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Global and Glocal Education for Teachers, Cheat Sheet of Teaching method

The concept of global education, its importance in today's interconnected world, and the role of teachers in promoting global competence. It introduces the concept of 'glocalization' and how it applies to teaching, emphasizing the need for teachers to blend global and local perspectives. The document also discusses the skills and values required for teachers to become 'glocal' educators, preparing them to teach in a 'flat world' or 'one planet schoolhouse'.

Typology: Cheat Sheet

2021/2022

Uploaded on 04/23/2024

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ON BECOMING
A GLOBAL
TEACHER
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ON BECOMING

A GLOBAL

TEACHER

-Global competence in teachers

involves essential knowledge, critical

dispositions, and performances that foster

learners' global competence. It includes

understanding global issues, cultural

backgrounds, and promoting intercultural

sensitivity in the classroom. Teachers model

socially responsible action and provide

opportunities for students to engage in the

same. (NAFA Association of International

Educators, 2015)

  • Roland Robertson (1992) a sociologist, in his artic "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 may 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 mean to global influences, and that the two are each other. interdependent and enable each other.

But why a shift in the use of GLOBAL to

GLOCAL as a chapter title?

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 perspectives. As the saying goes:

"think globally, but act locally , or “ think local but

act global ” You can be a global teacher at the same

time a glocal teacher, if the local perspectives based

on the culture, traditions and contexts are

considered.

Introducti on

Lesson 1 will

introduce the general

concept of global of local

education and define the

global or glocal teacher.

This introductory lesson will

give you a clear perspective

on how you would become

that kind of teacher.

  • How do you prepare yourselves as teachers for a challenging task of making learners of today live meaningful lives tomorrow?
  • (^) To compete 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 be 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 a result of

the shrinking world due

to access in technology.

UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating all people in accordance with world standards. 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.”

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 effect learning outcomes.

By 2030, the seven

outcome targets of SDG 4

must have been achieved.

These are:

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.

James Becker (1988) defined global education as an effort to help individual learners to see the world as a single global system and to see themselves as a participant in the system. It is a school curriculum that has a worldwide standard 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 educational experiences of each student a knowledge and empathy of cultures of the nation and the world.

1. 21" century content:

emerging content

areas such as global

awareness, financial,

economic, business, and

entrepreneurial literacy;

civic literacy; health and

environmental awareness.

  1. 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
  • (^) 21 century assessments: Authentic assessments that measure the areas of learning

A glocal teacher is a global educator

with skills, attitude, and universal values

capable of teaching at home or abroad,

using both time-tested and modern

technologies in education. They think and

act both locally and globally, with

worldwide perspectives, while teaching in

the communities, localities, towns,

provinces, and regions where they are

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 fun are creative and innovative; would be for himself/herself and the students; 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 wachers to be multilingual). aware of international teacher standards and Framework, and master the competencies of the Beginning Teacher in the

ecological sensitivity by being resilient and a steward of the environment for sustainability; nationalism/Filipinism by 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. 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,

SUMMARY Global 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. Global education requires future teachers the skills for the 21" century so that all will be ready to play a significant role to provide educational access to all types of learners all over the world. However, globalization does not leave localization behind. The blending of both concepts as advanced by Robertson (1992) underscores the rootedness and sustainability of education as part of the vision of Education 2030. Thus a teacher who is global is also a glocal teacher and a glocal teacher can