Lesson 2:

ST
THE 21
CENTURY
TEACHER
According to Zhou (2006), 21st-century education involves
changes in the learning environment, content, and
process, as well as the emergence of new types of
learners, new learning spaces, and new types of teachers.
 [Link] Environment of Learning
The new environment of learning in the 21st century is
characterized by the availability of Information and
Communication Technologies (ICTs), such as mobile phones
and the internet, which enable global access to updated
information and encourage new types of learning interactions.
 [Link] Content of Learning
It differs from traditional content by shifting from a teacher-centered,
discipline-based curriculum to a learner-centered, integrated, and
inter-disciplinary curriculum. It also moves from an emphasis on
subject knowledge to a focus on intellectual abilities, and from
individual learning to cooperative learning, with a new balance
between scientific-technological and social-humanistic cultural content.
 [Link] Process of Learning
It involves a lifelong pursuit of knowledge through various
methods like online and blended learning, and has shifted from
rote learning to more engaged, collaborative, and interactive
approaches like dialogue and collaborative team learning.
 [Link] Types of Learners
21st-century teaching must evolve to meet the changing needs
of a new generation of learners who are techno-savvy, come
from diverse backgrounds, have new traits of independence,
creativity, and enterprising minds, and possess unique sets of
values, languages, and pop-cultures.
 [Link] Spaces/Dimensions of Learning
The 21st century has introduced new spaces and dimensions
of learning that extend beyond the traditional classroom,
allowing for learning to happen horizontally in various places
and through different media, longitudinally from early childhood
to post-retirement, and vertically by cutting across real, digital,
and virtual environments.
 6. New types of Teacher

Quality teachers in the Philippines need to possess the

following characteristics:
 1. The new brand of teachers recognize the importance of mastery of
content knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of
theories and principles of teaching and learning.
To promote high-quality learning outcomes, contemporary teachers
must master content knowledge, apply effective, research-based
pedagogy that is appropriate for students' development, and possess
strong skills in communication, teaching strategies, and technology,
while also being proficient in Mother Tongue, Filipino, and English.
 2. They provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and achievement.

They establish a learning-focused environment by effectively

managing student behavior in both physical and virtual spaces,
using diverse resources and stimulating activities to promote
constructive interactions and high learning standards.
 3. They establish learning environments

Teachers create inclusive learning environments by valuing

learners’ diverse characteristics and experiences. They design
differentiated teaching practices that celebrate diversity and
support all learners to succeed in both local and global
contexts.
 4. They interact with the national and local curriculum requirements

With learners’ needs by creating relevant and well-structured

lessons. They use effective strategies and resources while
clearly communicating learning goals to support participation
and achievement.
5. They apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learner's needs, progress and
achievement.

They utilize assessment data to improve teaching,

provide meaningful feedback, and ensure effective
learning outcomes.
 6. They establish school-community partnership aimed at enriching the
learning environment, as well as the community's engagement in the
educative process.
They uphold professional ethics, accountability, and
transparency to maintain positive relationships with learners,
parents, and stakeholders.
 7. They value personal growth and professional development and
exhibit high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring attitude,
respect and integrity.
They value reflection and continuous learning to enhance
their teaching practices. They take responsibility for their
personal and professional growth as part of lifelong learning.
 8. Other characteristics
21st century teachers inspire learners by developing life
skills, applying effective pedagogies, and integrating ICT in
teaching. They also use assessments, conduct action
research, and value both local and global cultures to
enhance learning.
 4 Pillars of Education
Learning to Know – Gaining knowledge and developing the ability to think
critically, understand concepts, and build a foundation for lifelong learning.
Learning to Do – Applying knowledge and skills in real-life situations, developing
competencies, and preparing for work and life challenges.
Learning to Live Together – Fostering respect, empathy, and cooperation with
others, embracing diversity, and promoting peace and harmony in society
Learning to Be – Developing one’s personality, values, self-confidence, and ability
to act with autonomy, integrity, and responsibility.
 Skills of the 21st century teacher
1. Communication skills.
21st century teachers must have strong communication skills to
build interaction, collaboration, and understanding with learners.
They should be creative, flexible, and responsible, while fostering
critical thinking and problem-solving. Modern teachers also need
social, cultural, and technological literacy, along with values of
integrity and accountability, to prepare students for life and work
in a diverse, digital world.
2. Learning and innovation skills framework
Teachers should think critically and independently, solve problems
effectively, and be creative and innovative in teaching. They must
also communicate and collaborate well with diverse groups and
technology-driven individuals.
3. Information, Media, and technology skills Framework
Teachers must be information, media, and ICT literate.
They should discern reliable information, use various
forms of media effectively, and integrate digital tools to
enhance teaching and learning.
4. Life and career skill framework. And these included the
following:
A. Flexibility and adaptability,
Teachers must show flexibility and adaptability
in taking on different roles and responsibilities.
They should also be innovative, self-directed,
and able to plan and carry out tasks effectively.
 B. Social and Cross-cultural skills, this is also expected of a teacher who
should develop respect for cultural differences and work effectively with other
groups of individuals.
C. Productivity and accountability- Teachers or even students who possess
this kind of skills produce results. They know how to respect teamwork andcan manage
multi tasks.

D. Leadership and responsibility- Teachers are leaders, and could be managers at

the same time who could use their interpersonal and problem solving
skills with integrity and ethical behavior to influence and guide others.
 Diversity of Learners and Multicultural Education: A Challenge
to Global Teacher
Diversity of learners – students with diverse learning needs; includes socio-
economic, worldview, race, age, cultural, gender, sexual orientation, physical
abilities, cognitive abilities, life experiences, and developmental stage → requires
multiple approaches & differentiated instruction.

Culture – values, traditions, social and worldview shared by a group (history,

location, language, social class, religion).
Multicultural education by Patty Ramsey 1987 – perspective covering
culture, race, occupation, socio-economic status, age, gender, sexual
orientation, physical traits and needs.
 The Dimensions of Multicultural Education (James
A. Banks)
1. Content integration – use examples and content from a variety of cultures and groups to
illustrate key concepts, principles, generalizations, and theories. Infusion of ethnic and cultural
content must be logical, not contrived.

2. The knowledge construction process – teaching activities that help students understand
how cultural assumptions, perspectives, and biases influence knowledge.

Not just infusing ethnic content, but changing the structure and organization of school
knowledge. Teachers/students become knowledge producers, not just consumers.
3. Prejudice reduction – helps students develop positive and democratic racial attitudes.
Students understand how ethnic identity is influenced by schooling & dominant social
groups.

Gordon Allport’s theory: prejudice reduced when (1) cooperative contact, (2) equal
status, (3) sanctioned by authorities.

4. An equity pedagogy – teachers modify teaching to facilitate academic achievement of

diverse students. Use varied teaching styles consistent with cultural learning styles.
Assumes students bring many strengths from their cultural identity and background.
5. An empowering school culture – restructure school culture & organization for
equality among diverse groups.

Build relationships on mutual and reciprocal respect.

Reflected in school-wide goals, norms, cultural practices.

Create democratic structures with shared responsibility (teachers, parents, staff).

 The Global and Glocal Teacher
Global Education has been best described by two definitions:

[Link] (United Nations Educational, Scientific and Cultural Organization

Goal to develop countries worldwide & educate people in accordance with world
standards.
2. curriculum that is international in scope, preparing youth to function in one world
environment under teachers who are intellectually, professionally, and humanistically
prepared.
 Roland Robertson (1992) a sociologist, in his article “
Glocalization Time-Space and Homogeniety-Heterogeneity
suggests replacing the concept of globalization with the view
in mind to blur the boundaries between global and local.
Robertson offers to see the local as one aspect of
globalization, It may mean, a global outlook adapt or a local
outlook adapted to the global condition. Further he said that
the term glocalization means it is local culture which
assigns meaning to global influences and that the two
are interdependent and enable each other.
 Global Teacher

Incorporates global issues (multiculturalism, economic, environmental, social)

into curriculum.

Expands viewpoint beyond local classroom → students learn diversity &

global society role.

Global teachers in demand worldwide, even in developed countries for rural &
urban classrooms.
Global Competence in Teachers (NAFA:Association of International
Educators, 2015)

Knowledge of world, global issues, local impact, cultural backgrounds of

learners.

Intercultural sensitivity & acceptance of difference.

Incorporates global knowledge into classroom practice.

Develops learners’ skills, dispositions, and performances for global

competence.
 Distinct Characteristics of a GLOCAL Filipino Teacher
(Master Plan for Filipino Teacher, 2017)
• Cultural and Historical rootedness- can be discussed as building on the culture and
history of learners and the place.

• Ability to contextualize- this can be achieved through the use of local and indigenous
materials, context and pedagogy whenever appropriate.
• Excellence- both in personal and professional competence, leadership, technology,
Inovation and creativity.

• Responsiveness- this can be possible through social involvement and service,

learner-centeredness, respect and sensitivity for diversity and inclusiveness.
• Accountability and integrity- teacher being a positive role model with strong moral
character, committed and conscientious, credible, honest and loyal.

• Ecological sensitivity - teacher being resilient and a steward of the environment

for sustainability. • Nationalism/Filipinism- teacher should show for being responsible
citizen and upholding the Filipino identity amidst

globalization(glocalization)- Faith in the Devine Providence- teacher being

humane, just, peace-loving and respectful of human rights.
Thank You!