA

2. In most European countries, more respondents believe that pupils disrespected teachers than respected them.
Is this situation true to the Philippine setting? Yes? No? Explain your answer. (2)
3. Do you agree with the survey results that teachers should be paid according to student performance? Yes or
no? Why? Why not? (3)

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Lesson 11 The Changing Global Landscape for the 21 st Century Teachers

As future teachers of the 21st century, there is an urgent need to understand the new
landscape that is brought about by the changes in leaps and bounds of the century. Furthermore, the
development of the 21st century skills is necessary tool for teachers. Without these 21 st century tools,
no teacher can survive.

Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key categories of
the different changes and developments in the 21 st century teaching and learning, to understand the
categories, we will attempt to:

1. Describe the new learning environment,

2. Identify the new learning contents,
3. Explain the new processes of learning and how these will be facilitated,
4. Describe the new type of learners, and
5. Describe the new type of teachers.

The New Learning Environment. The idea of learning environment has broadened from the
confines of the four walls of the classroom to places and spaces that support learning. It is a place
where interactions of the learners among one another, with the teacher and the surroundings happen.
It is characterized by the following:

- Learner-centered; new spaces and borderless; enhanced opportunity for creativity and
innovations; and use of ICT.

The New Learning Contents. With the new learning environment and the explosion of knowledge,
content or subject matter of learning has been modified. From a specific discipline or subject area,
subject matter of learning has the following characteristics:

- Integrated/interdisciplinary; demand-driven; emphasis on learning tools on how to retrieve

knowledge; and balance of scientific, technological, cultural, global, local concepts.

The New Processes of Learning and How These will be Facilitated. With advancement in the study
of the mind and cognition, various processes of learning evolved with human intervention of teachers
and peers as well as non-human intervention of artificial intelligence (AI) of robots. With these
advancements, different processes of learning and the methods to facilitate these have evolved.
These include the idea of multiple ways of learning which can be mediated by the following:

- Face-to-face – when learners and teachers are confined in the same learning space at the
same time with the teacher facilitating learning.
- Distance Learning – when teaching-learning is mediated by traditional (modules in print)
or modern technology (on-line or off-line) without the physical presence of the teacher in
a virtual class. It can be synchronous or asynchronous.
- Blended modalities – when teaching and learning is facilitated through face-to-face or
distance learning which enable to the teachers and learners to have both physical
presence or physical absence in the teaching-learning process.
- Experiential and lifelong- when learners are immersed

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The New Types of Learners. The new breed of learners does not have age boundaries. Learners
maybe are in an informal, formal or informal setting. The new type of learner is:

- A confident person who thinks independently and critically and who communicates
effectively;
- Self-directed and who questions, reflects and takes responsibility for his/her own learning;
- A concerned citizen, informed about the world and local affairs, has a strong sense of civic
responsibilities and participates actively in improving the lives of others;
- A member of the new generation: pop culture, different ways of thinking, responding.

Furthermore, the new types of learners, are those coming from diverse background, multi-cultural,
and multi-generational as coming from different age groups of lifelong learners. In order for every
learner to address the challenges of the country, he/she has to develop life and career skills. Life and
career skills are enhanced in schools as part of the learning outcomes. Life and career skills include
the following: (www.P21.;OECD,2008)

Life and Career Skills

a. Flexibility and Adaptability

Learners adapt to various roles, responsibilities and schedules. Despite the complex
condition, they are able to do the different tasks at one time. Recognition of this potential will
give a signal to the teacher to provide al learners the opportunities to develop their potential
of being adaptable and flexible. Rigidity runs counter to the development of this skill.

b. Initiative and Self-direction

A self-directed learner demonstrates life and career skills. Goals are set and managed by
themselves. There is a commitment to learning as a lifelong process. Many of the young
learners are capable of doing things without being told. They take initiatives. They do not need
to be given detailed instructions. They plan and work out their plans. Like the learners, the
teachers should also possess the same skills.
c. Social and Cross-cultural skills
This life and career skills require learners to respect cultural differences and work effectively
with others, to be open-minded to different ideas in order to innovate and improve quality of
work. If one understands the other’s culture, it will be easy to respect. Disrespect may spring
from ignorance and bias. To be able to appreciate the mores, tradition, history of others, one
needs to be open and willing to accommodate and compromise.
d. Productivity and Accountability
Individuals who possess these skills are able to produce results. They respect teamwork and
cooperation. They manage time very well and can do multitask. The most tangible proof that
one has done something is the product or result. It can be an idea, or a material product.
When one is tasked to do something, that person has an accountability to produce results as
evidence of a job done. Better results are accomplished if done together through collaboration
and cooperation.
e. Leadership and Responsibility
Good learners use interpersonal and problem-solving skills with integrity and ethical behavior
to influence and guide others. Leadership and responsibility are life skills that should be
developed by all learners and teachers. Leadership is not assigned, it is earned. As the saying
goes: “Leaders are born, but they can also be made.”
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f. Leadership and Responsibility

Good leaders use interpersonal and problem-solving skills with integrity and ethical behavior
to influence and guide others. Leadership and responsibility are life skills that should be
developed by all learners and teachers. Leadership is not assigned, it is earned. As the saying
goes: “Leaders are born, but they can also be made.”

The New Type of Teachers. As teachers are currently preparing students for jobs and technologies
that don’t even exist yet, the challenge then is to produce the new type of teachers. Teachers for the
21st century learners teach within the context of new environment, new content or knowledge and
new processes of teaching and learning. Hence the new type of teachers must possess the following
characteristics.

- Clear standards and accountability that their learners should know and be able to do at
the end of their schooling;
- Use broad pedagogies including inquiry-based learning cooperative learning, other
pedagogies;
- Skillful in the integration of ICT in pedagogy;
- Skillful in the use of assessment to guide teaching and learning;
- Great understanding of local and global cultures;
- Skillful in action research to diagnose and solve classroom problems based on evidence;
- Practice the core values of inspiring teachers; and
- Develop life and career skills for the 21st century and beyond.

B. UNESCO’s Four Pillars of Learning from Delor’s Report: Learning: A Treasure from Within

Our common future will depend on the degree to which we all become better world citizens.
There are huge changes that take place in our world. Too much is being asked of schools and
teachers hence there is a greater demand to cope and strike a balance between what is unchanging
and what is changing. What is unchanging must remain, and so what is changing, should be dealt
with?

When Jaques Delor wrote a report for the UNSECO entitled: Learning: A Treasure from
Within, it was because he believes that “within each child lies a treasure.” (Delors, 1996). The four
pillars are seamlessly linked to each other.

Learning to Know. This implies thirst for knowledge and acquisition of such knowledge. More so, it is
learning how to learn throughout one’s life. After completing formal education, there should be a great
desire to gain more understanding of the world and other people. An individual who is knowledgeable
is literate. Being literate is always related to being knowledgeable. Thus the definition of the word
literacy evolved through time. Here are some definitions made by the UNESCO.

How is literacy defined?

In 1958, literate as one who can, with understanding, both read and write a short simple
statement on his/her everyday life. In 1970, a functionally literate person is one who can engage in
all the activities to use reading, writing and calculation for the community’s development. In 2000,
literacy was defined as the ability to read and write with understanding a simple statement related to
one’s daily life. However, the UNESCO international expert meeting in 2003, redefined literacy as the
ability to identify, understand, interpret, create, communicate and compute using printed and written
materials associated with varying contexts. But with the global landscape, literacy in the 21 st century
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is not limited to the definitions given previously. Let us look at the 21st century literacies as presented
by SEAMEO, Innotech in Guro 21 Module, 2011.

The 21st Century Literacies

21st Century Literacies Brief Descriptions

The Arts and Creativity Creativity and innovation are 21st century skills, thus in solving
problems and creating art works are part of this literacy.
Ecoliteracy Acquisition of knowledge about climate change, pollution, loss of
natural habitats and biodiversity. Solutions on how these
environmental problems could be addressed must be practiced.
Cyberliteracy / Digital Being in the rapid changes in the use of technology for teaching and
Literacy (Information learning, teachers and learners need to develop and enhance the use
and ICT Knowledge) of digital gadgets whether on-line or off-line.
Financial Literacy Basic knowledge about the basics of economics and financial
management. This is necessary for every learner and teacher to be
able to handle income, expenses and investments to be economically
secure.
Media Literacy Teachers and learners must learn how to discern about any
information which are transmitted via various forms and media.
Social / Emotional Knowledge about social dimensions and social skills that are
Literacy appropriate in the context of society. Emotional intelligence must also
be developed to be able to effectively manage the stresses due to the
changing environments of the 21st century society.
Globalization and If you respect multi-cultural diversity, aware of the global trends,
Multi-cultural Literacy acknowledge differences and similarities, respect each other’s dignity,
then you are multi-cultural literate.

Learning to Do. To apply knowledge, one must have the 21st century skills. Qualifications now is
equated to skills and not to knowledge alone. Learning by doing is a pragmatist’s view of life.
Knowledge acquired is nothing unless applied in daily life.

Learning to Be. One of the most difficult things to do among the pillars is Learning to Be. It implies
developing the potentials of each individual. Continuing education must improve self-knowledge and
self-esteem.

Learning to Live Together. This refers to the relationships among people. It is bringing in together a
community to work harmoniously, to live in peace and prosperity and to show respect and concern
for others. It also refers to interpersonal skills that will enable people to live side by side with others
at home, in school, in the community and the whole world.

All the pillars are interrelated with each other as basic principles.

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Task 12
1. With your group, make observation in your school campus. Write down one specific
observation for each of the pillars of learning that is being practiced. Place in the matrix
below. (5pts)

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 21st century.
(10 pts)
Parameters Before 21st Century
1. Learners
2. Teachers
3. Learning environment
4. Ways of learning
5. Learning content

References:

Bilbao, Purita, Corpuz B., Llagas A., Salandanan, G. (2018) The Teaching Profession, Metro
Manila: Lorimar Publishing, Inc.
Carter Andrews, Dorinda J. and four others (2018). A call to action for teacher preparation
programs: supporting critical conversations and democratic action in safe learning environments”.
Journal of Teacher Education, 69 (3). Pp. 205-208.

Gilroy, Peter (2018). “Teacher educators, othering and the outsider”. Journal of Education for
teaching, 44 (2). Pp. 131-132.

Uredi, Lutfi (2017). “Investigating the relationship between job satisfaction levels of teachers in
education institutions and their attitudes towards teaching profession”. Journal of Education and
Practice, 8 (12). Pp. 175-182.

Demir, Engin (and two others) (2017). The study of validity and reliability of the perceived value
scale of prospective teachers in terms of teaching profession. Academic Journals, 12 (12), pp. 627.
634.

Code of Ethics for Professional Teachers.

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Philippine Professional Standards for Teachers. https://www.deped.gov.ph/wp-

content/uploads/2017/08/DO_s2017_042-1.pdf

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Educ6The Teaching Profession BSEd Fil 2/Eng 2/Math 2/AFA 1 Lecture Notes Semi-Finals Second Semester 2020-2021 Librada S. Quilas, PhD