THE TEACHING PROFESSION

Self-Learning Modules for the New Normal Setting

SY: 2021-2022
MIDTERM

Prepared by: DANMAR C. CAMILOT

Name: Course & Year:_____________

Course Title: The Teaching Profession

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

 Course Number: Prof Ed. 102
Course Description:

This course deals with the teacher as a person and as a professional within the context of national
and global teachers’ standards and philosophies. It includes an articulation of the rootedness of
education in the philosophical and historical context, the four pillars of learning, 21st Century skills,
Professional Ethics, core values, professional rights, privileges and responsibilities, and the teacher’s
role in society as an agent of change. It will make use of methods and strategies of teaching that
enhance the development of learners’ life and career skills and higher-order-thinking skills.
Total Learning Time: 54 hours
Pre-requisites: None
Overview
Hello everyone, I am grateful to be your instructor in this course, The Teaching Profession. May
we all have a wonderful and meaningful journey as we deal with what is considered as a noblest
profession? It is my desire that you will embrace and appreciate even more your chosen course and your
worth as a facilitator of learning.
Uncovering the Module
Let us uncover the module.
“Choose a job you love, and you will never have to work a day in your life” Author Unknown.
This is the very reason why we need to understand teaching not just a profession but also a mission. It is
not just a vocation but a special calling. Teachers should be committed and dedicated to serve and to
touch the lives of the students not just to be prepared for a job but also to become better individuals and
eventually rightful citizens of the country.
Course Reminders
This module is composed of discussions and learning that will guide you in giving your outputs
and will be translated to your grades. Oftentimes you need to give your own point of view and
discussion to the questions given. Please read everything and pass your answers within a week to avoid
deductive considerations.
Please follow the proper way of passing your requirements, the proper messenger account and
when you are going to drop your answers in school.
Lastly, our learning process will be multi-faceted. (1) You will be guided with a module, and (2)
You will also have a printed-based hand-out and that is downloadable.
Dear Students, it is my greatest wish that even without my presence, the materials that I will be
giving you may suffice the learning that you need. Let it be that you’re learning will be productive as
you have an adventure with this modular course in this pandemic period.
For your inquiries, you can contact me at (1) Facebook Messenger App with name DM
CAMILOT II (1) Cellular Phone, Smart: 09123753332 texting or calling.
Dear students this is self-learning with guided instrumentations from your course instructor. May you
find contentment and happiness in joining my modular course?
Above everything else, we would like to give praises to the Lord for the safety from COVID-19
until now. Stay safe everyone and learn well. If you have clarifications, don’t hesitate to reach me.
Stay at home always, follow health protocol and be productive. To God be all the glory!

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

 Learning Outcomes
At the end of the modules, the students should be able to:
1. Demonstrate awareness of existing laws and regulations that apply to the
teaching profession, and become familiar with the responsibilities specified in the
Code of Ethics for Professional Teachers.
2. Articulate a personal philosophy of teaching that is learner-centered.
3. Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as a caring attitude, respect and integrity.
4. Seek opportunities to establish professional links with colleagues.
5. Demonstrate an understanding of how professional reflection and learning can be used
to improve practice.
6. Demonstrate motivation to realize professional development goals based on the
Philippine Professional Standards for Teachers.

Coverage of the Module

Module V – On Becoming a Global Teacher

Lesson 1- The Global and Glocal Teacher Professional: Is there a Difference?
Lesson 2- A Closer Look at the Teachers and the Teaching Profession in the ASEAN and Beyond
Lesson3- The Changing Global Landscape for the 21st Century Teachers

Module 5

CHAPTER 5 - On Becoming a Global Teacher

INTRODUCTION
Our world has been called a “global village.” Satellite communications make possible television,
telephone and documents transmitted through fax and electronic mails across thousands of miles in

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

 thousandths of a second. Our students can view global warfare in the Middle East, famine in Africa,
industrial pollution in Europe or industrial breakthrough in Korea or Japan through a worldwide web
(www) of the information highway.
Global education poses a variety of goals ranging from increased knowledge about the peoples
of the world to resolutions of global problems, from increased fluency in foreign languages to the
development of more tolerant attitudes towards after cultures and peoples. Global education embraces
today’s challenges as national borders are opened. It paves the way for borderless education to respond
to the needs of educating children of the world they are entering. It offers new curricular dimensions and
possibilities, current scientific and technological breakthroughs for completely new frontiers in
education.
Contemporary curricula respond to the concept of this global village. The increased use of
technology in the classroom, the incorporation of the changing realities of our world’s society, and the
ease of mobility of peoples of the world have become a challenge to your preparation as prospective
teachers.
Hence, future teachers like you should prepare to respond to these multiple challenges. To
become a global teacher you should be equipped with a wider range of knowledge of the various
educational systems outside the country; master skills and competencies which can address global
demands; and possess attitudes and values that satisfy these benchmark requirements, then you can
safely say, you have prepared well to be a great teacher of the world.
But why a shift in the use of GLOBAL to GLOCAL as our chapter title?
Rolando Robertson (1992) a sociologist, in his article “Glocalization: Time –Space and Homogeneity-
heterogeneity, suggests replacing the concept of globalization to glocalization with the view in mind to
blur the boundaries between global and local. Robertson offers to see the local as one aspect of
globalization. It many mean, a global outlook adapted to the local condition or a local outlook adapted
to the global condition. Further, he said that the term glocalization means it is local culture which
assigns meaning to global influences, and that the two are interdependent and enable each other.
Glocalization in Oxford Dictionary of New Words (1991:134) defines the word glocal and the process
noun word glocalization as a blending of global and local conditions a global outlook adapted to local
condition and the local condition to global perspectives.
As future teachers, you have to blend both global and local perspective. As the saying goes:
“think globally, but act locally” or think local but act global.” You can be a global teacher and at the
same time a global teacher, if he local perspective based on the culture, traditions and contexts are
considered.

LESSON 1
THE GLOBAL AND GLOCAL TEACHER PROFESSIONAL: IS THERE A
DIFFERENCE?
INTRODUCTION:
Lesson I will introduce the general concept of a global or glocal education and define the
global and glocal teacher. This introductory lesson will give you a clear perspective on how you would
become that kind of teacher. After understanding the two concepts, you will be able to prepare yourself
for the succeeding lessons.

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

 How do you prepare yourselves as teachers for a challenging task of making earners of today
live meaningful lives tomorrow? As you prepare children for their future, teachers need to explore what
the future holds. Teachers have to envision creative, innovative ways to prepare diverse learners in their
own cultural context without forgetting that they live in their local communities but within a global
village.
To complete globally means to prepare teachers who are capable of changing lifelong education
needs. How do you prepare for these needs? What are the emerging technologies that will shape the
future? How can we use our technologies for best learning advantage? What will the jobs of the future
and how should curricula be shaped to prepare students for their future?
You will be teaching in the “flat world” or “One planet schoolhouse.” These two terms imply
global education as result of the shrinking world due to access in technology. The internet globalizes
communication by allowing users from around the world to connect to one answer.
A. Global and Global Teacher Education
Global education has been best described by two definitions.
UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating
all people in accordance with world standards.
Another definition is that global education 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.
UNESCO’s Education 2030 Incheon Declaration during the World Education Forum established
a vision “Towards inclusive and equitable quality educational lifelong learning for all.” Sustainable
Development Goal (SDG) 4 for Education is one of the seventeen goals of the United Nations SDGs.
The seven of the ten targets are expected outcomes while three are means of achieving the outcomes.
These outcome targets bring together all member nations to expend beyond their geographical territories
or global education.
By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:
4.1 Universal primary and secondary education. Ensure all girls and boys complete, free,
equitable and quality primary and secondary education leading to relevant and effective
learning outcomes.
4.2 Early childhood development and universal pre-primary education.Ensure that all boys
and girls have access to quality early childhood development care and pre-primary
education so that they
are ready for primary education.
4.3 Equal access to technical/vocational and higher education. Ensure equal access for all
women and men to affordable and quality technical vocational and tertiary education
including university.
4.4 Relevant skills for decent work. Substantially increase the number of youth and adults
who have relevant skills including technical and vocational skills, for employment decent
jobs and entrepreneurs.
4.5 Gender quality and inclusion. Eliminate gender disparities in education and ensure equal
access to all levels of education and vocational trainings for vulnerable, including persons
with disabilities, indigenous peoples and children in vulnerable situations.
4.6 Universal youth literacy. Ensure that all youth and substantial proportion of adults, both
men and women achieve literacy and numeracy.
4.7 Education for sustainable development and global citizenship. Ensure all learners
acquire knowledge and skills needed to promote sustainable development, including
among others through education for sustainable development and sustainable lifestyles,
human rights, gender equality, promote culture of peace and non- violence, global
citizenship and appreciation of cultural diversity and cultures contribution to sustainable
development.
One of the means to achieve the target is to increase the supply of qualified teachers, through
international cooperation for teacher training in developing countries, especially the least developed
countries and island developing states.
James Becker (1988) 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. This curriculum prepares learners in
an international marketplace with a world view of international,” Understanding. In his article “Goals of
Global Education,’ Becker emphasized that global education incorporates into the curriculum and

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

 educational experiences of each student knowledge and empathy of cultures of the nation and the
world. Likewise students are encouraged to see the world as a whole, learn various cultures to make
them better relate and function effectively within various cultural groups.
Thus, to meet the various global challenges of the future, the 21st Century learning Goals have
been established as bases of various curricula worldwide. These learning goals include:
1. 21st century content: emerging content areas such as global awareness; financial, economic,
business, and entrepreneurial literacy; civic literacy; health environmental awareness.
2. 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.
 Life skills: leadership, ethics, accountability, personal responsibility, self- direction, others
 21st century assessments: Authentic assessments that measure the areas of learning

Module Title: Modules in Prof. Ed. 2-The Teaching Profession

 On the other hand, glocal education is about diversity, understanding the differences and teaching
the different cultural groups in their own context to achieve the goals of global education as presented
by the United Nations. It is preparing future teachers from the remote and rugged rural villages in
developing countries, to the slum areas of urbanized countries, tthe highly influential and economically
stable societies of the world for their roles in the 21st century classrooms. Global teacher education
addresses the need of the smallest schools to the largest classroom in the world. It responds to borderless
education that defies distance and geographical location. This makes education glocal.
Thus, glocal education provides equal opportunity and access to knowledge and learning tools which are
the basic rights of every child in every community, locality within the global community.
Are our pre-service teachers preparing to provide glocal education in their perspective future
school assignments? Do they possess a strong foundation of their rootedness in culture so as to blend
what is local with what is global? Will you be a global teacher who is a true Filipino teacher with a solid
value of nationalism and Filipinism but who is capable of addressing the gobal challenges and needs of
educating the children for the future?
B. From Global Teacher To Glocal Teacher Professionals
Looking back at the concept of global education, how do we define now a glocal teacher? Is this
Teacher somebody who teaches abroad? Is this person teaching anywhere in the world, and is able to
teach the 21 st century learning goals? These are some of the fundamental questions that are raised
regarding global teacher as new concept of globalization and the recognition of localization in the same
concept is fast emerging and recognized.
Hence, a glocal teacher is a global teacher who is competent and armed with enough skills,
appropriate attitude and universal values to teach learners at home or abroad but is equipped with both
time tested as well as modern technologies in education in any time and any place in the world. A glocal
teacher is someone who thinks and act both locally and globally with worldwide perspective, but is
teaching in the communities, localities, towns, provinces and regions where he or she is situated.
More specifically, a glocal Filipino is characterized by several qualities and attributes in addition
to in- depth knowledge, functioning skills and embedded values. Glocal Teachers:
 Understand how this world is interconnected;
 Recognize that the world has rich variety of ways of life;
 Have a vision of the future and sees what the future would be for himself/herself and the students;
 Are creative and innovative;
 Understand, respect and tolerant of the diversity of cultures;
 Believe 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 Philippine Professional Standards for
Teachers (PPST,2017).
Further, glocal teachers in addition to the above qualities must possess the following distinct
characteristics and core values of Filipino Teachers: (Master plan for Teacher Education, 2017):
 cultural and historical rootedness by building on the culture and the 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/ Filipinismby being a responsible citizen and upholding the Filipino identity
amidst globalization (glocalization); and
 Faith in the Divine Providence by being humane, just, peace- loving and respectful of human rights.
The need of glocal teachers is on the rise in several countries worldwide. Even developed countries
are in dire need of competent teachers who will teach in rural and urban classrooms imbued with the
characteristics and attributes of a glocal teacher.

SUMMARY
Glocal education is a concept that brings us to understand the connectivity of each member citizen in
the planet without leaving behind the local foundations. The advancement of technology shrank the world to a
size that everyone can be reached. Because of this development, we have to learn the diversity or differences in
cultures in order to address the global standards for education set by the United Nations. Global education
requires future teachers skills for the 21st century so that all will be ready to play a significant role to provide
 Lesson 1- Take Action
Use the interview Tool for a Teacher found on next page. Identify at least 1 Filipino teacher.
Request for an interview with the teacher either on-line or face to face. Write a report and share this
with your classmates. Make a reflection on the information you have gathered. Do not forget to take a
documentation/picture then send it to my messenger account (DM CAMILOT II).
Who is a Global Teacher?
Interview protocol for face to face or on-line interview
Personal Profile: NameAge:No. of Years in the Teaching Place of teaching: PhilippinesOther Country:(Pls name)
Key questions: You may start with preliminary questions to establish rapport before you ask key questions for your
interviewee or informant.
How do you consider yourself as a teacher? Please explain.
beginningb. developingc. proficient
Which of the following have you given much considerations in your teaching? Why?
Local setting, values, tradition and culture.
Global scenario, international developments, 21st century skills
Local knowledge, values, culture, 21st century skills, international developments.
Where you are teaching what do you like most? (local or abroad) Why?
the learnersb. the learning environmentc. the pay
How do you consider yourself as a teacher? Please explain a.Localb. globalc. glocal C.Make a written report and submit
to your course facilitator. Share the same results to the class.

Lesson 1- Make a Reflection

Note: Use the result of your interview to answer some of the questions for your reflection.
1. Who is a glocal teacher? What are the attributes of the glocal teacher?

2. Can the teacher whom you have interviewed be classified as a glocal teacher? Why? Why not?

3. Can one be a global teacher, without teaching abroad? Write your insight.

4. Reflect on the statement: “As a glocal teacher, act locally but think globally.”
Lesson 1- Self- Check Questions
Instruction: Choose the correct answer from the options given.
1.The concept of globalization came about in recent years because the world has become
borderless primarily due to:
a. Advance in technology b. ASEAN integration
c. Use of English as a medium of teaching d. Teacher exchange programs
2.Which statement is NOT TRUE about a professional teacher of the 21st century?
a. The Filipino Teacher abroad should know and understand the culture of the place of teaching.
b. The glocal teacher is one who enhances knowledge and skill to address the global demands
but has a strong affiliation to the local culture and traditions.
c. Blending the knowledge, skills and values appropriate for the world but preserving those
one’s own country is the essence of glocalization.
d. Disregard of cultural diversity and a focus on the 21st century skills is the ultimate goal of
globalized education.
3.When Roland Robertson started to use the phrase “think local, act global” he meant that
a. Even if you will be teaching in your hometown, your competence is world class
b. You should limit your lessons only to local knowledge, values and aspirations
c. You should use examples in your lessons from foreign countries
d. You believe that the best examples are coming from abroad
4.To which does global village refer?
a. Other countries abroad
b. Include all the countries abroad
c. All the countries abroad including your own
d. Our ASEAN neighbour
5.which set of core values should Filipino teacher possess to become a global
teacher?
a. Cultural and historical rootedness and nationalism
b. Economic excellence and materialism
c. Inclusivity and self- preservation
d. Borderless thinking and interconnectivity

LESSON 2 - A CLOSER LOOK AT THE TEACHERS AND THE TEACHING

PROFESSION IN THE ASEAN AND BEYOND

INTRODUCTION
Lesson 2 will describe the teacher professionals in the ASEAN and beyond. It will also discuss
the current situation, circumstances, teaching work place, qualifications, career pathways, benefits and
other factors that influence quality education. This lesson will provide a clear landscape of how it is to
be a teacher here and abroad. The lesson will provide will focus on the teachers in the 10 member states
of the ASEAN: Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand,
Singapore, and Vietnam.
Teaching as a profession will be the focus of this lesson to provide a clear view of professional
practices for purposes of comparison and development of mutual respect among countries.
Furthermore, excerpts from the first Global Teacher Status Index shall be included in this
lesson to provide a global picture on the world’s respect for and trust In teachers and the
profession.

THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

Let us now look closely at the teaching profession and professional of the ten ASEAN member
countries as a whole.
A. The levels of schooling as a teaching Meliu
In all the countries, in the ASEAN, the levels of formal schooling in the educational system are as
follows:
1. Primary level is composed usually of Pre-primary (Play School, Pre- K, kindergarten) and the
primary Level which is composed to grade 1 aged 6 yrs. Old; grade 2 aged 7 yrs. Old; grade 3,
 aged 8 yrs. Old; grade 4 9 yrs., grade 5 aged 10 yrs. Old, and grade 6 aged 11 yrs. Old.
In the Philippines, the label primary level refers to elementary level. The elementary
level has two sub- levels, the primary grades which include Kindergarten to Grade 4 and the
intermediate grades which include grade 5 and grade 6.
2. Secondary level follows the primary level. Generally across the ASEAN it is composed of Junior
High School. The graduate from the senior high school can proceed to college or find a job
appropriate to the qualification. However, there are slight variations in some countries such as
lower Secondary level is three years with grade 7, 8 and 9 while the upper Secondary Level is
composed of Grades 10,11 and 12. In the Philippines, the Junior High School is composed of
Grade 7,8,9 and 10 with Grades 11 and 12 belong to the Senior High School.

Table 2.Variations in the number of years in basic education level across the ASEAN members.
 Variations Levels of Schooling and Number of years*
Lower Upper Total Countries (as
Primary/ secondar secondar number of 2013)
elementar y y of
y years
Version 1 5yrs 4yrs 3yrs 12 Lao PDR
Version 1 5yrs 4yrs 2yrs 11yrs Myanmar
Version3 6yrs 3yrs 2yrs 11yrs Malaysia
Version4 6yrs 3yrs 3yrs 12yrs Brunei,
Cambodi
a,
Indonesia
,
Thailand,
Vietnam
Version 5 6yrs 4yrs 2 yrs (pre- university 12yrs Singapore
for Singapore) ,
Philippine
s
*ASEAN State of Education Report, 2013

In summary, basic education levels in most ASEAN countries have 12 years of formal
schooling, divided into primary, lower secondary and upper secondary levels. All primary education
levels are compulsory, while in some countries the secondary level in voluntary except the Philippines.
In Singapore, the last two year levels are pre- university levels. For the secondary level; there is a
variation of 5,6 or 7 years which are either labelled as middle school, junior high school, senior high
school or lower or upper secondary level. There is universal kindergarten and pre-school education for
all. The number of years in the primary is from 5 to 6 years.
The basic education levels of elementary/Primary and the Secondary levels will provide the
future jobs of teacher education pre-service graduates.

3. Tertiary level is the college level which is beyond the basic education in all the countries in the
ASEAN. It is the ladder of educational system where the student earns a bachelor’s degree in teacher
education, which is a requirement to take a licensure examination to become a professional teacher.
In the Philippines, the technical Education and Skills Development Authority (TESDA) provides
diploma and training certificates for lifelong learning. The agency also assists in the implementation of
the senior high school technical- vocational tracks.
The pre-service teacher gets appropriate qualification degree in the tertiary level in order to teach
in either the elementary or secondary levels of the education system in either the public or private school
in particular country. In addition to the degree, most countries have specific recruitment policies and
guidelines.

B. The Teacher Professionals Across the ASEAN

1. Academic Preparation of teacher Professionals in Basic Education
The admission to pre- service teacher education varies from the graduates of Grade 9 or Grade
12.In remote places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, pre-primary of
kindergarten future teachers can have 9 years of basic education (Grade9) and get an advanced training
for 3years to become teachers (9yrs of basic education + 3 years teacher preparation) or 10 years of
basic education plus 3 years of teacher preparation.
For teachers of lower secondary level, future teachers should have 12 years of basic education
and 2 years of teacher preparation to earn diploma in teaching.
For upper secondary level, the requirement is 12 years of basic education plus 4 to 5 years of
teacher preparation to earn a Bachelor’s degree. However for non-education degree graduates they can
take the post graduate diploma in Education/Teaching. This will mean an equivalent to 12 years of basic
education plus 4 to 5 years Baccalaureate Degree plus one year of Graduate Diploma.
Almost all teacher education provides a teaching practicum, student teaching or field experiences
course. This will provide them the opportunity to apply the theories and concepts in the content and
pedagogy courses in real class situation.
ASEAN countries have comparable academic teacher education preparations, however there are
those who have gone beyond their borders, While others are still strengthening their programs.
Differences are according to the context and needs and the education system of the particular member
country, their history culture and aspirations. Here are some commonalities in the teacher preparation.
2. Components of Teacher Preparation
Qualified, professionally trained, motivated and well supported teachers are the key to quality
education. The future teacher academic preparations should be responsive to this call. Common to all
the ASEAN countries, are four important components which are being addressed in the preparation of
teachers! :
1. General knowledge and understanding – this cluster of knowledge and understanding are
embedded in the general education or liberal arts education subjects in college as preparatory to
the core content subjects in the liberal education provides the development of the person-hood of
the future teacher. (What to know about oneself and world.)
 2. Pedagogy – this component provides variety of teaching delivery approaches beyond the
traditional methods of teaching. The more innovative methods including student-centered
approaches, cooperative learning, project-based learning and many more based on international
values to enhance, peace, education, sustainable development, respect for diversity, inclusive
education, and global citizenship. Pedagogical theories and principles are also included. (How to
teach).
3. Teaching practicum/experimental learning – In this cluster, knowledge, theories, principles and
pedagogies learned are validated in real life situation as teachers. In all ASEAN countries,
teaching practicum and experiential learning are required as practicum and experiential learning
are required as a component of training or for certification to teach.( Immersion to the real world
of teaching/ Practicum/ teaching internship)
4. Specialized knowledge/ Major Courses- For those who will teach the content or discipline in the
upper elementary or the secondary levels, major content courses are learned. For the early years
(pre-school to Grade 3, a more comprehensive knowledge of child growth and development is
given emphasis.
(What to teach in specific discipline or subject area}
The common degree titles include Bachelor of Education (Bed); Bachelor of Secondary
Education (BSEd); and diploma in Education either Pre-baccalaureate/ Post Graduate (PGDip). There
are variations from country to country.
Several standards and competencies were developed as a guide for all teachers some of which
will be discussed in detail in the succeeding lesson. But the most common are standards that revolve
around or anchor on the following domains:
1. Skills on the 21st century
2. Professionalism and accountability
3. Pedagogical competence
4. Teacher’s characteristics/ qualities
5. Knowledge competence
C. The Teaching Profession Practices in the ASEAN
1. Teacher’s Major Responsibilities
There are three major responsibilities of professional teacher across the different countries. These
are (1) Actual teaching, (2) Management of learning and (3) Administrative work. All this
responsibilities have to be carried out in the teaching hours required which is 6-8 hours per day, 40-45
hours per week, 4 weeks per month and 10 months per year. In between the teaching days, are holidays
specific to the country which may either be civic holiday or religious holidays.
 Actual leaning –refers to the time of engagement of the teacher with the learners. This happens
within the official teaching hours. The actual teaching hours vary from one country and from
school to school. Sometimes actual teaching refers to contact time or time on task.
 Management of learning- refers to activities that support the actual teaching. This can be beyond
actual teaching time like remediation or enhancement, homework, or co-curricular activities.
 Administrative work – refers to the teacher’s job that includes writing test items, checking and
recording of test paper results, attending to parents, making reports and other related activities.
With all the responsibilities that the teacher is required to do, the salary of the teacher varies across
the different countries. In the ASEAN teacher’s salary ranges from as low as USD 120.50 to as high as
USD 2,589.00 per month or even higher as in the case of Singapore which is around $45,755.00 per year
according to the Global teacher Status index Report. Salary is based on the qualification, teaching
experiences and level 0r grade assigned. Teaching in the Public schools will also have a different salary
scale. In some countries, there are fringe benefits provided like hardship par, maternity pay and other
bonuses.
In the primary level, teachers handle more than one specialized subject. In fact in some countries
including the Philippines, all the subjects in the grade level is taught by one teacher in a self- contained
classroom. In some cases, team teaching is practiced either vertically or horizontally. In the vertical
team teaching, for example Elementary Science will be taught by one science teacher from grade 1 to
grade 6, while for the horizontal team teaching, science will be taught by one teacher in one level with
different sections or groups. On the other hand, in the secondary level, the teacher teaches the specific
subject area or major area in the same level or in different grade levels, too.
2. Teacher Licensing and Recruitment
Most teachers are licensed as professional or are certified to teach by the country’s appropriate
agencies. Those who are not certified of licensed become para-professionals or assistant teacher. In the
Philippines, it is the Professional Regulation Commission (PRC) While in Singapore it is the national
institute for Education (NIE). In Thailand, it is the teacher Education Council (Khurusapha) that gives a
licensure test for teacher applicants, while in Indonesia, Akta IV teacher license is given by the teacher
colleges for an authority to teach. In other countries where no licensing is provided, certification is
issued instead. This is done by the Ministry of Education or the teacher education colleges or
universities.
Teacher recruitment process and qualifications are guided by the Ministry of Education for the
Public schools and the individual private schools under the guidance and policies of each country’s
ministry.
D. The Teacher and the Teaching Profession beyond the ASEAN
“Benchmarking is learning the best from the best practices of the world’s’ best educational systems.”
 There are three examples of countries beyond the ASEAN. These are china, japan and the
United States of America. These countries were included as samples in the 2013 Global teacher Status
Index. Let us find out how their teaching profession practices are similar to the ASEAN.
1. China
China being the most populous country has over 200 million students attending public schools
taught by over 9 million teachers in the elementary, junior and senior high schools. Teachers in
china from the largest teaching force in the world. (Wang, 1996; Nanjundiah, 1996) the education
system is highly centralized such that course syllabi are written by scientists and professors hired by the
National Educational Commission. The subject matter and instructional contents are uniform for all.
The first six years of school make up the primary grades which are devoted to development of
cognitive skills. This is followed by another six years of high school. Class size ranges from 40 to 60
students and the students have to cover all topics in order to pass national examinations. Students
wishing to attend university must pass one of the two versions of the National University Entrance
Examination. The quality and reputation of the school will depend on the number of students
passing the
examination (Changbin, 1995; Kwang 2000)
Education, one of the fundamental Chinese traditions, entered a new era of deep transformation
after 1949. Education was used as a vital tool for centralization and unification of the country. The new
educational system includes:
 Six years of primary education
 Three years of junior school, three years of senior middle school.
 Six years of university
 Varieties of technical and vocational schools.
The political and ideological orientation of teacher education is “to cultivate cultured persons as
teachers with lofty ideals, high morality, strong discipline, a sense of mission as educators, engineers of
the human soul and the gardeners of the nation’s flowers” (Leung and Hui, 2000)
There are two main categories of teachers in China, based on the source and structure of their salary
or pay. The first category is the gongban (state-paid) teachers who earn salary comparable with other
state employees in state- owned enterprise. The second category is the minban (Community-paid)
teachers who are paid by local community depending on the community income.
State-paid teachers are categorized into grades according to their years of service and their
standard performance. The five grade systemare as flows:
 Super-grade teachers- highest level which occupy the upper level of 5% of the teaching force.
 Senior-grade teachers occupy 6 % of the teaching force in 1990 where most of the primary level
teachers belong.
 Third-grade teachers
 Second-grade teachers include the majority of the secondary teachers.
 First-grade teachers- some of the newly hired primary teachers.
China’s Teacher Licensing
The examinations are standardized for the secondary teachers by the central government, while
examination for the elementary teachers is responsibility of each province. Generally, primary teachers
should have at least graduated from secondary normal schools or senior secondary school while the
junior secondary teachers should at least have a teaching diploma from junior teacher colleges. The
senior secondary teachers shall graduate from a normal university or teacher colleges and holder of
degrees from tertiary institutions.
Chinese Teachers Enjoy Unquestionable Authority
The general assumption in the Chinese society is that the teacher tells the single and absolute
truth, and the job of the students is to absorb the knowledge conveyed by the teacher without question.
While some subjects like English or Mathematics provide opportunities to practice, the structure of the
lesson, their pace, and the nature of questioning is determined by the teacher. It is a common experience
of students to complete a 45 minute class period without having talked once, or called individually or
was able to raise a question. Students are guided by the following tents:
 Important knowledge comes from teachers and textbooks
 Learning involves listening, thinking and silent practice
 Knowledge espoused by the teacher and he textbook is not to be challenged.
Because of the cultural uniqueness in delivering the lessons by the teachers, China ranked 1 in the
Global Teacher Status Index, where teaching profession is regarded equal to the doctor. This will further
be explained in the next section of the lesson.
Japan
The Japanese education system is highly centralized and is administered by the Mombusho or
Ministry of education. The school system from kindergarten through university serves about 24 million
students, with about ten percent (10%) going to the university. About one-third go to the private schools
and the rest are enrolled in the public school system.

The Japanese educational system is sometimes seen as a model on how to operate schools. The
system gives us a mental picture of obedient, quiet school children sitting on their desks, listening to the
teacher and working hard to pass the various entrance examinations.
 In 2005, a book Japan in the 21st century: Environment, Economy and Society states:
“Japan’s educational system produces students who perform far better on international
examinations….Japanese students are indisputably among the best in the world in solving mathematical
equations…Youngsters are behaved, envied around as law-abiding; Japan’s low crime rates are well
known and widely envied around the world. But what is even more striking than the lack of crime is the
overwhelming civility; graffiti and vandalism are rare and school sports teams not only bow to each
other before the game but rush over the opposing team’s stand after the game to par their respect.” (The
Japanese Educational System www.bookiemice.net/darkchildee/japan/jeduc.html)
In Japan, education is free and compulsory for children from 6 to 15 years. Classes are large and
teaching methods are usually lectures. Japanese students spend 243 days a year in school. The School
calendar is year- round with some breaks between sessions.
Standard curriculum includes Japanese language, social studies, math and science along with art,
music, home economics, physical education, with the greatest emphasis on learning the Japanese
language.
The Japanese educational system is divided into five basic levels: Kindergarten, elementary
schools (six years) lower secondary school (three years) upper secondary school (three years) and
university (usually around four years). Elementary school covers six years of schooling from grade 1 to
grade 6. Most of the teachers are females. Lower secondary schools cover grade seven, eight and nine.
Men compose two-thirds of the teachers in this level. Class size average is 38 and the periods are fifty
minutes long.
Upper secondary schools offer academic, technical and vocational programs. The first year
courses include Japanese language, English, Science and Math. Vocational course includes information
processing, navigation, fish farming, ceramics and business English. The upper secondary schools are
ranked based on their success in placing graduating students into prestigious universities.

The Teaching Profession in Japan

Japanese teaches are an essential element in the success story of the country. Major
responsibilities are entrusted upon the teachers for moral education and character development and for
instilling values, attitudes and living habits in students at all levels. Teachers are expected to infuse
cultural values throughout school activities including student’s lives, both in school or even at home and
community.
Ever since teaching has been an attractive profession in terms of status. The appeal of the
teaching career has heightened because of increase in remuneration. According to the Global teacher
Status Index in 2013, the average of annual salary of teachers in Japanese is equivalent to $ 43,775.00
annually, which is second to Singapore.
Teaching is one of few lifetime professional career opportunities readily available to women in
Japan. Ninety percent of the new teachers have four your college degrees with most having majored in
other areas than education. They fill up one third of the openings in the elementary level, two thirds at
the lower secondary level, and nearly nine- tenths at the upper secondary level.

Teacher Certification in Japan

There are different legal requirements for certification to teach in the pre-school, elementary
school, lower secondary school and upper secondary school.
First class certificateis issued to teach in the pre-school, elementary or secondary teachers with
basic qualification of having earned a Bachelor’s Degree. To teach in the upper secondary level, the
basic qualification is a master’s Degree.
Second class certificatehas a basic qualification of 2 years of study (62 credits units) in a
university or other post- secondary institution. While to teach in the secondary level, without a Master’s
degree, the Second Class certificate will be issued.
In addition to the length of study and degree qualifications, prospective teachers must earn as
prescribed number of credits in education studies and in the subjects to be taught.

Becoming a Teacher
Most of the public school teachers are prefectural employees even if they teach in municipal
schools, Prefectures play an important role in the selection and hiring of teachers. In addition to
completing a degree, the teacher applicant must secure a license to teach from the prefectural board of
education. A license awarded by any prefecture is valid in all prefectures. However, applicant is
required to take prefectural appointment examinations. A prefectural appointment examination is given
in two stages. First stage, consists of written test in general education and specialized fields and skills
 test for P.E. music and art. All applicants for lower secondary teaching
jobs are required to take a test in physical fitness. Second stage consists of interviews.
Age is very important consideration for teacher applicants. More than one half of the prefectures
require applicants to be under the age 30. But once the applicants gain entry to the teaching profession,
they are assured of lifetime employment. They are promoted essentially on the basis of seniority, as in
all public sector and most major private corporation employment. Because of the lifetime employment
policy, all prefectural and municipal boards of education are very careful in selecting new teachers.
Dismissals are extremely rare and normally occur only for unethical conduct.

Teachers are rotated from one school to another within the prefecture on various schedules.
 3. United States of America
The American Educational System has greatly influenced the Philippine Educational system
specifically the making of the Filipino teacher. The coming of the first American teachers called the
Thomasites and the opening of the normal schools in different provinces of the country provided a very
strong foundation for teacher’s education.
This section will present the current scenario about the teaching profession in United States of America.
Basic Education, the Avenue for Teaching Jobs in USA
The levels of education in the U.S are similar to those in other countries including the Philippines.
 Pre-primary education- Type of school providing this education are kindergarten, nursery
schools, preschool programmes, child/day care centers. Age level is 4-6 years old and the
duration is 2 years.
 Primary education- elementary school
- There are varied levels of schooling in primary education.
 Middle school education- Grades 4-6, 5-7, or 6-8.
 Secondary education- high school- Grades 7-12 or 8-12
 Junior high school. Grades 7-8, 7-9, or 8-
 Senior high school. Grades 9-12, or 10-12

Duration of compulsory education is from entry of 6 years old to exit of 18 years old.
Becoming a Professional Teacher in the USA
Pre-service students who are preparing to teach in any of the above grade levels have to attend a
college or a university for four years, major or minor in education and earn in teaching certificate. It is
possible to earn a courses post- baccalaureate or by entering a Master of Arts in Teaching program.
Earning Teaching Certificates. United states of America has a decentralized educational
system and each State Education Agency (SEA) has its own guidelines and requirements for earning
and maintaining a teaching certificates. A teaching certificate earned in one state may or may not be
recognized in another. There is an increasing practice requiring that prospective teachers demonstrate
some minimal level of competency by passing a competency test before they are allowed to enter the
profession. This examination is the National Teacher Examination (NTE) or on Praxis I or Praxis II
written test. Many states, now require that teachers also renew their certification by continuing to take
“renewal credits”. Permanent certification is granted if the teacher performs adequately according to the
standards established by the state.
Recruitment of Teachers. After following the successful completion of an application process,
a superintendent approves the applicant and the forwards a recommendation to hire to the local school
board. Once signed, a teacher has a legally binding contact to work, unless guilty of a crime, fails to
show teaching competency, or demonstrates egregious professional conduct. He/she is expected to
complete teaching during the term of his/her contract, with exception for pregnancy, medical leaves and
unforeseen emergencies.
Salaries of Teachers .The salary range for teachers is determined by education and experience
as by locale. Teachers who have earned “masters plus 30 doctorate units” earn more than those with
master’s degrees, while teachers with master’s degree receive a higher salary than the Bachelor’s degree
holder. Merit pay has been adopted by some school districts, those who teach is sub-urban school
districts or large towns typically each more than teachers in either urban or rural districts. Some teachers
work at another job during the school year or summer. On the average according to the Global Teachers
Status report, the average income teachers $44,917.00.
What Makes a Good American Teacher?
The definition of a “good” teacher slightly differs among levels. Those working in elementary
schools seemed more child- focused in their discussions and believed that good teacher is a kind person,
one who is “understanding” and “sensitive to the needs of children”. The secondary school teachers
generally consider themselves subject- matter specialists. Good teachers have to know how to teach
their subjects. It is a plus if students like a teacher. Some feel that having a sense of humor and an ability
to handle a class increased the likelihood that students would learn, but the teacher’s primary
responsibility is to teach.
Middle school teachers pointed out that many schools are changing from junior high to a middle
school model because young adolescents still need the support of family like concerns. The middle
schools teachers, therefore, as a team should be able to give more personal attention to middle school
learners.
E. The Global Teacher Status Index of 2013
In 2013, the VARKEY GEMES foundation, a non- profit organization registered with the
Charity Commission for England and Wales conducted the first ever global Teacher Status index. The
study polled 21 countries all over the world that include: Brazil; chine; Czech Republic; Egypt; Finland;
the Netherlands; New Zealand; Portugal; Turkey; Singapore; South Korea’ Spain; Switzerland; United
kingdom; and united States of America. These countries were chosen on their performance in PISA and
TIMMS to represent the major continents of the world.
The index determined the level of respect afforded the teachers in the specific country. The data
included profile of teachers in the specific country. The data included profile of teacher respect; teaching
as sought after profession; contextualized understanding of teacher status; and views on pupils respect
for teachers. China, South Korea, Turkey, Egypt and Greece respect their teachers more than other
European and Anglo Saxon countries, while Israel and Brazil featured at the lower end of the Teacher
Global Index.
This is shown in the table 3 below:
 Table 3: Global teacher status Index, 2013
Country Index rating Rank Country Index rating Rank
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 16
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech Republic 12.1 19
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing follows
Some of the key questions asked in the survey were:
1. How teachers are respected in relations to other profession?
2. What is social standing of teachers?
3. Will parents encourage their children to be teachers?
4. Is it perceived that children respect their teachers?
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 education system?
Answer to the above questions were collated and clustered in three sections which are Teacher
Status, Perception of Teacher Reward and Teacher Agency and Control.
Teacher status
Social Status of Teachers. Contextual understanding of the teachers status was done by
ranking teaching alongside other professions in the country.
 Two thirds of the countries judged the status of teachers to be most similar to social
workers(Germany, Italy, Spain, Switzerland and the Netherlands.) the second closet status was to
librarians ( USA, Brazil, France, Turkey) and in New Zealand, people think that the job of
teaching is most similar to nursing. Only one country (china) think of teachers as being most
closely compared to doctors. The result seems to show the type of work the teachers do in the
different parts of the world.
However, to determine the social standing of the teaching
profession in the order of how they are respected, the results show that:
 There is a higher regard of teachers in the primary/ elementary school teachers than in the
secondary school teachers, and head teachers against 14 other occupations included.
Teaching: Sought- After Profession. When parents were asked if they could encourage their
parents were asked if they could encourage their children to become teachers, the summarized answer
are as follows:
 50% of parents in china provide positive encouragement for child to become teachers. China is
joined by South Korea, Turkey and Egypt while parents in Israel, Portugal, Brazil and Japan are
least likely to encourage their children to become teachers.
Pupil Respect for Teachers. Parents were asked to respond whether they believe that teachers are
respected by their pupils.
 In china, 75% of the respondents believe that students respect their teachers, compared to only
27% average per country.
 Turkey, Egypt, and Singapore have a high level of belief that pupils respect teachers with an
average of 46%.
 Across Europe, there are higher levels of pessimism about student’s respect for teachers than in
Asia and the middle east .In most of the European countries, respondents thought that the pupils
disrespect teachers than respect them.
1. Perception of the teacher reward
Below, is the average actual teacher salary in the countries surveyed. The respondents were
asked if the current salary is too little, too much or just enough.
Actual average Participating Actual average
Participating salary per year country salary per year
country in in
USD $ USD $
China $17, 730.00 Spain $29,475.00
Greece $23,341.00 Finland $28,780.00
Turkey $25,378.00 Portugal $23,614.00
South Korea $43,874.00 Switzerland $39,326.00
New Zealand $28,438.00 Germany $42, 254.00
Egypt $10,604.00 Japan $43,775.00
 Singapore $45,755.00 Italy $28,603.00
Netherlands $37,218.00 Czech Republic $19,953.00
U.S.A. $44, 917.00 Brazil $18,550.00
U.K. $33,377.00 Israel $32,447.00
France $28,828.00 Nothing follows

 Most countries judged a fair rate of pay as similar to teacher’s actual pay.
 In Japan, France and USA, the actual pay was judged higher than the fair rate of salary.
 Majority of the countries think teachers ought to be rewarded with higher pay than what
they are presently getting.
Performance-related pay. Most countries believe that teacher’s salary should be based on the
achieved student learning outcomes. The performance- related pay (PRP) should be used according to
performance.
In all 21 countries, more than 59% of people think teachers ought to be paid according to the
performance of their pupils. The average across countries was 75%.
3. Teacher agency and control
The status of the teacher is also dependent on the people’s trust to deliver good education.
Trusting teachers to deliver education based on the results of the survey:
 No country gave a rating below 5, suggesting that all countries placed satisfactory to positive
trust in their teachers.
 Finland and Brazil at the top of the table displaying strong trust in their teachers, while
Israel, Japan, south Korea and Egypt are at the bottom of the table, showing limited trust
for their teachers.
The VARKEY GEMS Foundation (VGF) Index will be immensely valuable as a means of
stimulating debate on education reform-just as the publication of PISA data did at the turn of the
country. For this reason, the VGF index deserves recognition for the big impact their study has made on
future teachers on the Global Teachers Status Index.
Peter Dolton, Professor of Economics at Sussex University, one of the writers of the 2013 Global
Teacher Status Index said:
“We find that there are major differences across countries in the way teachers are perceived by the
public. This informs who decides to become a teacher in each country, how they are respected and how
they are financially rewarded. Ultimately, this affects the kind of the job they do in teaching our
children.”
Sunny Varkey, founder and trustee of Varkey GEMS FOUNDATION SAID: It is my ambition that
teachers are treated with as much respect as doctors. Sadly in many countries around the world, teachers
no longer retain the elevated status that we used to take for granted.
Overtime, the declining for teachers will weaken teaching, weaken learning, damage learning
opportunities for millions and ultimately weaken societies around the world.
He is also said: “it is with immense pride that I say That my parents were teachers. I recently spoke
with my mother about what she believed they had achieved by becoming teachers. She spoke
fondly about the goodwill that they enjoyed locally as a result of their chosen vocation. Those who
taught were held in high esteem. Teachers were often the most educated people in the community, so
were turned to as source of advice and guidance. Most importantly, of course, they sparked the
imagination of children who went on to accomplish great things for themselves and society.”

Summary
Lesson 2 gave us the glimpse about the status of professional teachers and the teaching
profession in the AEAN and beyond. Holistically, it described the current levels of basic
education schooling where the teachers are supposed to be employed. Teachers may teach in the
primary level or the secondary level according to their qualifications. One of these qualifications
is the teacher preparation which they earn in college education. When employed, a teacher may
teach all the subjects in a particular grade level in a self- contained classes. On the other hand,
those who are teaching in the secondary level, are allowed to teach their major areas of
specialization. As professional teachers, they have three important responsibilities: actual
teaching, management of learning and administrative work. Furthermore, lesson 2 provided
information about the 2013 Global teacher Index report which consolidated information from 21
countries worldwide. As future teachers, you were informed of how teachers are respected,
trusted, how much they are paid, and how much influence they have on educational system.
 Data vary from country to country. If Philippines has been chosen as a participant in the survey,
Ledssoonyo1u: Tthaiknek Athcetiroens!ults will be similar?
So you have travelled to some places of the world. You surveyed examples of educational
systems that have educated millions of citizens in one big classroom: the world. As a future GLOCAL
teacher, it is best that you become familiar with the status of teachers and teaching profession in our
global village. Let us now find out how much have you learned:
Task no.1: Make a matrix using the example below:

Title: The Teacher Professional and the Teaching Profession Across the ASEAN and Beyond

The Educational What Grade levels How are they

Professional Qualification can they teach recruited
Teacher in s
ASEAN
CHINA
JAPAN
U.S.A

Title: The Global Teacher Status Index Report

Task no:2: Answer the following questions based on the GTS Index Report

What message do these data convey: 2/3 of the countries judged the professional status of teachers most
similar to social workers? Explain your answer.

In most European countries, more respondents believe that pupils disrespected teachers than respected
them. Is this situation true to the Philippine setting? Yes? Explain your answer.

Fifty percent of parents in China would encourage their children to become teachers. Would you do the
same thing to your younger sister or brother? Why? Why not?

Do you agree with the survey result that teachers should be paid according to student performance? Yes?
Or no? Why? Why not?

Teachers in the 21 countries surveyed, have positive trust ratings. Do you think Filipino teachers are also
trusted? Yes? Or No? Explain?

2. Enrichment Activity. Write an essay on the topic: How does a Filipino teacher compare with a
teacher in the ASEAN and beyond?
Lesson 2- Make a Reflection!
1. If given an opportunity to experience teaching in another country listed above, where would
you like to teach? Explain?
Lesson 2- Self- Check Questions
All the items refer to lesson 2. Choose the correct answer from the choices given.
1. In all the ASEAN member countries, which level of schooling is free and
compulsory?
a. Primary level c. Middle School Level
b. Secondary level d. College Level
2. Which of the ASEAN member countries, gives the highest teacher salary? –
Remembering
a.Brunei b.Philippines c. Singapore d. Malaysia
3. Which country issues a teacher’s license through the Professional Regulation
Commission?
a.Thailand b.Philippines c.Indonesia d.Singapore
4. According to the Global Teacher Status Index, from what country have the teachers the greatest
respect from students?
a.China b.Finland c.Greece d.New Zealand
5.Which country, according to the Global Teacher Status Index, gives the highest salary to
teachers?
a.Singapore b.South Korea c.Japan d.Switzerland

Lesson 3 - THE CHANGING GLOBAL LANDSCAPE FOR THE 21ST

CENTURY TEACHERS
INTRODUCTION
 Lesson 3 is about the changing global landscape in teaching and learning brought about by factors
such as the learning environment, content and process of learning, types of learners and other
parameters of learning in the 21st century. Further, lesson 3 will present how these changes will be
addressed by the principles underpinning the UNESCO’s pillar of learning: learning to know, learning
to do, learning to be and learning to live together from Delor’ s Report on learning: the treasure from
within.(Unesco, 1992)
A.The Changing Global Landscape and the 21st Century skills for Teachers
We are an era of borderless “flat” world. Barriers have been broken by new information and
communication technologies. Globalization has opened doors that led nations to co-exist and be an
interdependent. However, the common future will still be more dependent on the knowledge, skills and
values of its people, thus glocalization can be the response..
As future teachers of the 21st century, there is an urgent need to understand the new landscape
that is brought about by the changes in leaps and bounds of the century. Furthermore, the development
of the 21st century skills is necessary tool for teachers. Without these 21st century tools, no teacher can
survive.
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key categories of the
different changes and developments in the 21st century teaching and learning. To understand the
categories, we will attempt to:
1. Describe the new learning environment,
2. Identify the new learning contents,
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 broadened from the
confines of the four walls of the classroom to places and spaces that support learning. It is a place
where interactions of the learners among one another, with the teacher and the surroundings happen. It
is characterized by the following:
 Learner-centered,
 New spaces and borderless,
 Enhanced opportunity for creativity and innovations, and
 Use of ICT.
The new Learning Contents. With the new learning environment and the explosion of
knowledge, content or subject matter of learning has been modified. From a specific discipline or
subject area, subject matter of learning has the following characteristics.
 Integrated/interdisciplinary
 Demand-driven
 Emphasis of learning tools on how to retrieve knowledge and;
 Balance of scientific, technological, cultural, global local concepts.
The New Processes of Learning and How These will be Facilitated.With advancement in the
study of the mind and cognition, various processes of learning evolved with human intervention of
teachers and peers as well as non-human intervention of artificial intelligence (AI) of robots. With
these advancements, different processes of learning and the method to facilitate these have evolved.
These include the idea of multiple ways of learning which can be mediated by the following:
 Face-to-face- when learners and teachers are confined in the same learning space at the same
time with the teacher facilitating learning.
 Distance Learning- when teaching-learning is mediated by traditional (modules in print) or
modern technology (on-line or off-line) withoutthe physical presence of the teacherin a virtual
class. It can be synchronous or asynchronous.
 Blended Modalities- when teaching and learning is facilitated through face-to-face or distance
learning which enable to teacher and learners to have both physical presence and physical
absence in the teaching- learning process.
 Experiential and lifelong – when learners are immersed into the real life situation, such that
learning becomes more authentic and meaningful.
The New Types of Learners – the new breed of learner does not have age boundaries. Learners
maybe are in an informal, formal or informal setting. The new type of learning is:
 A confident person who thinks independently and critically and who communicate effectively.
 Self-direct and who questions, reflects and takes responsibility for his/her own learning;
 A concerned citizen, inform 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, different ways of thinking, responding.
Furthermore, the new types of learners, are those coming from diverse background, multi-
cultural ,and multi- generational as coming from different age groups of lifelong learners. In order for
every learner to address the challenges of the century, he/she has to develop life and career skills. Life
and career skills are enhanced in school as part of the learning outcomes. Life and career skills included
the following: (www. P21 .org.; OECD, 2008.)
What are the characteristics of learners who have developed life and career skill? How can teacher
enhance these skills in every learner? What are these life and career skills?
Life and Career Skills
 Flexibility and Adaptability
Learners adapt to various roles, responsibilities and schedules. Despite the complex condition, they
are able to do the different task at one time. Recognition of this potential will give a signal to the
teachers to provide all learners the opportunities to develop their individual potential of being adaptable
and flexible. Rigidity runs counter to the development of this skill.
 Initiative and self-direction
A self-directed learner demonstrates life and career skills. Goals are set and managed by
themselves. There is a commitment of learning as a lifelong process. Many of the young learners is
capable of doing things without being told. They take initiatives. They do not need to be given detail
instructions. They plan and work out their plans. Like the learners, the teachers should also process the
same skills.
 Social and Cross-cultural skills
This life and career skills require learners to respect cultural differences and work effectively with
others, to be open-minded to different ideas in order to innovate and improve quality of work. If one
understands others culture, it will be easy to respect. Disrespect many spring from ignorance and bias.
To be able to appreciate the mores, tradition, history of others, one needs to be open-minded and willing
to accommodate and compromise.
 Productivity and Accountability
Individuals who process these skills are able to produce results. They respect teamwork and
cooperation. They manage time very well and can do multitask. The most tangible proof that one has
done something is the product or result. It can be an idea, or a material product. When one is tasked to
do something, that person has an
accountability to produce results as evidence of a job done. Better results are accomplished if done
together through collaboration and cooperation.
 Leadership and Responsibilities
Good leaders use interpersonal and problem-solving skills with integrity and ethical behaviour to
influence and guide others. Leadership and responsibility are life skill that should be developed by all
learners and teachers. ‘’Leaders are born, but they can also be made”

The New Type of Teachers. As teachers are currently preparing students for jobs and
technologies that don’t even exist yet, the challenge then is to produce the new type of teachers.
Teachers for the 21sst century learners teach within the context of new environment new content or
knowledge and new processes of teaching and learning. Hence the new type of teachers must posses the
following characteristics:
 Clear standard and accountability that their learners should know and be able to doat the
end of their schooling;
 Use broad pedagogies including inquiry-based learning cooperative learning, other pedagogies;
 Skillful in the integration of ICT in pedagogy;
 Skillful in the use of assessment to guide teaching and learning.
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems base on evidence;
 Practice the core values of inspiring teachers; and
 Develop life and career skill for the 21st century and beyond. (P21)

B.UNESCO’s Four Pillars of Learning from Delor’s Report:

Learning: A Treasure From Within
Our common future will depend on the degree to which we all become better world citizens.
These are huge changes that take place in our world. Too much is being asked of schools and teachers
hence there is a greater demand to cope and strike a balance between what is changing. What is
unchanging must remain, and so what is changing, should be deal with?
When JaquesDelor wrote a report for the UNESCO entitled: Learning: A treasure from within ,it
was because he believes that “within each child lies treasure” (Delors, 1996). The four pillars are
seamlessly linked to each other.
Learning to Know.This implies thirst for knowledge and acquisition of such knowledge. More, so it
is learning how to learn throughout one’s life. After completing formal education, there should be a
great desire to gain more understanding of the world and other people. An individual who is
knowledgeable is literate. Being literate is always related being knowledgeable. Thus the definition of
the world literacy evolved through time. Here are some definitions made by UNESCO.
HOW IS LITERACY DEFINED?
In 1958, UNESCO defined literate as one who can, with understanding, both read and write a
short simple statement on his or her everyday life. However, in 1970, a functionally literate person is
one who can engage in all the activities to use reading, writing and calculation for the community’s
development. Further on, 2000 literacy was define as the ability to read and write with understanding a
simple statement related to one’s daily life. In involves a continuum of reading and writing skills and
often includes numeracy. However, the UNESCO international expert meeting in 2003, redefine
literacy as the ability to identify, understand, interpret, create, communicate and compute using printed
and written materials associated with varying contexts. Literacy involves a continuum of learning in
enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate
fully their community and wider society.
But with the changing global landscape, literacy in the 21 st century is not limited to the definitions
given previously. Let us look at the 21st century literacies as presented by SEAMEO, Innotech in
Guro 21 Module, 2011.

The 21st Century Literacy.

21st Century Literacy Brief Description
The Art and Creativity Creativity and innovation are 21st century skills, thus in solving
problems and creating art works are part of this literacy.
Ecoliteracy Acquisition of knowledge about climate change, pollution, loss of
natural habitats and biodiversity. Solutions on how these
environmental
problems could be addressed must e practiced.
Cyberliteracy/Digital literacy Being in the rapid changes in the use of technology for teaching
(Information and and
ICT knowledge) learning, teachers and learners need to develop and enhance the use
of digital gadgets whether on-line or off-line.
Financial literacy Basic knowledge about the basics of economics and financial
management. This is necessary for every learner and teacher to
be able
to handle income, expenses and investments to be economically
secure.
Media Literacy Teachers and learners must learn how to discern about any
information which are transmitted via various forms and media.
Social/ Emotional Literacy knowledge about social dimensions and social skills that are
appropriate in the context of society. Emotional intelligence must
also be developed to be able to effectively manage the stresses
due to the changing
environments of the 21st century society.
Globalization and If you respect multi-cultural diversity, aware of the global trends,
Multi- cultural literacy acknowledge differences and similarities respect each other’s
dignity,
then you are multi-culture literate.
Learning to do. How can be knowledge and the methods be incorporated and enhanced towards the
developments of skills? To apply knowledge, one must have the 21st century skills. Qualifications now is
equated to skills and not to knowledge alone. Can the knowledge gained be translated to application?
Learning by doing is a pragmatist’s view of life. Knowledge acquired is nothing unless applied in daily
life.
Learning to Be. One of the most difficult things to do among the pillars is Learning to Be. It implies
developing the potentials of each individual. Continuing education must improve self-knowledge and
self-esteem. What would you like to BE? Answer to this question will required self-analysis, reflection,
social skills, creativity and personal discovery. At this point in time, have you decided that you should
really BECOME a TEACHER? Do you have now the skills that enable you become one?
Learning to Live together. These refers to the relationship among people. It is bringing in together
a community to work harmoniously, to live in peace and prosperity and to show respect and concern to
others. It also refers to interpersonal skills that will enable people to live side by side with others at
home, in school, in the community and the whole world.

All the pillars are interrelated with each other as basic principles. One pillar will not function if its stand
alone.
There is a need to connect in order to address the 21st century demands for teaching and learning.

Lesson 3- Take Action!

With your group, make observations in your school campus. Write down one specific
observation for each of the Pillars of Learning that is being practiced. Place in the matrix below.

Pillars of Learning Observed Practices in the School

Learning to know
Learning to do
Learning to be
Learning to live together

Make a two comparison of the global teaching landscape before and in 21sr Century.
Parameters Before 21st century
1.Learners
2.Teachers
3.Learning Environment
4.Ways of Learning
5.Learning Content

Lesson 3- Make a Reflection!

The global learning village has changed and will keep on changing. As you prepare to become the Teacher of
the 21st Century, how will you prepare for these rapid changes?

Lesson-3-Self-Check Questions
Read and choose the correct option for the items that follow.
1. As a future teacher, one should be mindful that the learners in the 21st Century are characterize by
 A. Rigidity of thinking
B. Initiative and self-direction
C. Control and single mindedness
D. Individualism
2. The new global landscape of the 21st Century shows the following EXCEPT one. Which one is not?
A. Teachers are ICT equipped. B. Learners are attuned to rote memorization.
C. Learning environment cab be any place. D. There are multiple ways of teaching.
3. Which of the Pillars of Learning is being 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. The teacher who spends more than what is earned, thus becoming vulnerable toloan sharks
lacks .
A. Ecoliteracy B. Financial Literacy C. Cyberliteracy D. Media literacy
5. To be ready to teach in the 21st Century, a teacher should develop life and career skills which
should also be nurtured among the learners. Which of these career skills enables a person to quickly
respond to changes in the modern times?
A. Leadership and responsibility
B.Productivity and accountability
C. Flexibility and adaptability
D.Social and cross- cultural skills

SUMMARY
Lesson 3 addressed what is dubbed as a new in the educational landscape but is continuously changing.
These include the learning environment that is learner-centered, new spaces and borderless. It promotes
creativity and innovation and ICT facilities are available. Within the learning environment, new contents are
tackled, unpacked, discovered. The contents are integrated and interdisciplinary and demand-driven. the
content is about learning tools and how these can retrieve knowledge and information and contents that balance
scientific, technological, cultural and local concepts for learning. How are these learned from the current global
perspectives? The delivery modes can be face to face, distance and virtual leaning, blended and experiential
lifelong learning. But the most important element in the landscape are the new learners. The new breed of
learners are confident, independent, critical, self- directed, civic oriented and glocal question, reflect take
responsibility and live in pop-culture. they need to develop 21 st century life and career skills. As these become
the context learning, there should evolve the new teacher. These teachers are quality teachers who have clear
standards of teaching and learning, accountable for students learning, use broad pedagogies, are skilful in the
use ICT and assessment of learning. They are skilful in action research, practice the core values of inspiring
teachers and have developed also the life and career skills of the 21 st century. All the new qualities of both the
learners and teachers are addressed in the UNESCO’s pillar of learning based on Jacque’s Delor‘s learning the
treasure from within. Teaching and learning will be defined by the pillars as learning to know ( knowledge,
skills, values); learning to do (Application of what one knows); learning to live Harmoniously Together
(Respect of culture and Diversity, inclusivity) and learning to Be 9Self- identity and understanding, Confidence
and self-worth).