Republic of the Philippines

NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY

Brgy,Rizal (NEW SITE) Sagay City, Negros Occidental

(034) 722-4169/www.nonescost.edu.ph

ASSIGNMENT IN THE TEACHING PROFESSION

Submitted by ;
Glendyl Shy Y. Buenavista
Submitted to ;
Dr. Ma Janet Geroso
 REFLECTIVE ESSAY ABOUT MODULE 2

The teaching profession, especially in the context of the ASEAN region, is experiencing a transformative
journey in every evolving global landscape. As we delve into the roles of both global and glocal teachers, it
become evident that educators today need to navigate a dynamic environment that extends beyond
traditional boundaries.

The concept of glocal teachers transcends geographical limitations. In this interconnected world, educators
are not only responsible for imparting subject knowledge but also for fostering global competencies in their
students. A global teacher embraces cultural diversity, promotes cross-cultural understanding and equips
students with skills necessary for active participation in the global community. This holistic approach to
education aligns with the demands of the 21st century, where interconnectedness and global collaboration are
more important.

In the ASEAN region, the teaching profession is at the forefront of adapting to this changing landscape. The
diverse cultures and languages within the ASEAN community present both opportunities and challenges for
educators. The need for language proficiency, cultural sensitivity and an understanding of regional dynamics
underscore the importance of glocal teaching approaches.

Furthermore, the 21st- century teacher is not a transmitter of knowledge but a facilitator of skills essential for
the future workforce. Critical thinking, creativity communication and collaboration are the forefront of
educational goals. The global ang glocal teacher must innovate in their educational approaches to cultivate
these skills, preparing students to navigate an unpredictable future.

Continuing professional development emerges as the lifeblood of the teaching profession. In the face of rapid
technological advancement and evolving educational theories, teacher must engage in ongoing learning to
stay relevant and effective, Professional development equips educator with the tools to integrate technology
into their classrooms, adopt student-centered methods and address the needs of their learners.

In conclusion, the global or glocal teacher within the ASEAN embodies adaptability, cultural competence and a
commitment to lifelong learning. As the teaching profession navigates the complexities of the 21 st century,
educators must embrace both global and local perspectives, recognizing the interconnectedness of education
in a world that transcends borders. Continuous professional development becomes not just a necessity but a
testament to the dedication of teachers in shaping the future of their students and contributing to the global
community.
 REFLECTIVE ESSAY ABOUT MODULE 2
In every changing global scene, the teaching profession is going through a transforming journey, particularly in the
context of the ASEAN area. It becomes clear that educators today must negotiate a dynamic environment that
transcends traditional boundaries when we examine the roles of both global and glocal teachers.

The idea of glocal educators is not limited by geography. In our globalized society, teachers have an additional duty to
help students develop global competencies in addition to topic knowledge. A global educator welcomes cultural
diversity, encourages intercultural understanding, and gives their pupils the tools they need to become engaged
members of the world community. This all-encompassing approach to education is in line with the needs of the twenty-
first century, when global cooperation and interconnection are increasingly crucial.

The teaching profession in the ASEAN area is leading the way in adjusting to this shifting environment. Teachers face
both possibilities and problems as a result of the ASEAN community's different cultures and languages. Glocal teaching
approaches are important because they need language proficiency, cultural sensitivity, and an awareness of regional
dynamics.

Moreover, the teacher of the twenty-first century facilitates the development of skills necessary for the workforce of
the future rather than imparting knowledge. The main objectives of education include critical thinking, creativity,
communication, and teamwork. Global and local educators need to be creative in their teaching methods in order to
develop these abilities and equip pupils to deal with an uncertain future.

It becomes clear that ongoing professional development is essential to the teaching profession. Teachers need to
continue learning in order to remain effective and relevant in the face of rapidly advancing technology and changing
educational theories. Professional development gives teachers the skills they need to incorporate technology into their
lessons, embrace student-centered teaching strategies, and attend to the needs of their students.

To sum up, the ASEAN global or glocal teacher epitomizes cultural competency, adaptability, and a dedication to lifelong
learning. Recognizing the interdependence of education in a globalized society, educators must embrace both local and
global viewpoints as they negotiate the complexity of the twenty-first century. In addition to being required, ongoing
professional development shows how committed educators are to influencing students' futures and benefiting society
at large.