TTP_Module5_Sept-17-2024.pdf

MODULE 5 ON BECOMING A GLOBAL TEACHER Learning Outcomes: At the end of this module you should be able to: 1. gain understanding of the concepts of a global and a global teacher in the context of the 21st century education, 2. desc...

MODULE 5 ON BECOMING A GLOBAL TEACHER Learning Outcomes: At the end of this module you should be able to: 1. gain understanding of the concepts of a global and a global teacher in the context of the 21st century education, 2. describe the status of teacher professionals and the teaching profession in the ASEAN and other regions, 3. review existing ASEAN and UNESCO frameworks and standards in the preparation of glocal teachers, 4. and demonstrate understanding of the Philippine Qualification Framework (PQF) and the Philippine Professional Standards for Teachers (PPST) as standards to ensure teacher quality. Teaching has been closely related to cultural, political and economic interest of a country. Different ways of globalization transform the role of education in different ways. New ideas/concepts of being a teacher in a country emerge. Globalization challenges political governance, the teaching profession, national goals, contents and method of teaching and many others. The process where a product or service is adapted to a locality or culture where it is found is called glocalization. It includes new outcomes of local conditions towards global adaptation. In this module you are going to learn about global and glocal teachers, the demands of globalization in the teaching profession, and the status of teachers in the ASEAN. https://www.google.com/search?q=glocal+teacher+meaning&rlz=1C1CHBF_enPH821P H821&oq=glocal+teacher&aqs=chrome.1.69i57j0l7.8510j0j15&sourceid=chrome&ie=UT F-8  MODULE 5 LESSON 1: THE GLOBAL AND THE GLOCAL TEACHER PROFESSIONAL Learning Outcomes: At the end of the lesson you must have: 1. described global and glocal teachers 2. discussed about the demands of globalization in the 21st century on the professional teacher. Activate: What does it mean to be a global teacher? The term global teacher is synonymous to being up to date with classroom technology. Describe a global teacher in your own words. Write your description. Acquire: Global education is best described by the following: Global education is a goal to develop countries worldwide and is aimed at educating all people in accordance with world standards. (UNESCO) It is also defined as a curriculum that is international in scope which prepares the youth of today around the world to function in one world environment under teachers who are intellectually, professionally and personally prepared. Global education is defined as an effort to help individual learners to view the world as a single and global system and to see themselves as a participant in that system. It is a school curriculum that has a worldwide standard of teaching and learning. (James Becker (1982) In the general, global education refers to the fact that there are different cultural and political perspectives on global matters. Students are expected to achieve a global dimension in the curriculum. Becker emphasized in his work, “Goals of Global Education” that global education incorporates into the curriculum and educational experiences of the learners a knowledge and empathy of cultures of the nations of the world. Learners are encouraged to view the world as a whole, learn various cultures for them to relate better and to function effectively in different cultural groups. The following 21st Century Learning Goals were established in order to meet the various global challenges in the future. These have been used as the bases of different curricula worldwide. 1. Twenty first century content which includes global awareness, civic literacy, health and environmental awareness, and financial, economic, business and entrepreneurial literacy. 2. Learning and thinking skills such as critical thinking and problem solving skills, communication, creativity and innovation, collaboration, contextual learning, and information and media literacy. The World Education Forum UNESCO’s Education 2030 established a vision: “Towards inclusive and equitable quality educational lifelong learning for all” This is stipulated in the Sustainable Development Goal (SDG) 4 for education. The following are seven outcome targets of SDG 4 that must have been achieved by 2030: 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 descent work. 4.5 Gender equality and inclusion. 4.6 Universal youth literacy 4.7 Education for sustainable development and global citizenship. Glocal education is understanding the differences among cultural groups and teaching them in their own context in order to achieve the goals of global education as presented by the United Nations. Glocal teacher education addresses the needs of the remotest schools to the most complex classrooms in the world. It advocates borderless education, that is it defies distance and geographical location. Thus it is termed as glocal education. Glocal education provides for the basic rights of all children anywhere in the global community. These basic rights are equal opportunity and access to knowledge and learning tools. A glocal teacher is one who acts and thinks both locally and globally with worldwide perspectives. In addition to these he is teaching in the local areas (town, province, IP communities). The following are some of the characteristics of a glocal Filipino teachers: understand how this world is interconnected; recognize that the world has rich variety of ways of life; are creative and innovative; understand, respect and tolerant of the diversity of cultures;  believes and take action for education that will sustain the future; Facilitate digitally-mediated learning; possess good communication skills (for Filipino teachers to be multilingual); aware of international teacher standards and framework; and master the competencies of the Beginning Teacher in the Philippines Professional Standards for Teachers (PPST, 2017). Glocal Filipino teachers must also possess the following characteristics and core values: (Master Plan for Teacher Education, 2017) cultural and historical rootedness by building on the culture and 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; 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; nationalism/Filippinism by being a responsive citizen and upholding the Filipino identity amidst globalization (glocalization); and faith in the Divine Province by being humane, just peace-loving and respectful of human rights. Apply: Interview a teacher in your locality. Interview another teacher teaching in abroad or has taught abroad. You may have an on line interview or face to face interview if possible. Interview Guide: A. Personal Information: Name: (Optional) Age: No. of years in Teaching: B. Basic Questions: 1. How do you view yourself as a teacher? (beginning, developing, proficient) 2. Which of the following do you give top priority as a teacher?  a. local values, traditions and practices, culture b. local values, culture, 21st century skills, international developments c. global conditions, international developments, 21st century skills 3. Where do you prefer to teach? Why? (In the Philippines or abroad) 4. How do you describe yourself as a teacher? (local, global, glocal) Is the teacher whom you interviewed a global teacher? Why? or Why not? Assess: 1. What are the characteristics of global and glocal teachers? Characteristics of Global/Glocal Teachers 2. What challenges do local teachers face in the advent of globalization in education in the 21st century? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________  MODULE 5 LESSON 2: TEACHERS AND THE TEACHING PROFESSION IN THE ASEAN Lesson Outcomes: At the end of the lesson you must have: 1. described the status of teacher professionals and the teaching profession in the ASEAN. 2. discussed the similarities of the characteristics of teachers and the teaching profession in the ASEAN in relation to global standards. Activate: This lesson will discuss the current situation, circumstances, teaching conditions, qualifications, benefits and other factors which determine quality education in the ASEAN. This lesson will also deal with the teachers and the teaching profession in the ten member nations of the ASEAN: Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand, Singapore and Vietnam. The professional practices of the ASEAN member nations will be discussed in this lesson for the purpose of comparison and development of mutual respect for each country. Acquire: Variations Levels of Schooling and Number of Years* Primary/Elementary Lower Upper Total Countries secondary Secondary Number (as of of Years 2013) Version 1 5 years 4 years 3 years 12 years Lao PDR Version 2 5 years 4 years 2 years 11 years Myanmar Version 3 6 years 3 years 3 years 12 years Malaysia Version 4 6 years 3 years 3 years 12 years Brunei, Cambodia, Indonesia, Thailand, Vietnam Version 5 6 years 4 years 2 years 12 years Singapore, (pre- Philippines university for Singapore) *ASEAN state of Education Report, 2013 Answer the following questions based on the table. 1. How many years does it take a learner to finish basic education in most ASEAN counties? 2. What are the levels of schooling in basic education? The basic education levels (elementary and secondary) provide employment for teacher education graduates. Academic preparation of teachers in basic education A student in order to be admitted to pre-service teacher education courses must have 9 or 12 years’ basic education. In Myanmar, Cambodia, Lao PDR and Indonesia, pre- school teachers have nine (9) years of basic education and three (3) years of advanced training. For teachers in the lower secondary level, 12 years of basic education and 2 years’ teacher preparation are required to a Diploma in Teaching. For the upper secondary level, 12 years of basic education and 4 o 5 years of teacher preparation is required for a baccalaureate degree. Majority of teacher preparation in the ASEAN provides a reaching practicum, student teaching and experiential learning. Academic preparation of teachers may have slight variations in member countries depending on their context, needs, culture, educational system and other relevant factors. General knowledge and understanding Pedagogy Teaching Practicum/Experiential Learning Specialized knowledge/Major Courses Major responsibilities of teachers The following are the 3 major responsibilities of professional teachers in the different countries in the ASEAN: 1. Actual teaching Actual teaching is the time engagement of the teacher with the learners in the classroom. This is done during the scheduled time for teaching (official teaching hours). 2. Management of Learning Management of learning may occur even beyond actual teaching hours. This refers to activities that support learning such as remediation, enrichment, and co-curricular activities.  3. Administrative work Administrative work includes marking and recording of test results, making reports, meeting with parents, writing test questions and other similar activities. Apply: 1. Describe the licensing and recruitment of professional teachers in some countries in the ASEAN region. Country Educational Grade level the How teachers are Qualification of teachers can recruited Teachers teach Assess: 1. Describe the professional teachers’ major responsibilities in the ASEAN region. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________  MODULE 5 LESSON 3A: TEACHERS AND THE TEACHING PROFESSION IN OTHER COUNTRIES OF THE WORLD Lesson Outcome: At the end of the lesson you must have discussed the teachers and the teaching profession in 1. Japan 2. China 3. United States of America 4. Finland Activate: We are going to focus on four countries outside the ASEAN namely: Japan, China, the United States of America, and Finland. These countries are included in the 2013 Global Teacher Status Index. They also rank high in the PISA (Program for International Students Assessment). Let us examine and find out similarities in their teaching practices and that of the ASEAN countries. Acquire: Search for the teachers’ characteristics and the teaching profession in one of the countries listed. The following will be done: 1. Make Power Point presentation about the teacher and the teaching profession of the country you are assigned. {5 slides max) 2. Upload the presentation in our Gdrive Folder. Apply: A. Discuss the teachers and he teaching profession in 1. China 2. Japan 3. United States of America 4. Finland B. If you were to choose, in which of these countries would you teach? Explain why. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Assess: 1. Discuss teaching and the teaching profession in one of the following countries: China Japan USA Finland ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________  LESSON 3B THE GLOBAL TEACHER STATUS INDEX Learning Outcome: At the end of the lesson, you must have discussed the Global Teacher Status Index and gain insights from it. Activate: Interview a parent in your locality. Ask them if they would like their children to become teachers. Be ready to share the result with the class. Discuss the answers you’ve got. Summarize your answers and be ready to share in the class. Acquire: The Varkey GEMS foundation, a non-profit organization which is registered with the Charity Commission for England and Wales, conducted the first Global Teacher Status Index in 2013. The study polled 21 countries all over the world. These countries were chosen based in their performance in PISA and TIMMS. These countries represent the major continents of the world. The countries are listed on the graph which follows: Global Teachers Status Index, 2013 INDEX RATING 120 100 80 60 40 20 0 INDEX RATING The index determined the level of respect afforded to teachers in each of the countries polled. The following are some of the questions asked in the survey: Some of the key questions asked in the survey were: 1. How teachers are respected in relations to other professions? 2. What is the social standing of teachers? 3. Will parents encourage their teacher children to be teacher? 4. Is it perceived that children respect their teacher? 5. What people think teachers ought to be paid? 6. Should teachers be paid according to the performance of their pupils? 7. How much are teachers trusted to deliver a good education to children? 8. What is the degree of trust that people have on their educational system? Answers to the above questions were summarized and placed under these 3 headings: 1. Teacher Status 2. Teacher Reward, and 3. Teacher Agency and Control. Teacher Status Understanding teacher status in context of the profession was done by ranking teachers with other professions. The social status of teachers is very much similar to social workers according to two thirds of the counties who participated in the survey. These countries are Germany, Spain, Switzerland, Italy and the Netherlands. Brazil. USA, France and Turkey, consider the status of teachers as closest to librarians. While in New Zealand respondents think that teaching is most similar to nursing. Only China consider teaching as comparable to doctors. As to the respect afforded teachers in the different countries who participated, it was found that higher regard are given to elementary grades teachers than to secondary school teachers, head teachers and 14 other occupations included. When asked if they would encourage their children to become teachers, fifty per cent of parents from China gave positive encouragement. Parents from South Korea, Turkey and Egypt also gave positive encouragement to their children. While parents from Israel, Portugal, Brazil, and Japan gave the least encouragement. When parents were asked whether teachers are respected by their students, three fourths of the respondents from China believe that students respect their teachers. In Turkey, Egypt and Singapore, 46% of the parents believe that pupils respect their teachers. In most European countries, respondents thought that pupils disrespect teachers.  The graph below shows the actual teacher salary in the countries surveyed. ACTUAL AVE. SALARY/YR IN USD 50,000.00 45,000.00 40,000.00 35,000.00 30,000.00 25,000.00 20,000.00 15,000.00 10,000.00 5,000.00 0.00 ACTUAL AVE. SALARY/YR IN USD Most countries gave a fair rate of pay as similar to the actual salary of teachers. The actual pay of teachers in Japan, France and USA was judged higher than the fair rate of pay. Majority of the respondents from the countries surveyed think that teachers’ salary ought to be higher than what they are presently getting. Most countries believe that teachers should be paid according to performance. The performance related pay should be based on the achieved learning outcome of students. Of the 21 countries surveyed, 59% of the respondents think that teachers should be paid based on their performance. As to trusting teachers to deliver good education, all countries placed satisfactory to positive trust to their teachers. Finland and Brazil placed strong trust to their teachers, while Israel, Japan, Egypt and South Korea place limited trust to their teachers. Apply: 1. Are you in favor of the survey result in the Global Teacher Status index that teachers be paid based on performance (Performance Related Pay)? Discuss your answer in your group. 2. Would you encourage your younger sister or brother (if you have one) to take up teaching? Why? or Why not? Assess: I. What insights have you gained from the Global Teachers Status Index? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ II. Self-test Select the correct answer. 1. Which level of schooling is free in ASEAN countries? A. Primary B. Secondary C. Middle school D. Tertiary 2. Which of the following ASEAN member country gives the highest salary o teaches? A. Brunei B. Philippines C. Singapore D. Malaysia 3. In which of the following countries do teachers have the greatest respect according to the Global Teachers Status Index? A. China B. Finland C. Greece D. New Zealand  MODULE 5 LESSON 4: THE GLOBAL LANDSCAPE FOR 21ST CENTURY TEACHERS Lesson Outcome: At the end of the lesson, you must have identified the different changes occurring in the global teacher landscape. discussed the 21st century life and career skills for learners and teachers. explained UNESCO’s Four Pillars of Learning and how this applies to 21 st century teaching. Activate: This lesson is about the changing global landscape in teaching and learning. These changes are brought about by factors such as the learning environment, content and the processes of learning, types of learners and other factors of learning in the 21 st century. These changes will be addressed by the principles in UNESCO’s Four Pillars of Learning taken from Delor’s report on Learning: The Treasure from Within. (UNESCO, 1992). A. The Changing Global Landscape and the 2st Century Skills for Teachers We are in an era of borderless world. Barriers have been surmounted by new information and communication technologies. Globalization paved the way for nations to co-exist and be interdependent. The future however will still be more dependent on the knowledge, skills and values of the nations’ people. As future teacher of the 21st century, there is an urgent need to understand the new landscape that is brought about by the changes of the century. The development of the 21st century skills is a necessary tool for teachers. The following are some key categories of the different changes and development in the 21st century teaching and learning as identified by Zhou (2006). To understand the categories, we will attempt to: 1. Describe the new learning environment, 2. Identify the new learning content, 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 been extended from the confines of the classroom to places and spaces that support learning. It is a place where interactions among learners, with the teacher and the environment happen. It is characterized by the following:  Learner-centered New and borderless spaces Enhanced opportunity for creativity and innovations, and Use of ICT The New Learning Contents. Content or subject matter of learning has been modified based on the new learning environment and explosion of knowledge. Subject matter (based on discipline) of learning has the following characteristics: Integrated/Interdisciplinary; Demand-driven; Emphasis on learning tools on retrieving knowledge; and Balance of specific, technological, cultural, global, local concepts. The New Processes of Learning and How These will be Facilitated. Various processes of leaning evolved with human intervention of teachers and peers as well as non-human intervention of artificial intelligence (AI) in robots. These were brought about by advance studies on the mind and cognition. With these advancement, different processes of learning and the methods to facilitate these have evolved. These include the idea of multiple ways of learning such as the following: Face-to-face – when the course content and learning materials are taught by the teacher in person to a group of students. This allows for a live interaction between teacher and students. The teacher and the learner are in the same learning space in real time. Distance Leaning – when the teacher and the learners are physically separated during instruction. Various technologies to facilitate learner-teacher and learner- learner communication are used. Some of the technologies used are modules and modern technology using the internet. It can be done in synchronous or asynchronous modalities. Distance learning is also called e-learning and on line learning. Blended learning Modalities. Blended learning or ‘hybrid learning” according to DepEd is a fusion of on line distance learning and “in-person” delivery of printed materials to the homes of the learners through the barangays (villages) for those who don't have internet access and interactive facilities in the comfort of their homes. It is a style of education in which students learn via electronic and online media as well as traditional face-to-face teaching. Experiential and Lifelong Learning. Experiential Learning according to Kolb (1984) is the process whereby knowledge is created through the transformation of experience. Knowledge is gained through a combination of grasping and transforming experience. When learners experience real life situations, learning becomes authentic and more meaningful. The New Type of Learners. The new breed of learners is not limited by age. Learning maybe in formal or informal setting. This new type of learners is described as: a confident person who thinks independently and critically and who communicates effectively; self-directed and 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, has different ways of thinking and responding. Furthermore, the new type of leaners come from diverse backgrounds. The can be multi-cultural, and multi-generational (coming from different age groups). The learner has to develop life and career skills in order to face the challenges of 21st century learning. Life and Career Skills Flexibility and Adaptability Learners adapt to various roles, responsibilities and schedules. Despite complex conditions, they are able to do the several tasks at one time. Recognition of this potential signal the teacher to provide all learners the opportunities to develop their individual potential of being adaptable and flexible. Initiative and Self-direction A self-directed learner demonstrates life and career skills. They set and manage their own goals. They are committed to learning as a lifelong process. Many of the young learners show initiative in performing tasks. There is no need to give them detailed instructions. They plan and work out their plans. Social and Cross-cultural skills This life and career skill requires learners to respect cultural differences and wok effectively with others, to be open-minded to different ideas in order to innovate and improve quality of work. It would be easy to respect other peoples’ culture if you understand it. Disrespect may stem from ignorance and bias. One needs to be willing to accommodate and compromise to be able to appreciate the mores, tradition, history of others. Productivity and Accountability Persons who possess these skills are able to produce results. They respect teamwork and cooperation. They manage time very well and can multitask. The most tangible proof of what a n individual has done is the product or result. It may be an idea, or a material product. When one is given a task, he has an accountability to produce results as proof. Better results can be gained through collaboration and cooperation. 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. The New Type of Teachers. The today teachers are preparing students for jobs and technologies that are not in existence yet. The challenge then is to produce the new type of teachers who can teach within the context of new environment new content or knowledge and new processes of teaching and learning in the 21st century. The new type of teachers must: 1. have clear standards and accountability on what their learners should know and are able to do when they finish their schooling; 2. use broad pedagogies including inquiry-based learning, cooperative learning 3. possess skill in the integration of ICT in pedagogy; 4. possess skill in the use of assessment to guide teaching and learning; 5. have a good understanding of local and global cultures; 6. possess skill in action research to diagnose and solve classroom problems based on evidence; 7. practice the core values of inspiring teachers; and 8. 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 The future will depend on the kind of citizens on the world. There are many changes that take place in our world. Due to these changes, much is being asked of schools and teachers. There is a great demand to cope with these changes.  Jacques Delor wrote a report for the UNESCO: Learning: A Treasure from Within, in which he expressed his belief that “within each child lies a treasure.” The report argued that formal education tends to emphasize certain types of knowledge to the detriment of others that are essential to sustaining human development. (Delor, 1996). The report proposed an integrated vision of education based on two key concepts, “learning throughout life” and the “four pillars of learning”. The idea of the integrated approach to education is reflected in the four pillars of learning. Learning to know. Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think. It is also implied that one needs to put effort in one's own learning process in order to effectively acquire the right skills to learn. Learning to do. This represents the skillful, creative, and discerning application of knowledge. It promotes to acquire not only occupational skills but also the competence to deal with many situations and to work in teams. It also means learning to do in the context of young peoples' various social and work experiences which may be informal, (as a result of the local or national context), or formal (involving courses, alternating study and work). Learning to be. This involves activities that promote personal development (mind, body, spirit) that contribute to creativity, personal discovery and an appreciation of the inherent value provided by these activities. It involves developing one’s personality and being able to act with growing autonomy, judgment and personal responsibility.  Learning to live together. This involves the development of social skills and values such as respect and concern for others, social and interpersonal skills and an appreciation of the diversity of the world. This can be achieved by developing an understanding of other people and an appreciation of interdependence. This is very important in carrying out joint projects and learning to manage conflict in a spirit of respect for the values of pluralism, mutual understanding and peace. Apply: 1. Describe he global learning landscape before the 21st century and in the 21st century. Write down your answers on the table below. Discuss your answers with your group. Summarize your answers and post it in our Facebook group. The Global learning landscape before the 21st Century Learning Environment Learning Contents  Learning Processes Types of Learners Types of Teachers The Global Learning Landscape in the 21st Century New Learning Environment New Learning Contents New Learning Processes New Types of Learners New Types of Teachers 2. Describe the Four Pillars of Learning as stipulated by the UNESCO based on Delor’s Report. Pillar of Learning Description Observed Practice in Schools Learning to Know Learning to Do Learning to Be Learning to Live Together Assess: Self-Check Questions Read and choose the correct option for the items that follow. 1. Which of the following characterizes the 21st century learner? A. Rigidity of thinking B. Initiative and self-direction C. Control and single mindedness D. Individualism 2. Which of the following is not true about the new global landscape of the 21 st century? A. Teachers are ICT equipped. B. Learners are attuned to rote memorization. C. Learning environment can be any place. D. There are multiple ways of teaching. 3. Which Pillars of Learning is described by the phrase “unity in diversity” A. Learning to Know B. Learning to Do C. Learning to live together D. Learning to be 4. A teacher should develop life and career skills in order to be ready to teach in the 21st century. Which of the following career skills enables a person to quickly respond to the changes in 21st century? A. Leadership and responsibility B. Productivity and accountability C. Flexibility and adaptability D. Social and cross-cultural skills Answer the following questions briefly. 1. As an education student, how are you going to prepare to become a teacher of the 21st century? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________