TEACHING PROFESSION
21ST CENTURY LEARNING GOALS TO MEET THE
PPT1: GLOBAL- GLOCAL PROFESSIONAL
TEACHER
GLOBAL AND GLOCAL TEACHER EDUCATION
“FLAT WORLD or ONE PLANET SCHOOLHOUSE” two -
terms that implies Global Education
GLOBAL EDUCATION (GE) HAS BEEN BEST
DESCRIBED BY TWO DIFINITIONS:
1. UNESCO defines GE as goal develop countries
worldwide and aims at educating all people in
accordance with world standards.
2. GE is a curriculum that is international in scope
which prepares today’s youth around the world to
function in one world environment.
 TEACHERS are intellectually, professionally,
and humanistically prepared.
 “TOWARDS INCLUSIVE AND EQUITALE
QUALITY EDUCATIONAL LIFELONG
LEARNING FOR ALL” UNESCI’S Education 2-3-
Incheon Declaration during the Worl Education
Forum established these visions.
 SUSTAINABLE DEVELOPMENT GOAL (SDG)
4 for Education is one of the seventeen goals at the
United Nation’s SDG’s.
7/10 targets are expected outcomes.
3 are means of achieving the outcomes.
BY 2030, THE 17 OUTCOME TARGETS OF SDG 4
MUST HAVE BEEN ACHIEVED. THESE ARE:
1. UNIVERSAL PRIMARY AND SECONDARY
EDUCATION
2. EARLY CHILDHOOD DEVELOPMENT AND
UNIVERSAL PRE- PRIMARY EDUCATION- have
access to quality early childhood develop. Care and
pre- primary education.
3. EQUAL ACCESS TO TECHNICAL/
VOCATIONAL AND HIGHER EDUCATION-
ensure equal access for all women and men to
affordable and quality tech. vocational and tertiary
educ.
4. RELEVANT SKILLS FOR DECENT WORK
5. GENDER EQUALITY AND INCLUSION
6. UNIVERSAL YOUTH LITERACY
7. EDUCATION FOE SUSTAINABLE
DEVELOPMENT AND GLOBAL CITIZENSHIP
ONE OF THE MEANS TO ACHIEVE THE TARGET:
1. Is to INCREASE THE SUPPLY OF QUALIFIED
TEACHERS, through international cooperation for
teachers training in developing countries.
JAME BECKER 1988
 Define GE as an effort to help individual’s
learners to see the world as a single and global
system and to see themselves as a participant in
that system.
 GE curriculum that has WORLDWIDE
STANDARD of TEACHING AND LEARNING.
VARIOUS GLOBAL CHANLLENGES OF THE FUTURE:
1. 21st century content
2. Learning and Thinking skills
 ICT Literacy
 Life Skills
 21st century assessments
GLOCAL EDUCATION
 Is about the diversity understanding the diff. and
teaching the different cultural groups in their
own context to achieve the goals of global
education as presented by the UN.
GLOCAL TEACHERS:
 Who is competent and armed with enough skills,
appropriate attitude and universal values to teach
learner at home or abroad.
 Equipped in modern technos. In education.
 Who thinks and acts both locally and globally
with worldwide perspectives.
 Teaching in the communities, localities, towns,
provinces and regions.
QUALITIES AND ATTRIBUTES OF
GLOCAL FILIPINO TEACHERS:
1. Understood how this world is interconnected.
2. Recognize that the world has a rich variety of ways
of life.
3. Have vision of the future and sees what the future
would be for himself/herself and the students.
4. Are creative and innovative.
5. Understand, respect and tolerant of the diversity of
cultures.
6. Believe and take action for education that will sustain
the future.
7. Facilities digitally mediated learning
8. Possess good communication skills.
9. Aware of international teacher’s standards and
framework.
10. Master the competence of the beginning teachers in
the Philippine Professional Standard for Teachers
(PPST. 2017)
CHARACTERISTICS AND CORE VALUES OF
FILIPINO TEACHERS:
1. Cultural and Historical Rootedness
2. Ability to contextualize teaching learning.
3. Excellence
4. Responsiveness
5. Accountability and Integrity
6. Ecological Sensitivity
7. Nationalism/ Filipinism
8. Faith in the Divine Providence
PPT 2: THE TEACHING PROFESSION IN THE ASEAN
AND BEYOND
10 ASEAN member countries
1. Myanmar
2. Laos
 TEACHING PROFESSION
3. Vietnam
4. Thailand 3. Tertiary level
5. Cambodia -the college level which is beyond the basic
6. Brunei education in all countries in the ASEAN.
7. Philippines - Ladder to earns a bachelor's degree in teacher
8. Malaysia educ.
9. Singapore
10. Indonesia B. The Teacher Professionals Across the ASEAN

The ASEAN: One vision, one identity, one community 1. Academic Preparation of Teacher Professionals
in Basic Education
A. The levels of Schooling as a Teaching Meliu
Formal schooling in the educational system are as
follows:

1. Primary Level
Composed of Pre-primary:
Pre-K, KINDERGARTEN
The Primary Level:
Grade 1 – 6 yrs old
Grade 2 - 7 yrs old
Grade 3- 8 yrs old
Grade 4- 9 yrs old
Grade 5- 10 yrs old
Grade 6- 11 yrs old

2. Secondary Level
 Follows the primary level
 Composed of Junior High and the Senior High
School
LOWER 2ND LEVEL: GRADES 7, 8 AND 9
HIGHER 2ND LEVEL: GRADES 10, 11, AND 12

Basic education in most ASEAN countries:

 12 yrs of formal schooling
 Divided into PRIMARY, LOWER
SECONDARY AND UPPER SECONDARY
LEVELS.
 PRIMARY EDUC. Is Compulsory
 SECONDARY LEVEL is voluntary except in
PH.

Singapore
- last 2 yrs level are pre- university levels.
- Secondary level; there is variation of 5,6 or 7 yrs
which labeled as MIDLE, JUNIOR, SENIOR school
or LOWER or UPPER level
- PRIMARY: 5-6YRS
PPT3: ARTICLE 11: THE TEACHER AND THE
COMMUNITY

Philippines Section 1:
A teacher is facilitator of learning and of the
 Technical Education and Skills Development
development of the youth; he shall, therefore, render the best
Authority ( TESDA)- provides diploma and
services by providing an environment conducive to such
training certificates for lifelong learnings.
learning and growth.
 Pre- service teachers gets appropriates
qualification degree in tertiary level in order to
Section 2:
teach either elem. Or secondary levels.
 TEACHING PROFESSION
Every teacher shall provide leadership and initiative
to actively participate in community movements for moral,
social, educational, economic, and civic betterment.
Section 3:
Every teacher shall merit reasonable social
recognition for which purpose he shall always behave with
honor and dignity and refrain from such activities as
gambling, smoking, drunkenness and other excesses, much
less illicit relations.
Section 4:
Every teacher shall help the school keep the people in
the community and shall therefore, study and understand local
customs and traditions in order to have a sympathetic attitude,
therefore, refrain from disparaging the community.
Section 5:
Every teacher shall help the school keep the people in
the community informed about the school’s work and
accomplishments as well as its needs and problems.
Section 6:
Every teacher is an intellectual leader in the
community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend
counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.
Section 7:
Every teacher shall maintain harmonious and
pleasant personal and official relation with other professionals,
with government officials and with the people, individually or
collectively.
Section 8:
A teacher possesses freedom to attend church and
worship, as appropriate, but shall not use his position and
influence to proselyte others.
KEYWORDS:
 FACILITATOR OF LEARNING
 CONDUCIVE ENVIRONMENT
 LEADERSHIP
 HARMONIOUS OFFICIAL RELATIONS
 SOCIAL RECOGNITION
 DISPARAGING THE COMMUNITY
 COMMUNITY INFORMED
 NOT USE POSITION TO PROSELYTE
PPT 4: CODE OF ETHICS
ARTICLE IX: THE TEACHER AND PARENTS
Section 1:
A teacher shall establish and maintain cordial relation
with parents and shall conduct himself to merit their
confidence and respect.
Section 2:
A teacher shall inform parents, through proper
authorities, of the progress or deficiencies of learners
under him, exercising utmost candor and tact in pointing
out learners’ deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of
learners.
Section 3:
A teacher shall hear parent’s complaints with
sympathy and understanding and shall discourage unfair
criticism.
PPT 5: ARTICLE VI: THE TEACHER AND
HIGHER AUTHORITIES IN THE PHILIPPINES
Section 1:
A teacher shall make it his duty make an honest effort
to understand and support the legitimate policies of the
school and the administration regardless of professional
feeling or private opinion and shall faithfully carry them
out.
Section 2:
A teacher shall not make any false accusation or
changes against superiors, especially under anonymity.
However, if there are valid charges, he should present
such under oath to competent authority.
Section 3:
A teacher shall transact all official business through
channels except when special conditions warrant a
different procedure, such as when reforms are advocated
but are opposed by the immediate superior, in which case
the teachers shall appeal directly to the appropriate higher
authority.
Section 4:
A teacher, individually or as part of a group, has the
right to seek redress against injustice and discrimination
and to the extent possible, shall raise his grievances
within democratic processes.
Section 5:
A teacher has a right to invoke the principle that
appointments, promotions and transfers of teachers are
made only on the basis of merit and need in the interest of
the service.
Section 6:
A teacher who accepts a position assumes a
contractual obligation to live up to his contract, assuming
full knowledge of the employment terms and conditions.
PPT6: THE TEACHER AND THE STATE
RA 7836 -Code of Ethics for Professional Teachers
 A guiding principle for teachers to show proper
behavior.
CE: ARTICLE 11
THE TEACHER AND THE STATE
Section 1:
The schools are the nurseries of the citizens of the
state. Each teacher is a trustee of the cultural and educational
heritage of the nation.
TEACHER is expected to be fit or else cannot perform his/her
function.
 RA 4670 (MAGNA CARTA TO PUBLIC
TEACHERS)
-SECTION 22: MEDICAL EXAMINATION AND
TREATMENT
 TEACHING PROFESSION
TEACHERS WITH GLOBAL COMPETENCE ARE
 Teachers shall undergo an annual physical ABLE TO DEMONSTRATE KNOWLEDGE, SKILLS,
examination, free of charge, not less than once a VALUES AND DISPOSITIONS DECRIBED AS
year during the teacher’s professional life. FOLLOWS.

Section 2: 1. Understand one’s own cultural identity.

Every teacher or school official shall actively help 2. Know and integrate global dimensions in the subject
carry out the declared policies of the state and shall take an one teaches.
oath to this effect. 3. Engage students in learning.
4. Use real- life local and glocal examples.
Section 3: 5. Value the inputs of culturally and linguistically
In the interest of the State of the Filipino People as diverse learners.
much as of his own, every teacher shall be physically, 6. Create an environment that encourages positive
mentally, and morally fit. cross- cultural interactions.
7. Model social responsibility in local and global
Section 4: context and
Every teacher shall possess and actualize full 8. Help learners find appropriate actions to improve
commitment and devotion to duty. local and global conditions.

Section 5:
A teacher shall not engage in the promotion of any
political, religious, or other partisan interest, and shall not,
directly or indirectly, solicit, require, collect, or receive any
money, service, other valuable material form any person or
entity for such purposes.

Section 6:
Every teacher shall vote and shall exercise all other
constitutional rights and responsibilities.

Section 7:
A teacher shall not use his position or official
authority of influence to coerce any other person to follow any
political course of action.

Section 8:
Every teacher shall enjoy academic freedom and shall
have privilege of sharing the products of his researches and
investigations, provided that, if the results are inimical to the
declared policies of the State.
PPT 7: ENSURING TEACHER QUALITY THROUGH
COMPETENCY FRAMEWORK AND STANDARDS

A.) Quality Teachers are Characterized by the

different skills needed in the 21st century
education.

1. Global awareness
2. Financial, Economic, Business and Entrepreneurial
Literacy
3. Civic Literacy
4. Health Literacy

Knowledge and values

21st CENTURY SKILLS FRAMEWORK

1. Learning and Innovation Skills

includes :
Critical Thinking
Problem solving
Creativity
Innovation
Communication
2. Information, Media, and Technology Skills
Framework
3. Life Career Skills