Lesson 5

Teaching as Your Vocation, Mission and Profession

One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our
human feelings. Carl Jung
Etymology of the word VOCATION
Vocation comes from the Latin word vocare which means a call. Based on the etymology of the
word, vocation, therefore, means a call. If there is a call, there must be a caller and someone who is
called. There must also be a response. For Christians, the Caller is God Himself. For our brother and
sister Muslims, Allah. Believers in the Supreme Being will look at this voiceless call to have a vertical
dimension. For non- believers, the call is also experienced but this may be viewed solely along a
horizontal dimension. It is like a man calling another man, never a Superior being calling man.
The Christians among you realize that the Bible is full of stories of men and women who who
called by God to do something not for themselves but for other. We know of Abraham, the first one called
by God, to become the father of great nation, the nation of Gods chosen people. We recall Moses who was
called while in Egypt to lead Gods chosen people out of Egypt in order to free them from slavery. In the
New Testament, we know of Mary who was also called by God to become the mother of the Savior, Jesus
Christ in Islam, we are familiar with Muhammad, the last of the prophets to be called by Allah, to spread
the teaching Allah. All of them responded positively to gods call. Buddha must have also heard the call to
abandon his royal life in order to sick the answer to the problem on suffering.
Teaching as your vocation
Perhaps you never dreamt to become a teacher! But here you are now preparing to become one!
How did it happen? From the eyes of those who believed, it was God who called you here for you to teach,
just as God called Abraham, Moses, and Mary, of the Bible. Like you, these biblical figures did not also
understand the events surrounding their call. But in their great faith, they answered YES. Mary said:
Behold the handmaid of the Lord. Be it done to me according to your word. (Of course, it is difficult
explaining your call to teach as Gods call for one who, in the first place, denies Gods existence, for this is
a matter of faith.) The fact that you are now in the Collage of Teacher Education signifies that you
positively responded to the call to teach. Right? May this YES response remain a YES and become even
firmer through the years. Can you believe it? Better believe it!
Etymology of the word mission
Teaching is also a mission. The word mission comes from the Latin word mission
which means to send. You are called to be a teacher and you are sent into the world to accomplish a
mission , to teach. The Websters New Collegiate Dictionary defines mission as a task assigned. You are
sent to accomplish an assigned task.
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Teaching as your mission

Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned
task then youve got to prepare yourself for it. From now on, you cannot take your studies for granted.
Your four years of pre service preparation will equip you with the knowledge, skills and attitude to
become an effective teacher. However, never commit the mistake of culminating your mission
preparation at the end of the four year pre service education. You have embarked in a mission that calls
for a continuing professional education. As the saying goes, once a teacher , forever a student. More is
said of continuing professional education in the Code of Ethics for Professional Teachers in Chapter 5)
Flowing from your uniqueness , you are expected to contribute to the betterment of this world in
your own unique way. Your unique and most significant contribution to the humanization of life on
earth is in the field where you are prepared for- teaching.
What exactly is the mission to teach? Is it merely to teach the child the fundamental skills or basic
Rs of reading, writing, arithmetic and right conduct? Is it to help the child master the basic skills so he
can continue acquiring higher level skills in order to become a productive member of the society? Is it to
deposit facts and other information into the empty minds of students to be withdrawn during quizzes
and tests? Or is it to midwife the birth of ideas latent in the minds of students? Is it to facilitate the
maximum development of his /her potential not only for himself but also for others? In the words of
Alfred North Whitehead, is it to help the child become the man of culture and of expertise? Or is it to
provide opportunities for a childs growth and to remove hampering influences as Bertrand Russel put
it?
Recall the various philosophies in Lesson 1 and you can add more to those enumerated. To teach is
to do all of these and more! To teach is to influence every child entrusted in your care to become better
and happier because life becomes more meaningful. To teach is to help the child become more human.
A letter given by a private school principal to her teachers on the first day of a new school year
may make crystal clear for you your humanizing mission in teaching.
Dear Teacher :
I am a survivor of a concentration camp.
My eyes saw what no man should witness:
-Gas chamber built by learned engineers
- children poisoned by educated physicians
-infants killed by trained nurses
- woman and babies shot and burned by high school and college graduates
So, I am suspicious of education. My request is : Help your students become human. Your
efforts must never produce learned monsters, skilled psychopaths and Eichmanns.
Reading, writing, arithmetic are important only if they serve to make our children more human.
Mission accomplished! This is what a soldier tells his superior after he has accomplished his
assigned mission. Can we say the same when we meet our Superior face to face?
Some teachers regard teaching as just a job. Others see it as their mission. Whats the difference?
Read teaching : Mission and or a Job?

24

Teaching: Mission and/or a Job?

If you are doing it only because you are paid for it, its a job
If you are doing it not only for the pay but also for service, its a mission
If you quit because your boss or colleague criticized you, its a job
If you keep on teaching out of love, its a mission
If you teach because it does not interfere with your other activities, its a job
If you are committed to teaching even if it means letting go of other activities, its a mission
If you quit because no one praises or thanks you for what you do, its a job
If you remain teaching even though nobody recognized your efforts, its a mission
Its hard to get excited about a teaching job
Its almost impossible not to get excited about a mission
If our concern is success, it is a job
If our concern is success plus faithfulness, its a mission
An average school is filled by teachers doing their teaching job
A great school is filled with teachers involved in a mission of teaching
ADAPTED FROM MINISTRY OR JOB BY ANNA SANDBERY
THE ELEMENTS OF A PROFESSION
Teaching like engineering, nursing, accounting and the like is a profession. A teacher is like
an engineer, a nurse and accountant is a professional. What the distinguishing marks of a professional
teacher? Former Chairperson of the Professional Regulation Commission, Hon. Hermogeners P. Pobre
in his pithy address in a national convention of educators remarked : the term professional is one of the
most exalted in the English language, denoting as it does, long and arduous years of preparation, a
striving for excellence , a dedication to the public interest and commitment to moral and ethical values.
Teaching as your profession
Why does a profession require long and arduous years of preparation and a striving for
excellence? Because the end goal of a profession is service and as we have heard many times we cannot
give what we do not have. We can give more if we have more. His Holiness Pope Paul VI affirmed this
thought when he said :Do more , have more in order to be more, continuing professional education is a
must. For us teachers, continuing professional education is explicit in our professionalization law and
our Code of professional ethics.
Our service to the public as a professional turns out to be dedicated and committed only
when our moral, ethical and religious values serve as our bedrock foundation. The same moral, ethical
and religious convictions inspire us to embrace continuing professional education.
If you take teaching as your profession, this means that you must be willing to go through a long
period of preparation and a continuing professional development. You must strive for excellence, commit
yourself to moral , ethical and religious values and dedicate yourself to public service.
The PWEDE NA mentality versus excellence
The striving for excellence as another element of a profession brings us to our PWEDE NA
mentality which is inimical to excellence. This mentality is expressed in other ways like TALAGANG
GANYAN YAN , WALA na tayong magawa.all indicators of defeatism and resignation to mediocrity. If
we stick to this complacent mentality excellence eludes us. In the world of work, whether here or abroad,
only the best and the
25

brightest make it all. At this time, you must have heard that with the rigid selection of teacher applicants
done by DEPEd, only few make it. The mortality rate in the Licensure Examination for Teachers for the
past ten years is glaring evidence that excellence is very much wanting of our teacher graduates. If we
remain true to our calling and mission as a professional teacher, we may have no choice but to take the
endless and the less travelled road to excellence.
Teaching and a life of meaning
Want to give your life a meaning? Want to live a purpose driven life? Spend it passionately in
teaching, the noblest profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the
Intel Excellence in Teaching Award in an international competition, said in a speech delivered before a
selected group of teachers, superintendents, DepEd officials and consultants to wit:
Teaching may not be a lucrative position. It cannot guarantee financial security. It even means
investing your personal time, energy and resources. Sometimes it means disappointments, heartaches
and pains. But touching the hearts of people and opening the minds of children can give you joy and
contentment which money could not buy. These are the moments I teach for. These are the moments I
live for.

26
You Are A Teacher
If I speak interestingly, effectively and well
But do not understand my students
I am a\ noisy gong or a clanging cymbal
If I know all the methods and techniques of teaching
If I have complete faith that they will work
So that I use them completely
But think only of the materials or techniques
Instead of how they can help my students
I count for nothing
If I go the second mile in my teaching

Give up many activities

But do it without understanding
It does no good
Love is patient, very kind
Love is not jealous; it does not put on airs
It is never tyrannic, never
Yet does insist on truth
It does not become angry
It is not resentful
Love always expect the best of others
It is gladdened when they live up to these expectations
Slow to lose faith when they do not
It will bear anything
Hope for anything
Endure anything
This kind of love will never fail
It there are teaching methods, they will change
If there are curricula they will be revised
For our knowledge is imperfect
And our teaching is imperfect
And we are always looking for better ways
Which an infinite God has placed ahead of us
When I began to teach, I fumbled and failed
Now I have put away some of my childish ways
At present I am learning bit by bit
But if I keep on seeking, I shall at last understand
As all along I myself have been understood
So faith, hope and love endure
These are the great three
But the greatest of them is love
Chapter II
Lesson 2
The 21st Century Teacher
-Brenda B. Corpuz PhD
-Gloria G. Salandanan, PhD
If we teach today as we taught yesterday we rob our children of tomorrow- John Dewey
The 21st Century Skills
To remain relevant and interesting, the teacher must possess 21 st century skills. The 21st century
skills can be categorized into four(4) namely: 1) communication skills 2) learning and innovation skills 3)
information , media and technology skills and 4) life and career skills. A teacher must possess them in
order to survive in this 21st century and be able to contribute to the development of the 21 st century
learners.
Under each of these four clusters of the 21 st century skills are specific skills. Effective
communication skills include 1) teaming 2) collaboration 3) interpersonal skills 4) local, national and
global orientedness and 5) interactive communication.
The learning and innovation skills are the 3Cs namely 1)creativity 2) curiosity 3) critical thinking
problem solving skills and 4) risk taking.

Life and career skills embrace 1) flexibility and adaptability 2) leadership and responsibility 3)
social and cross cultural skills 4) initiative and self direction 5)productivity and accountability and 6)
ethical , moral and spiritual values.
Information, media and technology skills are 1) visual and information literacies
2) media
literacy 3) basic, scientific, economic and technological literacies and 4) multicultural literacy.
The first three (3) categories of life skills are self explanatory. The last category ( information,
media and technology skills) needs further explanation. They are explained below.
Visual literacy is the ability to interpret, make meaning from information presented in the form of
an image. It is also the ability to evaluate, apply or create conceptual visual representation.
Information literacy is the ability to identify what information is needed, identify the best sources
of information for a given need, locate those sources, evaluate the sources critically and share that
information. Information literacy is most essential in the conduct of research.
Media literacy is the ability to critically analyze the messages that inform, entertain and sell to us
every day. Its the ability to bring critical thinking skills to bear on all forms of media asking pertinent
questions about whats there and noticing whats not there. It is the ability to question what lies behind
media productions-the motives, the money , the values and the ownership and to be aware of how these
factors influence content of media production.
Scientific literacy encompasses written, numerical and digital literacy as they pertain to
understanding science, its methodology, observations and theories. Scientific literacy is the knowledge
and understanding of scientific concepts and processes required for personal decision making,
participation in civic and cultural affairs and economic productivity.
Economic literacy is the ability to apply basic economic concepts in situations relevant to ones life.
It is about cultivating a working knowledge of the economic way of thinking-understanding tradeoffs,
recognizing the importance of incentives. It encompasses a familiarity with fundamental economic
concepts such as market forces or how the monetary system works.
What is technological literacy? The US Department of Education (1996) defined technology
literacy as computer skills and the ability to use computer and other technology to improve learning,
productivity and performance.
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Technological literacy is the ability to responsibly use appropriate technology to
- Communicate
- Solve problems
- Access, manage, integrate, evaluate, design and create information to improve learning in all
subject areas
- Acquire life -long knowledge and skills in the 21st century
Another way of grouping the 21st century skills is shown below
-Ways of thinking. Creativity, critical thinking, problem solving, decision making and learning
- Ways of working. Communication and collaboration
- Tools for working. Information and communications technology (ICT) and information literacy
- Skills for living in the world. Citizenship, life and career and personal and social responsibility
Relate these 21st century skills to the characteristics of the 21 st century educator presented in the
graphic organizer below

Learning and
Innovation Skills

Efective
Communication Skills

21st century
skills
Life and Career Skills

Info, Media and

Technology Skills

Are all 21st century skills reflected by the characteristics of the 21 st century teacher? If not, feel
free to add to the graphic organizer.

Page 31

Lesson 3
School and Community Relations
It takes a village to raise a child African proverb
The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school. Likewise when dealing with members of the community.
Parents from the community are ready to offer much- needed assistance in terms of resources
while teachers are equally committed to spend time, effort and expertise in serving the school
children. Ensuring strong alliance is guaranteed to foster sound academic practices in the school,
civic mindedness and public accountability in the community. A positive affiliation is an
overwhelming bond that all stakeholders are willing to be part of.
In recognition of the tremendous benefits that school and community residents stand to
experience and enjoy some teaming up will be suggested.

A. The Teachers, Parents and the Community

Parents are the first teachers in the home. They are responsible for the development
of values, attitudes and habits that will be needed as their children associate with the
classmates in school. Such inculcations are likewise beneficial when they work and play
with neighbors and the community at large.
Teachers in the schools continue to enrich the students experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the
end, the contrived attention and efforts of both custodians are accorded
acknowledgement and recognition by members of the community.
The members of the community, in addition to the parents, include the local
government units , the non-government agencies, civic organizations and all the
residents. They are highly motivated to participate in the school activities and projects
that will likewise redound to the uplifting of the moral and quality of life in their own
locality.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed
in their love and unending sacrifice in guiding the young. Despite conscious effort,
children experience difficulties and problems regarding:
a. Ability to accomplish assignments
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self discipline
2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a
dialogue wherein parents may be invited to drop by the school or the teacher may
pay a visit to their home.
Page 32
a. A calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in
both quarters.
b. Positive attitudes of kindheartedness and patience are developed through
modeling
c. Regularity in attendance and doing daily assignments need strong motivation
and encouragement from both sides.
d. Letters and praises to parents for outstanding performances build confidence
and strengthen determination to continue the good work.
e. Interesting lessons never fail to motivate students to be present everyday for an
enjoyable participation in them
f. Extremes of behavior need detailed consideration of past experiences in school
and at home
3. Values developed
Values and strong inclinations are instilled starting from the home and are
developed further in the school. Some of the most desirable are
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and

e. Persistence
Students exhibiting exemplary traits must be given due recognition. Awards
conferred upon responsible and well-behaved students set examples that are
emulated
4. Interests
Special interest and innate talents noticed at a young age such as heightened
prosperity for music and drama, athletics and the arts must be attended to by
sensitive mentors and guardians in order to provide them with continued
opportunities to attain full realization of their natural gifts.
B. School and Community
The school is usually located at the center of the town or city. As such, it is subjected to
daily scrutiny by the members of their community. Seeing their students at play or
work, personnel busy with everyday tasks and teachers with the usual eyeful watch,
everyone passing by witnessing such would feel proud of their school. The community
would in turn show their gratitude and appreciation by keeping their schools
surroundings clean and comfortable for their children and by sharing resources
whenever needed.
1. Collaborative relationships
a. The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
b. The municipal/city officials are likewise ready to provide help not only in
improving the physical facilities of the school but also paying the salaries of
teachers who for the moment do not have teacher items. There are a number of
school-board-paid teachers in the country.
Page 33
During historic celebrations in both places, participation by each is easily elicited
with such positive and civic consciousness activities enjoyed by the school and
the community, a strong feeling of togetherness becomes evident.
2. Organized associations
Schools have organized Parent- Teacher Associations (formerly referred to as
Parents Teachers and Community Associations ) with the officers coming from both
their members. They undertake projects and activities aimed at promoting a
harmonious and enjoyable relationship among themselves. Regular meetings are
conducted to discuss activities that are intended to improve /assist conditions
prevailing in both. A strong spirit of cooperation is exhibited as well as sharing of
expertise and material resources. Representations during town or school affairs
create strong ties among the members, thus helping hands are volunteered in times
of needs.
The Brigada Eskwela is another example of collaboration among school, parents
and community. Brigada Eskwela conducted at the beginning of the school year is
now institutionalized at the Department of Education and has resulted to strong
partnership of the school with the community. This is DepEds National Schools
Maintenance Week meant to help schools prepare for the opening of classes with the
assistance of education stakeholder by repairing and cleaning public schools
nationwide. Brigada Eskwela aims to revive the bayanihan spirit among Filipinos by
engaging the participation of education stakeholders in the community.

With the implementation

of School-Based Management (SBM) the School
Governing Council ( SGC) per school has been organized. The School Governing
Council ( SGC) is more than the PTA in the sense that the SGC shares in the task of
policy making in the school with the school head leading.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances
afford ample protection and disciplinary measures deserved by all. Beautification of
the community through tree planting in every household and cleanliness through
proper waste disposal are voluntarily undertaken by both, thus creating a
disciplined and wholesome community.
4. Values exhibited
Outstanding school personnel as well as barangay officials are honored. This serves
as a motivation for both parties and their followers to continue with their
commendable practice. Values of nationalism and unity are developed through the
examples demonstrated by the school and government officials. Respect for
authority and self- discipline are modeled for the young to follow.
5. Instructional Centers and Materials
The community can serve as rich sources of instructional materials. The clean
rivers, town library, factories and other industrial establishment could be learning
centers for field trips. Recreational areas and concert halls offer enjoyable
entertainment for all. The parks and beaches become relaxation areas for school
children together with the teachers and families. Professionals and practitioners
from the community can be invited as resource speakers during the observance of
significant school rites.
Page 34
Lesson 4
Linkages and Networking with Organizations
We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and
along these sympathetic threads and along these sympathetic fibers, our actions run as causes and
return to us as results.
Introduction
The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create an impact on the lives of the students
and members of the community they are committed to serve. Various groups from both are very
willing to join forces in pursuing mutually beneficial and productive programs and projects for
the good interest of all. All that is needed are well-defined plans and creative efforts aimed at
establishing close affiliations between
and among them. Such interrelationships will be
characterized by reciprocity and genuine sharing of responsibilities, thus ensuring valuable gains
and attainment of educational objectives. Harnessing the tremendous influence and expertise both
of groups will be able to extend is definitely a laudable step towards promoting the desired
proficiency of the teaching force in the school as well as the efficiency in the services of some
associated organizations.
The school can enjoy linkages and networking activities with international, national and local
organizations in the community for mutual benefits and assistance needed.

The first step is for the school to prepare a list of projects and activities it plans to undertake
including the much -needed assistance in terms of human and material resources then determine
the institutions and organizations with parallel objectives and services. A joint scheme could be
worked out with higher education institutions offering degrees along the same line such as teacher
education.
DepEd schools and laboratories for Field Study courses and practice teaching hence the exposure
of future teachers to the reality of teaching.
A network system could be designed incorporating the strength and availability of services
and expertise from both or among the group. The schools could also benefit immensely from
agencies whose mission includes corporate social responsibility. With the help of said
organizations, the school can fully realize its objective of delivering quality educational services
for the countrys youth. As the networking plan progresses, the enormous contribution of all the
willing partners deserve the communitys commendation and patronage. Linkages also termed
interconnections with institution functioning along the same mission are intended to serve
members of both sides according to their respective needs, interest and objectives. They create
bonds together to solicit support and assistance for purposeful activities which could be facilitated
faster and better considering the doubling of energy and resources. Following are some working
linkages between schools nationwide and associations/centers with local offices manned by a
complete set of officials and active members.
A. LINKAGES

1. International Linkages
a. Pi Lambda Theta
Pi Lambda Theta is an international honor society ad professional association of women educators.
Based in its main office in Michigan, chapters are located in different universities nationwide. The
only chapter outside the US is the Philippine Area chapter. Established in the country more than 3
decades ago, its main project is ETP ( Excellence in Teaching Project) started in 1997 in coordination
with Metrobank Foundation. It supports 15 third year BSE/BEE students until they graduate. It also
honors outstanding student teachers from Colleges of Education. The president and some members of
the association attend a biennium hosted by chapters abroad during their term. Page 35
The 3 day convention tackles current issues , advances and trends in teacher education
which are discussed among the local members upon their return. The local chapter
hosted twice ( 1997 and 1999) a study tour and an initiation rites with members from
abroad in attendance.
b. INNOTECH is the center for training educational leaders from Southeast region under
the SEAMEO organization. It conducts training programs to upgrade the competencies
of teachers from the region in all disciplines. One of its projects is to update teachers
knowledge and skills in implementing alternative learning systems. It has prepared a
comprehensive framework on peace and multi-cultural diversity.
c. World Council for Curriculum and Instruction (WCCI) has a local chapter which
recently hosted a 3 day international congress with the international President,
officials and members from the main office together with the members from different
countries in attendance. The council holds conferences in different member countries
annually which is participated in by members of the local chapter.
d. Association for Supervision and Curriculum Development (ASCD) is a membership
organization that develops programs, products and services essential to the way
educators learn, teach and lead. Founded in 1943, ASCD ( formerly the Association for
Supervision and Curriculum Development) is an educational leadership organization
dedicated to advancing best practices and policies for the success of each learner. It has
150,000 members in more than 145 countries who are professional educators from all
levels and subject areas-superintendents, supervisors, principals, teachers, professors of
education and school board members. It is a nonprofit, non partisan membership

organization that provides expert and innovative solutions in professional development,

capacity building and educational leadership essential to the way educators learn, teach
and lead. Should you wish to apply for membership, visit www.ascd.org
2. National and Local Linkages
a. Linkages could be established between universities and colleges offering identical
degrees. Cross enrolment for subjects needed for graduation is allowed.
b. Joint researches could be conducted by two or three universities depending on their
respective expertise. The dissemination of findings for other universities in the area is a
big help.
B. Networking
1. Networking with Professional Organizations
A network is a grid/web whose members actively demonstrate how they can work
together to attain common objectives, undertake innovative practices and update
members regarding breakthrough in different disciplines. Such network composed of
several colleges of different universities bind themselves for a common goal.
Some examples could serve as models
a. Consortium among Universities and Colleges
1. Taft Consortium- The universities that make up the consortium are St. Paul
University(Manila) St.Scholastica College, Philippine Normal University,
Philippine Christian University and De La Salle University. The Science teachers
from each college met regularly for discussions on best practices. At one time,
they wrote a book which was used by their respective students. The registrars
may undergo training sessions together. The interest clubs convene members for
a presentation where the participants are from the five institutions. Each
university serves as a host during important celebrations wherein the faculty
and students enjoy academic as well as recreational activities.
2. The Mediola Consortium -It is composed of San Beda College, Centro Escolar
University , San Sebastian Collge and Holy Spirit College.
Page 36
Chapter III
On Becoming A Global Teacher
-Purita P. Bilbao, Ed.D
Being world-class does not mean going internationally and showing our best out there. Being world class
is a passion and commitment to our profession; being world class is giving our best to teaching. Being
world class starts right inside the classroom. --- Condrado de Quiros
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
thousands of seconds. 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 world wide web of
the information highway.
Global education poses 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 other cultures and peoples. Global education embraces todays
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 worlds 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
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 are acceptable to multicultural communities. When you are able to
satisfy these benchmark requirements then you can safely say you have prepared well to be a great
teacher of the world.
As future teachers, think globally, but act locally. You can be a global teacher by being the best
teacher in your school.
Objectives of the Chapter:
1. Gain clear understanding of what a global teacher is in context of global education
2. Enrich your insights on global education by analyzing and comparing the education of selected
countries of the world
3. Describe multicultural diversity as an element of global education and the role of the teacher in
addressing diversity among learners
4. Identify opportunities in teacher exchange programs for the development of world class
teachers
5. Describe global application of technology in the classroom
Page 37

Lesson 1
Global Education and the Global Teacher
Benchmarking is learning the best from the best practices of the worlds best
educational systems.
Lesson 1 will introduce the general concept of global education and define the global
teacher. This introductory lesson will give you a clear perspective of how you would become
that global teacher. After understanding the two concepts, you will be able to prepare
yourself for the succeeding lessons.
How do you prepare yourself as teachers for a challenging task of making learners
of today live meaningful lives tomorrow? As you prepare your 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 a global village.
To compete globally would mean 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 shrinking world due to access in technology. The
internet globalizes communication by allowing users from around the world to connect to
one another.
Global Education

Global education has been best described by two definitions:

UNESCO defines global education as a goal to become aware of the educational conditions
or lack of it, in developing countries worldwide and aim to educate all peoples to a certain
world standards.
Another definition is that global education is a curriculum that is international in
scope which prepares todays youth around the world to function in one world environment
under teachers who are intellectually, professionally and humanistically prepared.
The United Nations entered into an agreement to pursue six (6) goals to achieve
some standards of education in place by 2015 worldwide. To achieve global education, the
UN sets the following goals
1. Expand early childhood care education
2. Provide free and compulsory primary education for all
3. Promote learning and life skills for young and adult
4. Increase adult literacy by 50%
5. Achieve gender parity by 2005 , gender equality by 2015 and
6. Improve quality of education
In 2000, the Philippines committed itself to the above EFA 2015 Goals at the World
Education Forum in Dakar
James Becker (1982) 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 incorporated into the curriculum and educational
experiences of each student a knowledge and empathy of cultures of the nation of the
world.
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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 21 st Century Learning Goals
have been established as bases of various curricula worldwide. These learning goals
include:
21st century content emerging content areas such as global awareness financial, economic,
business and entrepreneurship literacy, civic literacy, health and awareness
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 and
others
21st century assessment, 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. It is educating all peoples in the world from the remote and rugged
rural villages in developing countries to the slum areas of urbanized countries to the highly
influential and economically stable societies of the world. Global education addresses the
need of the smallest schools to the largest classrooms in the world. It responds to borderless
education that defies distance and geographical location.
Thus global education provides equal opportunity and access to knowledge and learning
tools which are the basic rights of every child in the global community

Are our pre service teachers prepared to provide global education in their respective future
school assignments? Are you preparing yourselves to become a global teacher?
Global teacher
Looking back at the concept of global education how do we define now a global teacher? Is
this teacher somebody who teaches abroad? Is this person teaching anywhere in the world
and is able to teach the 21st century learning goals? These are some of the fundamental
questions which should be answered in order to understand who a global teacher is.
A global teacher is a competent teacher who is armed with enough skills, appropriate
attitude and universal values to teach students with both time tested as well as modern
technologies in education in any place in the world. He or she is someone who thinks and
acts both locally and globally with worldwide perspectives right in the communities where
he or she is situated.
More specifically, a global Filipino teacher should have the following qualities and
characteristics in addition to knowledge, skills and values
understands how this world is interconnected
recognizes that the world has rich variety of ways of life
has a vision of the future sees what the future would be for him and the students
must be creative and innovative
must understand, respect and be tolerant of the diversity of cultures
must believe and take action for education that will sustain the future
must be able to facilitate digitally mediated learning
must have depth of knowledge
must possess good communication (for Filipino teachers to be multi lingual)
And lastly but most importantly
must possess the competencies of a professional teacher as embodied in the National
Competency -Based Standards for Teachers (NCBTS)
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The need for global teachers is on the rise in several countries worldwide. Even developed
countries are in dire need of competent teachers who will man the countries rural and
urban classrooms. This is true with our neighboring countries like Singapore, Cambodia
and Thailand. The regional data of the United Nations show the numbers of teaching posts
needed by 2015.
The table shows the teaching posts needed by 2015, which you may avail of, if you are
qualified
Regions of the World
Arab States
Central and Eastern Europe

Number of New Teaching Positions needed b

by the thousands
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