BARCO, John Lloyd O.

SEMI-FINAL EXAM
BSED- Filipino 2nd Year FTC TEACHING PROFESSION

1. The defined role of Global Teacher is increasingly serving as a cornerstone among the
well-functioning education system, especially considering the constantly evolving
requirements of the education profession, such as providing an ideal learning
environment, connecting with the global educator's community, assisting students in
widening their horizons, and better comprehending global cultures and history.
2. They accomplish this through teaching students how to deal with difficulties and
opportunities. The relationship between the global and local might be regarded as a
'glocal' perspective, which is examined and addressed as a concept in this special issue
through several articles. Glocalization refers to the convergence of global and local
viewpoints on the socioeconomic and political consequences of all phenomena affecting
local and global societies. Glocalized learning and teaching refers to the inclusion of local
and global community connectivity in curricula and pedagogical frameworks.
3. A globally competent teacher understands the world, critical global issues, their local
impact, and learners' cultural backgrounds; demonstrates intercultural sensitivity and
acceptance of difference in the classroom; integrates this knowledge and sensitivity into
classroom practice; and develops the abilities necessary to foster these dispositions,
knowledge, and skills in students.
4. The PPST is organized into seven categories that describe the essential elements of
effective teaching techniques. These are the domains:
• Curriculum
• Planning, evaluation, and reporting
• Environment for Learning
• Learner Diversity
• Methods of Instruction
• Community Connections
• Professionalism
The PPST contributes to effective teaching practices by providing a framework for
teacher quality that is aligned with the K to 12 Program. It ensures that teachers are equipped
with the necessary knowledge, skills, and attitudes to provide quality education to their students.
5. The standards promote increased proficiency, enhance professional learning and
development, aid in identifying areas that require improvement, and make uniform
performance evaluation possible. By developing and disseminating a Code of Ethics,
professional standards in the Philippines encourage moral conduct and professionalism
among educators. This allows Filipino teachers to be led in any difficulties they may face
with their students.
6. Achieving these objectives requires strong professional leadership and collaboration.
Teachers who work together can share knowledge and experiences, which can result in
better teaching techniques and better learning outcomes for students. To meet the
professional standards for teachers, leadership can aid in fostering a culture of ongoing
 development and learning. Leadership can help create a culture of continuous learning
and improvement, which is essential for achieving the professional standards for teachers.
To help their team members advance professionally, leaders' mentor and coach them.
They support teachers in gaining new skills, overcoming obstacles, and bringing their
instructional strategies into line with industry standards. Leaders encourage a culture of
excellence and ongoing learning through mentoring.
7. To stay current with the newest trends and best practices in education, instructors must
engage in ongoing professional development. The PPST offers recommendations for the
skills and morals that teachers should have to perform their jobs well. Priority areas for
professional development for teachers and school leaders in the Philippines are listed in
the DepEd Professional Development (PD) Priorities for Teachers and School Leaders
for SY 2020-2023. Students in the Philippine needs an advance learning system for them
to keep up with other countries, and that advance learning system should start from
instructors who understand the importance of Professional Development, change is
constant we should not delay changes.