THE TEACHING PROFESSION REVIEWER

Philippine Professional Standards for

Teachers:

Four Career Stages (developmental, lifelong learning)

Seven Domains (“distinctive spheres of the teaching-learning

process”)

(37) Strands (“more specific dimensions of positive teacher practices”)

(37) Indicators per Career Stage (concrete, observable, measurable teacher

practices)

Philippine Professional Standards for Teachers – DOMAINS AND STRANDS

Domain 1, Content Knowledge and

Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher- order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists

of six strands:

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths,

interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning,includes five strands:

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community context

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and

Professional Development,
contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Philippine Professional Standards for Teachers: Elaboration of Domains and the Beginning Teacher Indicators

Domain 1: Content Knowledge and Pedagogy

Recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across curriculum
areas

Encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge
and current research

Domain 1 Beginning
Teacher Indicators

1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas.

1.2.1 Demonstrate an understanding of research-based knowledge and principles of teaching and learning.

1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process.

1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and numeracy
skills.

1.5.1 Apply teaching strategies that develop critical and creative thinking, and/or other
higher-order thinking skills.

1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and learning.

1.7.1 Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support
learner understanding, participation,
engagement and achievement.
Domain 2: Learning Environment

Highlights the role of the teachers to provide safe, secure, fair and supportive learning environments to promote learner
responsibility and achievement.

Centers on creating an environment that is learning-focused

Domain 2 Beginning Teacher Indicators

2.1.1 Demonstrate knowledge of policies, guidelines and procedures that provide safe
and secure learning environments.

2.2.1 Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning.

2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within the available physical learning environments.
2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation.

2.5.1 Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility
for their own learning.

2.6.1 Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.
Domain 3: Diversity of Learners

Emphasizes role of teachers in establishing learning environments that are responsive to learner diversity

Underscores importance of teachers’ knowledge and understanding of learners’ diverse characteristics and experiences.

Domain 3 Beginning Teacher Indicators

3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths,
interests and experiences.

3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious
backgrounds.

3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents.

3.4.1 Demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic
isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor
practices.

3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.

Domain 4: Curriculum and Planning

Addresses teachers’ knowledge of and interaction with the national and local curriculum requirements

Encompasses teachers’ ability to translate curriculum content into learning activities that are relevant to learners

4.1.1 Prepare developmentally sequenced teaching and learning process to meet curriculum requirements.

4.2.1 Identify learning outcomes that are aligned with learning competencies.

4.3.1Demonstrate knowledge in the implementation of relevant and responsive learning programs.

4.4.1Seek advice concerning strategies that can enrich teaching practice.

4.5.1 Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to address
learning goals.

Domain 5: Assessment and Reporting

Concerns the use of assessment data to inform and enhance the teaching and learning
process and programs.

Concerns teachers providing learners with the necessary feedback about learning outcomes.

Domain 5 Beginning Teacher Indicators

5.1.1 Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

5.2.1 Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data.

5.3.1 Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance.
5.4.1 Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement.

5.5.1 Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs.

Domain 6:Community Linkages & Professional Engagement

Expects teachers to identify and respond to opportunities that link teaching and learning in
the classroom to the experiences, interests and aspirations of wider school community

Concerns teachers understanding and fulfilling their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious relationships.

Domain 6 Beginning Teacher Indicators

6.1.1 Demonstrate an understanding of knowledge of learning environments that are

responsive

6.2.1 Seek advice concerning strategies that build relationships with parents/guardians and the wider community.

6.3.1 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.

6.4.1 Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with the
wider school community.

Domain 7: Personal Growth and Professional Development

Accentuates teachers’ proper and high personal regard for the profession by maintaining the qualities that uphold the dignity of
teaching.

Recognizes importance of teachers assuming responsibility for personal growth and professional development for lifelong
learning.

7.1.1 Articulate a personal philosophy of teaching that is learner-centered.

7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude,
respect and integrity.

7.3.1 Seek opportunities to establish professional links with colleagues.

7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve practice.

7.5.1 Demonstrate motivation to realize professional development goals based on the

Philippine Professional Standards for Teachers.

PHILOSPHY OF EDUCATION
examines the goals, forms, methods, and meaning of education. The term is used to describe both fundamental philosophical
analysis of these themes and the description or analysis of particular
pedagogical approaches.

- ESSENTIALISM
WHY TEACH?

 For learners to acquire basic knowledge, skills and values

 “Not to radically reshape society” but rather “transmit the traditional moral values and intellectual
knowledge that students need to become model students.”

WHAT TO TEACH?
 academically rigorous
 focuses on academic content for students to learn the basic skills or the fundamental r’s
– reading, writing, arithmetic, right conduct
– as these are essential to the acquisition of higher or more complex skills needed in preparation for adult life.
 includes essential subjects of English, Science, History, Math, Foreign Language and Literature.

HOW TO TEACH?

The teacher is the sole authority in his or her subject area or field of specialization.
They are expected to be intellectual and moral models of their students.
Teachers seen as “fountain of information” and as “paragon of virtues”
There is a heavy stress on memorization and discipline.
Relies heavily on the use of prescribed textbooks, drill methods etc.

PROGRESSIVISM

WHY TEACH?
 To develop learners into becoming enlightened and intelligent citizens of a democratic society.
 Teach learners so they may live life fully NOW not to prepare them for adult life.
 Believes in change
 not much on teaching facts or bits of information that are true today but become obsolete tomorrow.

WHAT TO TEACH?
 need-based and relevant curriculum
 responds to student’s needs and that relates to student’s personal lives and experiences
 subjects given emphasis in progressivist schools are the natural and social sciences
 students exposed to many new scientific, technological and social developments
 integrative, interdisciplinary

HOW TO TEACH?
 employ experiential methods
 believe that one learns by doing and problem-solving method
 involves field trips during which students interact with nature or society (actual experience)
 provides thought-provoking games and puzzles

PERENNIALISM

WHY TEACH?

 To educate the rational and moral person; to cultivate the intellect

 According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the ability to use their higher faculties
to control their passions and appetites

WHAT TO TEACH?
 universal one on the view and that all human beings possess the same essential nature
 heavy on the humanities, on general education
 focuses on classical subjects and literary analysis
 less emphasis on vocational and technical education
 uses the “Great Books”

HOW TO TEACH?
 “centered around teacher”…
 The teachers do not allow the students’ interests or experiences to substantially dictate what they teach.
 apply whatever creative techniques and other tried and true methods which are believed to be most conducive to disciplining
the students’ minds.
 Students engaged in Socratic Dialogue (mutual inquiry session)

EXISTENTIALISM

WHY TEACH?
 main concern of the existentialists is to help students understand and appreciate themselves as unique individuals who
accept complete responsibility for their thoughts, feelings and actions.
 teacher’s role is to help students define their own essence by exposing them to various paths they take in life and by creating
an environment in which they freely choose their own preferred way.
 Main concern is to free the child to do his own thing.
WHAT TO TEACH?

 students are given a wide variety of options from which to choose.

 Vocational education is regarded more as a means of teaching students about themselves and their potential than of earning
a livelihood.
 In teaching art, existentialism encourages individual creativity and imagination more than copying and imitating established
models.
 No course guides and content outlines.

HOW TO TEACH?

 teaching methods focus on the individual

 Learning is self-paced, self-directed.
 includes a great deal of individual contact with the teacher, who relates to each student openly and honestly.
 To help students know themselves and their place in society, teachers employ values clarification strategy.

BEHAVIORISM

WHY TEACH?

 concerned with the modification and shaping of students’ behavior by providing for a
favorable environment, since they believe that they are a product of their environment.
 They are after students who exhibit desirable behavior in society.

WHAT TO TEACH?

 Behaviorists look at people and other animals…as complex combinations of matter that act only in response to internally or
externally generated physical stimuli”, behaviorist teachers teach students to respond favorably to various stimuli in the
environment.

HOW TO TEACH?

 Behaviorist teachers “ought to arrange environmental conditions so that students can make the responses to stimuli.
 Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aids have to be controlled to
get the desired responses from the learners.
 Provide incentives to reinforce positive responses and weaken or eliminate negative ones

CONSTRUCTIVISM

WHY TEACH?
 To develop intrinsically motivated and independent learners adequately equipped with
learning skills for them to be able to construct knowledge and make meaning of them

WHAT TO TEACH?

 Learners are taught how to learn.

 They are taught of learning processes and skills such as searching, critiquing and evaluating information, relating pieces of
information, reflecting on the same, making meaning out of them etc.

HOW TO TEACH?
 The teacher provides students with data or experiences that allow them to hypothesize,
predict, manipulate objects, pose questions, research, investigate, imagine and invent.
 Classroom is interactive.

LINGUISTIC PHILOSOPHY

WHY TEACH?
 To develop the communication skills of the learner
 It is through his or her ability to express himself/herself clearly, to get his/her ideas across, to make known to others the
values that he/she has imbibed, the beauty that he/she has seen.
WHAT TO TEACH?

 Learners should be taught to communicate clearly – how to send clear, concise messages and how to receive and correctly
understand messages sent
 verbal, non-verbal and para- verbal

HOW TO TEACH?

 Experiential way
 A classroom a place for the interplay of minds and hearts
 Teacher facilitates dialogue among the learners and between him/her and his/her students

RECONSTRUCTIONISM/SOCIAL
RECONSTRUCTIONISM

AIM: To improve and reconstruct society; education for change

ROLE: Teacher acts as agent of change and reforms
FOCUS: Present and future educational landscape
TRENDS: School and curricular form; global education; collaboration and convergence; standards and
Competencies.

IDEALISM
 Upholds goodness and truth
 Religious and values oriented
REALISM
 Concerned with world of ideas and things fixed within established subject matter
 Theory and principles before application
 Includes only the essentials
 Education based on natural phenomenon and social institutions
 Education should be based on the actualities of life.
 Aims to prepare the child to face the real world

PRAGMATISM
 Emphasis on how to think rather than what to think
 Emphasis on development of insights, understanding and skills, acquired in creative, reflective and critical thinking
 Child-centered
 Utilitarian, subject matter taught naturally
 Subject matter for stimulating exploration and practical action
 Must be useful to the society

Topic: Continuing Professional Development:

The Lifeblood of the Teaching Profession (Parts 1 and 2)

“Responsibility is something expected of a professional teacher. The work of a teacher in the development and guidance of the
young is a tremendous responsibility for which he is accountable to God, to his country and to posterity. It is a trust of which
every teacher should strive to be worthy.” (Section 7, R.A. 4670)

REPUBLIC ACT NO. 10912

CONTINUING PROFESSIONAL DEVELOPMENT ACT OF 2016
The Lifeblood of the Teaching Profession

R.A. 10912, Article 1, Section 2:

 To promote and upgrade the practice of the professionals in the country.
 To institute measures that will continuously improve the competence of the professionals in accordance with the
international standards of practice, thereby, ensuring their contribution in uplifting the general welfare, economic growth and
development of the nation.

Continuing Professional Development (CPD)

– refers to the inculcation of advanced knowledge, skills and ethical values in a post- licensure specialization or in a inter or
multidisciplinary field of study, for assimilation into professional practice, self-directed research and/or lifelong learning.

CPD Council – refers to a body created to promote, ensure and implement the continuous improvement of knowledge, skills and
competencies of professionals, in accordance with the National, regional and international standards of practice.

CPD Credit Unit– refers to value of an amount of learning that can be transferred to a qualification achieved from formal,
informal or non-formal learning setting, including professional work experience wherein credits can be accumulated to
predetermined levels for the award of a qualification.

CPD Program - refers to a set of learning activities accredited by the CPD Council such as seminars, workshops, technical lectures
or subject matter meetings, non-degree training lectures and scientific meetings, modules, tours and visits, which equip the
professionals with advanced knowledge, skills and values in specialized or in an inter or multidisciplinary field of study, self
directed research and/or lifelong learning.

CPD Provider – refers to a natural or juridical person accredited by the CPD Council to conduct CPD Programs.

Nature of CPD Programs

The CPD Programs consists of activities that range from structured to non-structured activities which have learning process and
outcomes.
1. Formal Learning
 refers to educational arrangements such as curricular qualifications and teaching learning requirements that take place in an
educational and training institutions recognized by relevant national authorities, and which lead to granting diplomas and
qualifications.

Example:
 Bachelor’s Degree (additional)
 Master’s Degree
 Doctoral Degree

2. Non Formal Learning

 refers to learning that has been acquired in addition to alternatively to formal learning, which may be structured and made
more flexible according to educational and training arrangements.
Example:
 TESDA Accredited courses
3. Self-directed Learning
 refers to learning activities such as online training, local/international seminars/non-degree courses, institution/company
sponsored training programs, and the like, which did not undergo CPD accreditation but may be applied for awarded CPD units
by the respective CPD Council.
4. Online Learning Activities
 refer to structured or unstructured learning initiatives, which make use of the internet and other web-based Information and
Communications Technology solutions.
5. Professional Work Experience
 refers to any participation that a professional gain while working in a specific field

Rule II, Section 4, IRR of RA 10912

Strengthening the CPD Programs
- There shall be formulated and implemented CPD Programs in each of the regulated professions in order to:
- Enhance and upgrade the competencies and qualifications of professionals for the practice of their professions pursuant to
the Philippine Qualification Framework (PQF), the ASEAN Qualifications Reference Framework (AQRF) in relation to ASEAN
Mutual Recognition Arrangement(ASEAN MRA) & other international arrangements;

- Ensure national and international alignment of competencies and qualifications of professionals through career progression
mechanisms leading to specialization/sub specialization;
- Ensure the development of quality assured mechanisms for the validation, accreditation and recognition of formal, non-
formal learning outcomes, including professional work experiences and prior learning;
 - Ensure maintenance of core competencies and development of advanced and new competencies, in order to respond to
national, regional and international labor market and industry needs;
Recognize and ensure the contributions of professionals in uplifting the general welfare, economic growth and development
of the nation.

IRR of R.A. 10912, Rule III, Section 10

CPD as Mandatory Requirement in the Renewal of Professional License and Accreditation System for the Practice of Professions
– The CPD is hereby made as a mandatory requirement in the renewal of the PICs of all registered and license professionals
under the regulation of the PRC.

10.1 Registered and licensed professionals shall complete the required credit units every three (3) years of compliance period, a
copy of the Matrix of Credit Units Required per Profession or as specified in their Professional Regulatory Law. Any excess CUs
earned shall NOT be carried over the next three-year period except for the credit units earned from doctorate and master’s
degree or specialty trainings which shall only be individually credited only once during the entire compliance period.

Pursuant to Resolution No. 11, s. 2017, of the Professional Regulatory Board of Professional Teachers, the following is the
transitory period for the compliance to CUs for Professional
Teachers:

THE GLOBAL AND GLOCAL TEACHER,

FROM GLOBAL TEACHER

TO GLOCAL TEACHER PROFESSIONALS

AND THE ASEAN: ONE VISION, ONE IDENTITY,

ONE COMMUNITY
I. GLOBAL AND GLOCAL TEACHER EDUCATION

What is global education?

The heart of global education is enabling young people to participate in shaping a better,
shared future for the world.
Specific Characteristics:
1. It emphasizes the unity and interdependence of human society, developing a sense of self
and appreciation of cultural diversity, affirmation of social justice and human rights, as
well as building peace and actions for a sustainable future in different times and places.
2. It promotes positive values and assists students to take responsibility for their actions and
to see themselves as global citizens who can contribute to a more peaceful, just and
sustainable world.
3. It incorporates learning about the cultures, geographies, histories, and current issues of all
the world's regions.
4. It emphasizes the inter-contentedness and diversity of peoples and histories.
5. It develops students' skills to engage with their global peers and highlights actions
students can take as citizens of the world.
6. It is a lens that can be applied to all disciplines and all grade levels as well as the broader
school community.

- 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 also defined as a curriculum that is international in scope and aims to
prepare today’s youth around the world to function in one world environment under
teachers who are intellectually, professionally and humanistically prepared.
- Global learning is essential in the 21 st century as barriers between nations and people
continue to fade.
From the information we consume to the business we conduct to the people we meet, our
lives are becoming ever more global.
The diversity of our communities reflects this reality as well.
It follows that students need to become more informed and compassionate citizens, and
teachers are critical to making this happen.
 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 17 goals of the
United Nation’s SDGs.
The 7 of the 10 targets are expected outcomes while 3 are means of achieving the
outcomes.
These outcome targets bring together all member nations to expand beyond their
geographical territories for global education.
1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and Goal-4 effective learning outcomes
2. By 2030, ensure that all girls and boys have access to quality early childhood
development, care and preprimary education so that they are ready for primary
education
3. By 2030, ensure equal access for all women and men to affordable and quality technical,
vocational and tertiary education, including university
4. By 2030, substantially increase the number of youth and adults who have relevant
skills, including technical and vocational skills, for employment, decent jobs and
entrepreneurship

5. By 2030, eliminate gender disparities in education and ensure equal access to all levels
of education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations
6. By 2030, ensure that all youth and a substantial proportion of adults, both men and
women, achieve literacy and numeracy
7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and of culture’s contribution to sustainable development
8. Build and upgrade education facilities that are child, disability and gender sensitive and
provide safe, nonviolent, inclusive and effective learning environments for all
9. By 2020, substantially expand globally the number of scholarships available to
developing countries, in particular least developed countries, small island developing
States and African countries, for enrolment in higher education, including vocational
training and information and communications technology, technical, engineering and
scientific programmes, in developed countries and other developing countries
10. By 2030, substantially increase the supply of qualified teachers, including through
international cooperation for teacher training in developing countries, especially least
developed countries and small island developing states
One of the means to increase 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.
In Needed: A Global Context for the Study of Nations and People, James Becker defines
Global Education as “an effort to help individuals to see the world as a single and
global system and to see themselves as participants of that system.&quot

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:
A. 21 st century content: emerging content areas such as global awareness, financial,
economic, business and entrepreneurial literacy, civic literacy, health and environmental
awareness.

B. Learning and thinking skills: critical thinking and problem solving, 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 st century assessments: Authentic assessments that measure the areas of learning
What is glocal education?

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 remote and rugged rural villages in developing
countries, and economically stable societies of the world for their roles in the 21 st century
classrooms.
Global teacher 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. 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.

Note: This is not a course requirement. It only aims to enrich your insights about The Global and Glocal
Teacher, From Global Teacher to Glocal Teacher Professionals and The ASEAN: One Vision, One
Identity, One Community �� �� ��
Recent years have seen growing interest in a new type of international student: the
‘glocal’ student.
Glocal students have been defined by Dr. Rahul Choudaha, director of Research &
Advisory Services at World Education Services, as students who have global aspirations,
but prefer to stay in their home country or region for education – and the fast-developing
‘ASEAN’ countries are leading this trend.
The Boston Consulting Group and McKinsey & Company have predicted that by 2020
there will be 100 million people with middle class spending patterns across the
Association of South East Asian Nations (ASEAN) – such as Indonesia, Malaysia, the
Philippines, Singapore, and Thailand.

Will glocal students from this emerging regional demographic represent the future of
transnational education (TNE)?
The motto of the United Nations is, “Think globally, act locally”.
In a globalized economy, every student should be educated as an international student, a
global citizen with the aspiration to compete globally.
However, not everyone is lucky enough to be blessed with the talent and wealth to be
admitted to the world’s most competitive and expensive universities.
Transnational education, defined as education for students based in a different country to
the degree-awarding institution, is becoming increasingly popular.
It often offers students an international experience with the advantages of better
affordability, lower English language requirements, less competitive admission standards,
and regional economic initiatives.
Who is the glocal teacher?
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 place in the world.
A glocal teacher is someone who thinks and acts both locally and globally with
worldwide perspectives, but is teaching in the communities, localities, towns, provinces
and regions where he or she is situated.
More specifically, a glocal Filipino teacher is characterized by several qualities and
attributes in addition to in-depth knowledge functioning skills and embedded values.
Traits of the Glocal Teachers:
1. Understand how this world is interconnected
2. Recognize that the world has rich variety of ways of life
3. Have a vison of the future and sees what the future would be for himself or herself and
the students
4. Are creative and innovative
5. Understand, respect and tolerant of the diversity of cultures
6. Believe and take action for education that will sustain the future
7. Facilitate digitally-mediated learning
8. Possess good communication skills (for Filipino teachers to be multilingual)
9. Aware of international teacher standards and framework
10. Master the competencies of the Beginning Teacher in the Philippine Professional
Standards for Teachers (PPST, 2017)
Further, glocal teachers in addition to the aforecited qualities must possess the following
distinct characteristics and core values of Filipino teachers (Master Plan for Teacher
Education, 2017):
1. Cultural and historical rootedness by building on the culture and the history of the
learners and the place

2. Ability to contextualize teaching-learning by using local and indigenous materials,

content and pedagogy whenever appropriate
3. Excellence in personal and professional competence, leadership, research, technology,
innovation and creativity
4. Responsiveness through social involvement and service, learner-centeredness, respect
and sensitivity for diversity and inclusiveness
5. Accountability and integrity by being a positive role model with strong moral character,
committed and conscientious, credible, honest and loyal
6. Ecological sensitivity by being resilient and a steward of the environment for
sustainability
7. Nationalism/Filipinism by being a responsible citizen and upholding the Filipino identity
amidst globalization (glocalization)
8. Faith in the Divine Providence by being humane, just, peace-loving and respectful of
human rights
The need for 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.
Source: Bilbao, P. P. et al. (2018). The teaching profession. Quezon City: Lorimar Publishing, Inc.
Here’s an article worth reading �� �� ��

CHED tells universities to 'be lenient, help students' as classes shift online
Source: https://www.philstar.com/headlines/2020/03/17/2001653/ched-tells-universities-be-lenient-help-students-
classes-shift-online
MANILA, Philippines — The Commission on Higher Education on Tuesday asked
universities and colleges to be more lenient as classes shift online as a precautionary measure
against the spread of the new coronavirus (COVID-19).
Prospero De Vera III, CHED chairperson, said he has received complaints from students
unable to comply with requirements using online
Among the common concerns are unstable internet connection and the policy of strict
home quarantine.
“HEIs must exercise leniency and help the students during these difficult time,” De Vera
said in a statement, adding the commission will take corrective actions if colleges and
universities do not act accordingly.
To keep classes going, educational institutions earlier suspended face-to-face classes and
shifted online as COVID-19 infections in the Philippines soared after a month-long lull in the
detection of cases.
The University of Santo Tomas suspended on Tuesday suspended online classes from
March 17 to 21 following the move to place the main island of Luzon under enhanced
community quarantine.
Meanwhile, the University of the Philippines Diliman will suspend all classes, including
alternative modes of learning, until April 14.

President Rodrigo Duterte on Monday ordered residents of Luzon to stay home for a
month as the government scrambles to curb the risks of the new coronavirus.
The Philippines has so far reported 187 COVID-19 cases, including 12 deaths. — Gaea
Katreena Cabico

Note: This is not a course requirement. It only aims to enrich your insights about The Global and Glocal
Teacher, From Global Teacher to Glocal Teacher Professionals and The ASEAN: One Vision, One
Identity, One Community �� �� ��
II. THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY
A. The Levels of Schooling as a Teaching Milieu
1. The Primary Level
Composed usually of Pre-primary and the Primary Level
In the Philippines, the label primary level refers to the Elementary Level
The Elementary Level has two sublevels, the primary grades which include
Kindergarten to Grade 4 and the intermediate grades which include Grades 5 and
6
2. Secondary Level
Follows the primary level
Generally, across ASEAN, it is composed of Junior High School and the Senior
High School
In the Philippines, the Junior High School is composed of Grades 7, 8, 9 and 10
while Grades 11 and 12 belong to the Senior High School
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 is voluntary except in the Philippines.
In Singapore, the last two year levels are pre-university level.

For the secondary level, there is a variation of 5, 6 or 7 years which are either
labeled 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
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 public or private school in a particular country.
In addition to the degree, most countries have specific recruitment policies and
guidelines.

B. The Teacher Professionals Across 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 (Grade 9) and
get an advanced training for 3 years to become teachers (9 years 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 a 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 of
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.
2. Components of Teacher Preparation
Qualified, professionally trained, motivated and well supported teachers are key to
quality education.
The future teacher academic preparations should be responsive to this call,
4 Important Components in the Teacher Preparation Common in ASEAN
Countries:
A. General knowledge and understanding
Embedded in the general education or liberal arts education subjects in college as
preparatory to the core content subjects in the professional education

B. Pedagogy
Provides variety of teaching delivery approaches beyond the traditional methods
of teaching

C. Teaching Practicum/Experiential Learning

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 a component of training or for certification to teach.

D. Specialized Knowledge/Major Courses

For those who will tech the content or discipline in the upper elementary or
secondary levels, major content courses are learned.
For early years (pre-school to Grade 3), a more comprehensive knowledge of
child growth and development is given emphasis.
Common titles include: Bachelor of Education (Bed); Bachelor of Elementary
Education (BEEd); Bachelor of Secondary Education (BSEd); and Diploma in
Education either Pre-Baccalaureate/Post Graduate (PGDip).

C. The Teaching Profession Practices in the ASEAN

1. Teachers’ Major Responsibilities
3 Major Responsibilities of Professional Teachers Across Different Countries:
A. Actual Teaching
B. Management of Learning
C. Administrative Work

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2. Teacher Licensing and Recruitment

Most teachers are licensed professionals or are certified to teach by the country’s
appropriate agencies.
Those who are not certified or licensed become para-professionals or assistant teachers.
Agencies Responsible in Licensing:
Professional Regulation Commission (PRC) – Philippines
National Institute for Education (NIE) – Singapore
Teacher Education Council (Khurusapha) - Thailand
Akta IV – Indonesia
In other countries where no licensing is provided, certification is issued.
This is done by the Ministry of Education or the teacher education colleges or
universities.
D. The Teacher and the Teaching Profession Beyond the ASEAN
1. China
The education is highly centralized such that course syllabi are written by scientists and
professors hired by the National Education Commission.
The subject matter and instructional contents are uniform for all.
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 education system includes: six years of primary education; three years of junior
middle school, three years of senior high school; six years of university; and varieties of
technical and vocational schools
The political and ideological orientation of teacher education is to cultivate cultured
persons as teachers with lofty ideas, high morality, strong discipline, a sense of mission
as educators, engineers of the human soul and gardeners of the nation's flowers (Leung
& Hui, 2000).
2 Categories of Teachers in China based on the source and structure of their salary or
pay:
1. Gongban – state paid teachers who earn salary comparable with other state
employees in state-owned enterprises
2. Minban – community-paid teachers who are paid by local community depending
on the community income
China’s Teacher Licensing

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The examinations are standardized for the secondary teachers by the central government
while examination for the elementary teachers are the responsibility of each province.
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.
Guides of Chinese Students:
Important knowledge comes from teachers and textbooks.
Learning involves listening, thinking and silent practice.
Knowledge is espoused by the teacher and the textbook is not to be challenged.
Because of the cultural uniqueness in delivering lessons by the teachers, China ranked 1
in the Global Teacher Status Index, where teaching profession is regarded equal to the
doctor.
2. 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 10 percent going to the university.
About 1/3 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 Japan, education is free and compulsory for children 6 to 15 years.
Classes are large and teaching methods are usually lectures.
Japanese students spend 243 days in school.
The 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 education system is divided into 5 basic levels: kindergarten, elementary
school (6 years), lower secondary school (3 years), upper secondary school (3 years) and
university (usually around 4 years).
The Teaching Profession in Japan
Japanese teachers are an essential element in the success story of the country.

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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 students’ 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 increased
remuneration.
According to the Global Teacher Status Index in 2013, the average annual salary
of teachers in Japanese is equivalent to $43,775 which is second to Singapore.
Teacher Certification in Japan
There are different legal requirements for certification to teach in the pre-school,
elementary school, lower secondary and upper secondary school.
A. First Class Certificate – issued to teach in the pre-school, elementary or secondary
teachers with basic qualification of having earned a Bachelor’s Degree; Master’s degree
is the basic qualification to teach in the upper secondary level
B. Second Class Certificate – has a basic qualification of 2 years of study (62 credit
units) in a university or other post-secondary institution; required for those who have no
Master’s degree
Becoming Employed as a Teacher
Most of the public school teachers are prefectural employees even of 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, an applicant is required to take prefectural appointment examinations.
Age is a very important consideration for teacher applicants.
More than one half of the prefectures require applicants to be under the age of 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.
3. United States of America (USA)
The American Educational System has greatly influenced the Philippine
Educational System specifically the making of the Filipino teacher.

13

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 education.
Basic Education, the Avenue for Teaching Jobs in USA
Pre-primary education – kindergarten, nursery schools, preschool programs,
child/day care centers; age level is 4-6 years old with a duration of 2 years
Primary education – elementary school; varied levels of schooling
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 or 7-9
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 university for four years, major or minor in education
and earn a teaching certificate.
It is possible to earn a teaching degree after graduation by taking additional
courses post-baccalaureate or by entering a Master of Arts in Teaching Program.
Earning Teaching Certificates
USA has a decentralized education system and each State Education Agency
(SEA) has its own guidelines and requirements for earning and maintaining a
teaching certificate.
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 then forwards a recommendation to
hire to the local school board.

14

Once signed, a teacher has a legally binding contract to work, unless guilty of a
crime, fails to show teaching competency, or demonstrates egregious professional
conduct.
He or she is expected to complete teaching during the term of his or 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 degrees receive a higher
salary than the bachelor degree holders.”
Merit pay has been adopted by some school districts, those who teach in sub-
urban school districts or large towns typically earn more than teachers in either
suburban or rural districts.
On the average, according to the Global Teacher Status report, the average
income of the teachers is $44,917.00
E. The Global Teacher Status Index of 2018
Source: https://www.varkeyfoundation.org/media/4790/gts-index-9-11-2018.pdf
The known fact is teaching as a profession stands as the most respected one in our society
because of multiple reasons.
The Varkey Foundation, a global education charity, has revealed that more than half of
Indians encourage the children to take up teaching as a profession in their recently
released survey - ''Global Teacher Status Index (GTSI) 2018.''
The Varkey Foundation, which was established with a vision to provide quality education
for every child, has released the Global Teacher Status Index (GTSI) 2018 survey today.
The survey reports display that more than 54% of Indians encourage their children to
take up teaching as a profession which is more than China (50 per cent).
Around 23 per cent of British people encourage their children to become teachers.
However, only 6 per cent of Russians encourage their children to become a teacher, the
lowest of any country surveyed.
India ranked as the eighth country among 35 countries surveyed in the GTSI 2018 in an
overall ranking.
In the survey, China is the highest-ranked country and Brazil is the lowest.
Around 77 per cent of Indian respondents who participated in the study felt that people
respect their teachers which made the country to stand next to China (81%) and Uganda
(79%).
The Indian respondents also rated their education system 7.11 out of 10 which made the
country to get the fourth highest rating in the study.