TEACHING PROFESSION
GROUP #7
ON BECOMING A GLOBAL
TEACHER
ENSURING TEACHER
QUALITY THROUGH
COMPETENCY
FRAMEWORK AND
STANDARDS
ON BECOMING A
GLOBAL
TEACHER
“Being world-class does not mean going
internationally and showing our best out
there. Being world-class is passion and
commitment to our profession; being world-
class is giving our best to teaching. Being
world class starts right inside the
classroom.”
- Conrado de
Quiros
- Our world has been called a “
Global Village”.
- Global education poses variety of
goals. Global education embraces
today’s challenges as national
borders are opened.
- Contemporary curricula respond
to the concept of this global village.
Global Education and the Global
Teacher
GLOBAL EDUCATION
Global education has been described by two definitions.
UNESCO defines global education as;
1. a goal to become aware of educational conditions or lack of it, in
developing countries worldwide an aim to educate all peoples to
a certain world standards.
2. 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, professionally
and humanistically prepared.
SIX GOALS TO ACHIEVE
SOME STANDARDS OF
EDUCATION PLACE BY
2015 WORLDWIDE:
1. Expand
early childhood 4. Increase adult literacy
care education. by 50%.
2. Provide
free and 5. Achieve gender parity
compulsory primary by 2005, gender
education for all; equality by 2015.
3. Promote learning and 6. Improvequality of
life skills for young education.
and adult.
Six goals
James Becker (1982)
• He defined global education as an effort
to help individual learners to see 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 his article “Goals of Global
Education”, Becker emphasized that
global education incorporates into the
curriculum and educational experiences
of each student a knowledge and
empathy of the nation and the world.
The 21st century Learning Goals:
• 21st century content: emerging
content areas such as global
awareness, financial, economic,
business, and entrepreneurial
literacy; civil literacy; health and
awareness.
The 21st century Learning Goals:
• Learning and thinking skills: critical thinking
and problem-solving skills, communication,
creativity and innovation, collaboration,
contextual learning, information and media
literacy.
• ICT literacy: using technology in the context
of learning so students know how to learn.
The 21st century Learning Goals:
• Life and skills: leadership, ethics,
accountability, personal responsibility, self
direction, others
• 21st century assessments: Authentic
assessment that measure the areas of learning.
Global Education is all
about diversity,
understanding the
differences and teaching
the different cultural
groups in order to achieve
the goals of global
education as presented by
the United Nations.
Global Education
provides equal
opportunity and across
to knowledge and
learning tools which
are the basic rights of
every child in global
community.
GLOBAL TEACHER
IS A COMPETENT TEACHER HE/SHEIS SOMEONE WHO
WHO IS ARMED WITH ENOUGH
THINKS AND ACTS BOTH
SKILLS, APPROPRIATE
ATTITUDE AND UNIVERSAL LOCALLY AND GLOBALLY
VALUES TO TEACH STUDENTS WITH WORLDWIDE
WITH THE BOTH TIME TESTED PERSPECTIVES, RIGHT IN
AS WELL AS MODERN
THE COMMUNITIES WHERE
TECHNOLOGIES IN EDUCATION
IN ANY PLACE IN THE WORLD. HE OR SHE IS SITUATED.
A global Filipino teacher should have the ff.
qualities and characteristics in addition to
knowledge, skills and values:
A global Filipino teacher should have the ff.
qualities and characteristics in addition to
knowledge, skills and values:
A global Filipino teacher should have the ff.
qualities and characteristics in addition to
knowledge, skills and values:
The table shows the teaching posts needed by
2015;
NUMBER OF NEW TEACHING
REGIONS OF THE WORLD POSITIONS NEEDED BY 05 BY THE
THOUSANDS
Arab States 243,000
Central and Eastern Europe 80,000
Central Asia 22,000
East Asia and the Pacific 104,000
Latin America and the Caribbean 10,000
North America and Western Europe 155,000
South and West Asia 292,000
Sub-Saharan Africa 1,155.000
SUMMARY
SUMMARY
ENSURING
TEACHER QUALITY
THROUGH
COMPETENCY
FRAMEWORK AND
STANDARDS
CONTENT:
A. Quality teachers and
teacher quality defined.
B. the competency framework
for teachers in southeast asia
(cft sea)
C. Philippine qualification
framework
D. Philippine professional
standards for teacher
Are qualified
teachers, really
quality teachers?
One of the ways to define a
qualified teachers is as a
teacher “who has at least the
minimum academic
qualifications required for
teaching their subjects at the
relevant level in a given
country.”
Quality Teachers possess:
-Global awareness
-Financial, Economic, Business and
Entrepreneurial Literacy
-Civic Literacy
-Health Literacy. Also included are knowledge
and values.
A. Quality Teachers and Teacher Quality
Defined
The 21st century skills framework are clustered into
three.
1.LEARNING AND INNOVATION SKILLS FRAMEWORK
- Critical thinking skills
- Problem Solving
- Communication
- Creativity
- Innovation
A. Quality Teachers and Teacher Quality
Defined
2. Information, Media and Technology Skills
Framework
- Information Literacy
- Media Literacy
- ICT (Informaon, Communicaons &
Technology Literacy)
A. Quality Teachers and Teacher Quality
Defined
3. Life and Career Skills
Quality teachers are competent teachers.
Teachers with global competence are able
to demonstrate knowledge, skills, values
and dispositions as described below:
A.understand
• one's
Quality Teachers and own cultural
Teacher Quality
identity
Defined and its influence on
personal dispositions and
classroom practices;
• engage students in learning;
• Use real-life local and global
examples;
• Value the inputs of culturally and
linguistically diverse learners;
•
A. create environment
Quality Teachers thatQuality
and Teacher
encourage
Defined positive cross-cultural
interactions;
• model social responsibility in
local and global context; and
• help learners and appropriate
actions to improve local and global
conditions.
Teacher quality is a bit difficult
A. Quality Teachers and Teacher Qualityto
define.
Defined For some countries like the
US, it has shifted its definition of
teacher quality from the possession
of a credential or certification to
what students know and are able to
do with that they were to taught by
their teachers (Teacher Quality
2013) This is related to the
outcomes-based education.
On the other
A. Quality hand,
Teachers some
and other
Teacher Quality
countries
Defined use standards for teacher
quality. The OECD has proposed in the
discussion table that the core elements
of the teacher-quality standards should
include:
• Planning and Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities
B. The Competency Framework for
Teachers in Southeast Asia (CFT SEA)
In collaboration with the Thailand’s Teacher
Education Council, SEAMO Secretariat (SEAMES)
and the SEAMEO Regional center for Educational
Innovation and Technology (INNOTECH) initiated
the Competency Framework for teachers in
Southeast Asia which was developed in 2017. The
purpose was to revitalize teacher education and to
promote teaching as a profession of first choice by
professionalizing teachers' pre-service and in-
service development using this Regional
Four
B. TheEssential
CompetencyCompetencies
Framework for
1. Knowing and understanding
Teachers in Southeast Asia (CFT SEA)what to
teach. - It is the ability of teachers to
deepen and broaden their knowledge on
what to teach, understand education
trends, policies and curricula and be
updated on local, national, regional and
global developments.
2. Helping students to learn. - It is the ability
to know students, use the most effective
teaching and learning strategies, assess
and give feed back on how students learn.
Four
B. TheEssential Competencies
Competency Framework for
3. Engaging
Teachers the community.
in Southeast - It is
Asia (CFT the
SEA)
ability to partner with parents and care
givers, involve the community to help
students learn, and encourage respect
and diversity.
4. Becoming a better teacher every
day . -This the ability to know oneself
and others, practice human goodness
C. Philippine Qualification
Framework
The Philippine Qualifications
Framework was established in 2012
through Executive Order No.83. while
its governance is stipulated in the
Ladderized Education Act of 2014, the
passage of the PQF Act in January 2018
provided the legal support for its full
implementation.
D. Philippine Professional Standards for
Teacher
It describes the levels of educational
qualifications and sets the standards for
qualification outcomes. As defined in RA
10968, qualification refers to a formal
certification that a person has successfully
achieved specific learning outcomes
relevant to the identified academic, industry
or community requirements. A qualification
confers official recognition of value in the
PREPARED BY:
GROUP NO. 7
THAT’S ALL
THANK YOU!!
