On Becoming a

Global Teacher
Module 5

Instructor
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CONTENTS
Global and Glocal Teacher
01. Professional

Teachers and the Teaching Profession in

02. the ASEAN and Beyond

The Changing Global

03. Landscapee

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01
Global and Glocal
Teacher Professional

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 Learning Outcomes

describe global and infer the demands

glocal teachers; of globalization in

the 21st century on
the teaching
profession.
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 What is Global education?

It is a goal to develop countries worldwide and is aimed

at educating all people in accordance with world
standards. – UNESCO

It 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, professional and
humanistically prepared. -UNESCO
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UNESCO’s Education 2030 Incheon Declaration

Global education helps shape students to be better global citizens in society.

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 UNESCO’s Education 2030 Incheon Declaration

VISION

“Towards inclusive and equitable quality

educational lifelong learning for all.”

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 UNESCO’s Education 2030 Incheon Declaration

VISION
It proposes the Sustainable Development Goal
(SDG) 4 with seven outcome targets that must
be achieved by 2030.

And 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.
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 Glocal Education

is a form of and approach to education

that prepares students for this rapidly
interconnected new world.

It is believed that being globally educated

will allow students the opportunity to not
only gain a prestigious education but also a
uniquely multifaceted academic experience.
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 Glocal Education

Through exposure to diverse systems, perspectives

and cultures, globally educated students
understand the inextricable links between the lives
of individuals across the world.

They also understand the way each nation’s

economic, cultural, political and environmental
changes influence one another.
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 21ST Century Learning Goals

21st century content: emerging content areas

Learning and thinking skills: critical
such as global awareness; financial, economic,
thinking and problem-solving skills,
business, and entrepreneurial literacy; civic
communication, creativity and innovation,
literacy; health and environment awareness.
collaboration, contextual learning,
information and media literacy.
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 What is Glocal Education?

Glocal Education

It is about diversity,

understanding the differences
and teaching the different
cultural groups in their own
context to achieve the goals of
global education as presented
by the United Nations.

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 21ST Century Learning Goals

ICT literacy: using technology 21st century assessments:

in the context of learning so Life skills: leadership, Authentic assessments that
ethics, accountability,
students know how to learn. measure the areas of
personal responsibility,
self-direction, others learning.
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 What is Glocal Education?

Glocal Education

It provides equal

opportunity and access to
knowledge and learning
tools which are the basic
rights of every child in every
community, locality within
the global community,

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FROM GLOBAL TEACHER TO GLOCAL
TEACHER PROFESSIONALS

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 What is a Glocal Teacher?

A glocal 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.

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.
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Qualities and Attributes of Glocal Teachers
❖understand how this world is
interconnected;
❖recognize that the world has rich variety
of ways of life;
❖have a vision of the future and sees what
the future would be for himself/herself and
the students; ISUCab-CEd-InM-065
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Qualities and Attributes of Glocal Teachers
❖arecreative and innovative;
❖understand, respect and tolerant of the
diversity of cultures;
❖believe and take action for education
that will sustain the future;
❖facilitate digitally-mediated learning;
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Qualities and Attributes of Glocal Teachers
❖possess good communication skills (for Filipino
teachers to be multilingual);
❖aware of international teachers standards and
framework; and
❖master the competencies of the beginning teacher
in the Philippine professional standards for teachers
(PPST, 2017)

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Characteristics of Glocal
Teachers
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 Glocal Teachers also must possess the following distinct
characteristics and core values of Filipino teachers: (Master Plan
for Teacher Education)

cultural and historical rootedness by building on the culture and the

history of the learners and the place;

ability to contextualize teaching-learning by using local and

indigenous materials content and pedagogy whenever appropriate;

excellence in personal and professional competence, leadership,

research, technology, innovation and creativity;

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 Glocal Teachers also must possess the following distinct
characteristics and core values of Filipino teachers: (Master Plan
for Teacher Education)

responsiveness through social involvement and service, learner-

centeredness, respect and sensitivity for diversity and inclusiveness;

accountability and integrity by being a positive role model with strong

moral character, committed and conscientious, credible, honest, and loyal;

ecological sensitivity by being resilient and a steward of the environment

for sustainability;

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 Glocal Teachers also must possess the following distinct
characteristics and core values of Filipino teachers: (Master Plan
for Teacher Education)

nationalism/Filipinism by being a responsible citizen and upholding

the Filipino identity amidst globalization (glocalization); and

faith in the Divine Providence by being humane, just, peace-loving

and respectful of human rights.

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Proceed to GW4
• Group Activity.
• With your group, use the interview Tool for a Teacher.

• Identify two Filipino teacher. One teaches in the Philippines

and the other teaches abroad or has taught outside the
country. Request for an interview with the teacher online.
Make a written report of your interview and submit to your
course facilitator.

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GW4 Questionnaire
Who is a Glocal Teacher?

Personal Profile: Name ________________

Age: ________
No. of years in Teaching: ______
Place of Teaching: Philippines: ____
Other Country: ___(Pls name)______________

Key questions: You may start with preliminary questions to establish rapport
before you ask key questions for your interviewee or informant.

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Questions 1-2
1. How do you consider yourself as a teacher? Please explain.
a. Beginning b. Developing c. Proficient

2. 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, 21stst century skills,
international developments.
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Questions 3-4
• 3.What do you like most in the school where you are
teaching? (local or abroad) Why?
• a.the learners b. the learning environment c. the pay

• 4.How do you consider yourself as a teacher? Please explain

• local b. global c. glocal

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02
Teachers and the Teaching
Profession in the ASEAN and
Beyond
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 Learning Outcomes

-compare and contrast

the characteristics of -review the Global Teacher
teachers in the ASEAN Status Index
and some other countries -draw a holistic picture of the
of the world teachers and the teaching
profession in the ASEAN

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THE ASEAN: ONE VISION, ONE
IDENTITY, ONE COMMUNITY

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A. The Levels of Schooling as a Teaching Milieu

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

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Primary Level
• Composed usually of Pre-primary (Play-school, Pre-
K, Kindergarten) and the Primary Level which is
composed of:
• Grade 1, aged 6 years old;
• Grade 2, aged 7 years old;
• Grade 3, age 8 years old;
• Grade 4, aged 9 years old;
• Grade 5, aged 10 years old, and
• Grade 6 aged 11 years old.
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Primary Level
• 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.
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Secondary Level
• This 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 Grade 7, 8
and 9 while the Upper Secondary level is composed
of Grades 10, 11 and 12.
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Secondary Level
• In the Philippines, the Junior High
School is composed of Grade 7, 8, 9,
10 while Grade 11 and 12 belong to
the Senior High school

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Variations in the number of years in basic education
level across the ASEAN members
•

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 Variations in the number of years in basic education
level across the ASEAN members
•
Basic education levels in most ASEAN countries have 12 years of formal
schooling, divided into primary, lower 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.
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Variations in the number of years in basic education
level across the ASEAN members
•
The basic education levels of
Elementary/Primary and the
Secondary levels will provide the
future jobs of teacher education
pre-service graduates.
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Tertiary Level

•
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
license examination to become a professional
teacher.
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B. The Teacher Professionals Across the ASEAN

Components of Teacher
Academic Preparations of Preparation
Teacher Professionals in
1. F  = ρ x g x V
Basic Educationb
Common Degree Most Common
Titles Domains

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 Academic Preparations

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 (9 yrs of basic education + 3 years teacher preparation) or 10 years of
basic education plus 3 years of teacher preparation.

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 Academic Preparations

For teacher 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. However for non-
education degree graduates they can take the post graduate diploma in
Education/Teaching. This will mean an equivalent to 12 years of basic education
plus 4 to 4 years of Baccalaureate Degree plus one year of Graduate Diploma.

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 Academic Preparations

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.

ASEAN countries have comparable academic teacher education preparations,

however there are those who have gone beyond their borders, while others are still
strengthening their programs. Differences are according to the context and needs and
the education system of the particular member country, their history culture and
aspirations. Here are some commonalities in the teacher preparation.

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 Components of Teacher
Preparation
Qualifies, professionally trained, motivated and well
supported teachers are the key to quality education.

General knowledge and

Teaching Practicum/Experimental
understanding
Learning

Pedagogy Specialized knowledge/ Major

courses
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 Four Importants Components to
PRepare Teachers
General knowledge and
understanding

(What to Know about Oneself and World) – this

are embedded in the general education or
liberal arts education subjects in college as
preparatory to the core content subjects the
professional education.
General knowledge and understanding

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 Four Importants Components to
PRepare Teachers
PEDAGOGY

(How to Teach) – it provides variety of

teaching delivery approaches beyond
the traditional methods of teaching.
General knowledge and understanding

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 Four Importants Components to
PRepare Teachers
Teaching Practicum/Experimental
Learning

(Immersion to the real world of teaching /

Practicum / Teaching Internship) – knowledge,
theories, principles and pedagogies learned are
validated in real life situation as teachers.
General knowledge and understanding

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 Four Importants Components to
PRepare Teachers
Specialized knowledge/ Major
courses

(What to teach in specific discipline or subject area) –

for those who will teach the content or discipline in the
upper elementary or the secondary levels, major
content courses are learned. For the early years (Pre-
school to Grade 3) a more comprehensive knowledge is
given emphasis.
General knowledge and understanding

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 Common Degree Titles:

Bachelor of
Bachelor of
Education (BEd)
Bachelor of Secondary
● Diploma in Education
either Pre-baccalaureate/ Elementary Education (BSEd)
Post Graduate (PGDip)
Education (BEEd)
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 Most Common Domains:

Skills in the 21st Knowledge

Century competence

Pedagogical
competence
Teacher’s
Professionalism and
characteristics/
accountability
qualities
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C. The Teaching Profession Practices in the ASEAN

Teacher Licensing and

Teacher’s Major Recruitment

Responsibilities Agencies that Give Licensed/Licensure

Examination for Teachers

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 Teacher’s Major Responsibilities

Administrative work –
the teacher’s job that
Actual Teaching – Management of includes writing test
the time of Learning – the items, checking and
engagement of the activities that recording of test paper
teacher with the support the actual results, attending to
parents, making reports
learner. teaching.
and other related
activities.

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 Teacher Licensing and Recruitment

Licensed teachers as Not certified or

professional are certified licensed become
to teach by the country’s paraprofessional or
appropriate agencies. assistant teacher.

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 Agencies that Give Licensed/Licensure Examination for
Teachers

Philippines Singapore – Thailand –

Professional National Teacher
Indonesia –
Regulation Institute for Education
Akta IV
Commission Education Council
(PRC) (NIE) (Khurusapha)

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D. The Teacher and the Teaching Profession Beyond the ASEAN

JAPAN
CHINA
USA

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 CHINA

· Teachers in china form the largest

teaching force in the world.
The educational system is highly
centralized.Syllabi are written by
scientists and professors hired by the
National Educational Commission. The
subject matter and instructional
contents are uniform for all

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CHINA

New educational system includes:

Primary grades – the first six years (focus on cognitive skills)

High School – six years (cover all topics in order to pass

national examinations). Three years of junior middle school,
three years of senior middle school

Six Years of University

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CHINA

Two main categories of teacher

Gongban (state-paid)

Minban (community-paid)

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CHINA

Gongban (state-paid)
–they are teachers who earn salary
comparable with other state
employees in state-owned
enterprises.
-they are categorized into grades
according to their years of service and
their standard performance.
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 Gongban (state-paid)
Super-grade teachers Senior-grade teachers Second-grade teachers First-grade teachers

highest level include the

occupy 6% of the
which occupy majority of some of the
teaching force in
the upper 1990 where most the secondary newly hired
level of 5% of of the primary teachers primary
level teachers
the teaching teachers
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CHINA

Minban (community-paid)

they are teachers who are paid by

local community depending on the
community income.

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China’s Teacher Licensing

The examination are standardized for the secondary teachers by the

central government, while examination for the elementary teachers are
the responsibility of each provinces.

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 teacher colleges and holder of degree from tertiary institutions.

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Chinese Teachers Enjoy Unquestionable Authority

The teacher tell the single and absolute truth, and

the job of the students is to absorb the knowledge
conveyed by the teacher without question. In English
and Mathematics subject, questioning is determined
by the teacher.

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Chinese Teachers Enjoy Unquestionable Authority

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.
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Chinese Teachers Enjoy Unquestionable Authority

China Ranked 1 in the Global Teacher Status Index,

where teaching profession is regarded equal to the
doctor.

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JAPAN
Japanese education system is highly centralized and is administered
by the Mombusho or Ministry of Education

Education is free and compulsory for children from 6 to 15 years.

Classes are large and teaching methods are usually lectures.

Japanese students 243 days a year in school.

Standard curriculum includes Japanese language, social studies, math and science
along with art, music, home economics, physical education, with the greatest
emphasis on learning the Japanese language.
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JAPAN Five Basic Levels in Japanese Educational System

1. Kindergarten 2. Elementary school (Grade1 to

Grade 6 3. Lower secondary school (Grade 7 to
Grade 9) 4. Upper secondary school (Grade 10
to Grade 12) – offer academic, technical and
vocational program 5. University (usually around
four years)

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The Teaching Profession in Japan
Major responsibilities are entrusted
upon the Japanese teachers for
moral education and character
development and for instilling
values, attitudes and living habits in
students at all levels.
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Teacher Certification in Japan
First Class Certificate – 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.
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Teacher Certification in Japan
Second Class Certificate – a basic
qualification of 2 years of study (62 credit
units) in a university or other post-
secondary institution.
While to teach secondary level, without a
Master’s degree, the Second Class
Certificate will be issued.
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Becoming Employed as a Teacher
Prefectural play an important role in the
selection and hiring of teachers.

In addition to completing a degree, the
teacher applicant must secure a license
to teach from the prefectural board of
education.
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Becoming Employed as a Teacher
Teacher applicant is required to take
prefectural appointment examination
(Written tests and interview)

Teacher applicant must be under the age
of 30.
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Becoming Employed as a Teacher
Teachers get promoted on the basis of
seniority.

Teachers are rotated from one school to

another within the prefecture on various
schedules.
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UNITED STATE OF AMERICA

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 the Thomasites and
the opening of the normal schools in different provinces of the
country provided a very strong foundation for teacher education.

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 Levels of Education in the USA
1.Pre-primary education – kindergarten, nursery schools, preschool programmes, child/day
care centers. Age level is 4-6 years old and the duration is 2 years.
2.Primary Education (elementary school) – there are varied levels of schooling in primary
education.
3.Middle school education – Grade 4-6, 5-7, or 6-8.
4.Secondary education (high school) – Grades 7-12 or 8-12
5.Junior high school – Grade 7-8, 7-9, 0r 8-
6.Senior high school – Grade 9-12, or 10-12
Duration of compulsory education is from entry of 6 years old to exit of 18 years old.

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Becoming a Professional Teacher in the USA

Earning Teaching Certificates

USA has a decentralized educational system and each State Education Agency (SEA) has its
own guidelines ad requirements for earning and maintaining a teaching certificate.
National Teacher Examination (NTE) or on Praxis I or Praxis II – competency examination for
prospective teachers
Teachers are required to renew their certification by continuing to take “renewal credits”.
Permanent certification is granted if the teacher performs adequately according to the
standards established by the state.

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 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.
Once signed, a teacher has a legally binding contract to work, unless guilty of a
crime, fails to show teaching competency, or demonstrates egregious
professional conduct.
He/She is expected to complete teaching during the term of his/her contract,
with exception for pregnancy, medical leaves and unforeseen emergencies.

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 Salaries of Teachers

Salary range for teachers is 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
degree receive a higher salary than the bachelor’s degree holder.
Merit pay has been adopted by some school districts.
The Average income of teachers is $44,917.00

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 E. The Global Teacher Status Index of 2013

The Global Teacher Status Index is based on in-

depth opinion by Populus in 35 countries that
explores the attitudes on issues ranging from what
is a fair salary for teachers to whether they think
pupils respect teachers to how highly people rank
their own education system.
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 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 index determine the level of respect afforded
the teachers in the specific country.
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E. The Global Teacher Status Index of 2013

The date included profile of teacher

respect; teaching as sought after
profession; contextualized understanding
of teacher status; and views on pupils
respect for teachers.
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E. The Global Teacher Status Index of 2013
Country Index Rating Rank Country Index Rating Rank
China 100 1 Spain 30.7 12


Greece

Turkey

South Korea
73.7

68.0

62.0
2

4
Finland

Portugal

Switzerland
28.9

26.0

23.8
13

14

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

USA 38.4 9 Brazil 2.4 20

UK 36.7 10 Israel 2.0 21

France 32.3 11 Nothing follows

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 Social Status of Teachers
• Teachers in Germany, Italy, Spain, Switzerland and the
Netherland are judged to be most similar to social workers.

•  In USA, Brazil, France, Turkey, the teacher’s closest status
was to librarians.
• In New Zealand, people think that the job of teaching is
most similar to nursing.
• China think of teachers as being most closely compared to
doctors.
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 Teaching: Sought-After Profession
• 50% of parents in China provide positive
encouragement for child to become teachers.

• China is joined by South Korea, Turkey and
Egypt while parent in Israel, Portugal, Brazil and
Japan are least likely to encourage their
children to become teachers

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 Pupil Respect for Teachers
• In China, 75% of the respondents believe that students
respect their teachers, compared to only 27% average per
 country.
• Turkey, Egypt, and Singapore have high level of belief that
pupils respect teachers with an average of 46%.
• Across Europe, there are higher levels of pessimism about
students’ respect for teachers than in Asia and the Middle East. In
most of the European countries, respondents thought that the
pupils disrespect teachers than respect them.
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 2.Perception of Teacher Reward
• Most countries judges a fair rate of pay as similar to
teacher’s 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.

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 3.Performance-Related Pay
• In all the 21 countries, more than 59% of
people think teachers ought to be paid
according to the performance of their
pupils.
• The average across countries was 75%.

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 4.Teacher Agency and Control
• Trusting Teachers to Deliver Education
• No country gave a rating below 5, suggesting that all
 countries placed satisfactory to positive trust in their
teachers.
• Finland and Brazil at the top of the table displaying strong
trust in their teachers, while Israel, Japan, South Korea and
Egypt are the bottom of the table, showing limited trust for
their teachers.

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ACTIVITY 4
• Instruction: Answer the following questions based on the GTS Index
Report.
• Title: The Global Teacher Status Index Report
• 1. What message do these data convey: 2/3 of the countries judged
the professional status of teachers most similar to social workers?
• 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.

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03
The Changing Global
Landscape for the 21st
Century Teachers
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 Learning Outcomes

identify the 21st century

life and career skills for
learners and teachers.

identify the different

changes occurring in At the end of the demonstrate
lesson, you should
the global teaching- be able to: understanding of the

learning landscape. UNESCO’s Four Pillars of

Learning as these apply
to the 21st century.
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 04
Enter title

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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER

We are in an era of

borderless “flat” world.
Barriers have been broken by
new information and
communication technologies.

The development of the 21st

century skills is a necessary
tool for teachers. Without
these 21st century tools, no
teacher can survive.
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER
The changes and developments
in the 21st century education
fall into the following key
categories (Zhou, 2006):

1. New environment of learning, 2. New content of

learning, 3. New process of learning, 4. New types
of learners, and 5. New spaces/dimensions of
learning.
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER

1.The New Learning

Environment

It is characterized by the following:

• Learner-centered
• New spaces and borderless
• Enhanced opportunity for creativity and
innovations, and
• Use of ICT ISUCab-CEd-InM-065
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
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2.The New Learning Contents

-Integrated/interdisciplinary;
-Demand-driven
-Emphasis on learning tools on how to retrieve knowledge;
and
-Balance of scientific, technological, cultural, global, local
concepts ISUCab-CEd-InM-065
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
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3.The New Processes of Learning

and How These will be
Facilitated

-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.
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
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3.The New Processes of Learning

and How These will be
Facilitated
-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 and physical absence in the teaching-learning
process.
-Experiential and lifelong-when learners are immersed into
the real life situation, such that learning becomes more
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
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4.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.
-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;
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER

Life and Career Skills

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 all learners the opportunities to develop their individual
potential of being adaptable and flexible.
-Rigidity runs counter to the development of this skill.
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER

Initiative and Self-direction

-A self-directed learner demonstrates life and

career skills. Goals are set and managed by
themselves.
-They don’t need detailed instructions. They
plan and work out their plans.
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER

Social and Cross- Cultural skills

-This requires 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.
-To be able to appreciate the mores, tradition,
history of others, one needs to be open and willing
to accommodate and compromise. ISUCab-CEd-InM-065
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER

Productivity and accountability.

-Able to produce results (can be an idea, or a

material product)
-Respect teamwork and cooperation
-Manage time very well and can do multitask
-When one is tasked to do something, that person
has an accountability to produce results as evidence of
a job done.
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 A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST
CENTURY SKILLS FOR TEACHER

6.The New Type of Teachers

-As teachers are currently preparing students for jobs
and technologies that don’t even exist yet, the
challenges 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
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104
Characteristics of the New Types of Teachers:

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, and other
pedagogies.

Skillful in the integration of ICT in pedagogy.

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Characteristics of the New Types of Teachers:

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;
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Characteristics of the New Types of Teachers:

Practice the core value of inspiring

teachers; and

Develop life and career skills for the 21st century

and beyond

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

The four pillars are seamlessly linked to each other. These are;1. Learning to know

2. Learning to Do

3. Learning to Be

4. Learning to Live Together

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

1. Learning to know
Implies thirst for knowledge and acquisition of such
knowledge.
Learning how to learn throughout one’s life.

An individual who is knowledgeable is literate

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

2. 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 (pragmatist’s view of life)
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B. UNESCO’s Four Pillars of Learning from Delor’s Report:
Learning: A treasure from Within

3. Learning to be
 It implies developing the potentials of each individual.
Continuing education must improve knowledge and self-
esteem.
What would you like to be? – answer to this question requires self-
analysis, reflection, social skills, creativity and personal discovery.
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B. UNESCO’s Four Pillars of Learning from Delor’s Report:
Learning: A treasure from Within

4. Learning to live together

Refers to the relationships among people.
Bringing in together a community to work harmoniously, to live in
peace and prosperity and to show respect and concern for others.
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.

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Quiz
• See Module 5 pages 103-104
• Do page 103 (Essay).

• The global learning village has changed and will keep on changing. As
you prepare to become the Teacher of the 21st Century, how will you
prepare for these rapid changes?

• Do page 104 (Multiple Choice #’s1-5)

• (These will be done and submitted via Google Forms, please visit our Google Classroom. Thanks!)

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References
References Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018.
The Teaching Profession. 4th Edition. Lorimar Publishing Bilbao, P.,
Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing Cortez, A., Cortez,B.,
Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching Profession
(OBE and K-12 Compliant). St. Andrews Publishing House

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THANK YOU
CONGRATULATIONS !

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