Glocalization: An Emerging Approach in Teacher Education

Due to the increasingly complex and rapidly changing world, teachers’ role has continuously been changing and they have to open their eyes to the reality of the world. Particularly in Sulu, pedagogical and technological development in education are remained outdated and traditional. Yet, changes in the past 20 years for the environment, employment, relationships, health and wealth, in society, safety, culture, communication, and even the values demonstrated by society’s leaders. We could argue that virtually everything has changed and that students today think, act and understand things differently from how their parents did. The same with the changes happens in educational context today which the teachers need to “think globally and act locally”. This papers anchored on the view that glocalization in education is the effective approach for the nation to catch up with the trends at par with other developed nations. It is presumed the education today has changed so much, it is appropriate that we look at what teachers need to do in order to prepare young people for the modern world, with its increasingly complex and rapidly changing future. This is the effective approach to make our educational environment in Sulu more relevant to the society. Therefore, the teachers must be updated and research-oriented which help our government toward promoting quality education in Sulu and the country as a whole. This paper is solely based on the secondary data. The different sources of data are journal articles, websites, books, reports of various organizations, articles published in international and national papers, etc. This paper gives a brief description of the glocalization in education as an approach to education. Hence, the main objective of this paper is to highlight the glocalization in education as an approach toward achieving quality education which covers changing nature of education, glocal teacher and glocal teachers’ edge.


Introduction
Due to the increasingly complex and rapidly changing world, teachers' role has continuously been changing and they have to open their eyes to the reality of the world. To do this, they have to ask themselves this question " what can a 15-year-old do or experience today that they could not do when they were 15?" Given a few minutes to think about this , they will come with the series of responses such "mobile pohones", "Facebook", "Youtube", "Laptop computers" and so on. It is clear that teachers recognise that there has been substantial change in the types of technology available to young people today, most of which we as adults feel less comfortable about than they do. However, when they are probed further, they come to recognise that it is not just technology that has changed, but pretty much everything else too, some of it on the back of technology, but other things not so. Consider changes in the past 20 years for the environment, employment, relationships, health and wealth, in society, safety, culture, communication, and even the values demonstrated by society's leaders. We could argue that virtually everything has changed and that children today think, act and understand things differently from how their parents did. The same with Open Access Indonesia Journal of Social Sciences http://journalsocialsciences.com/index.php/OAIJSS the changes happens in educational context today which the teachers need to "think globally and act locally". Hence, the term Glocalization is emerged.

Changing Nature of Education
With the dazzling changes we experience today, the nature of education is also affected by these. For mor e than a decade, The term Globalization is still a buzzword remained a prominent hot button issue.
Although some worry it has become cliché (e.g. Held et al, 1999;Denis, 2010), some believe it has had both positive and negative impacts on society (e.g. Denis, 2010;Yang, R. & Qiu, F-F., 2010); many scholars would strongly agree that the idea of globalization is ubiquitous, yet it remains influential. This is true not only in the fields of economics, science, politics, culture, but also in the job market as well as in higher education (Rothenberg, 2003;Ramalhoto, 2006;Wu, 2004;Douglass, 2005;Denis, 2010;Schröttner, 2010;Brown, 2003).

Who is a Glocal Teacher
With the emerging roles of the teachers in the classroom, they are tagged as the glocal teachers. William Pinar (2004), an American curriculum theorist, argues that being informed is not equivalent to being educated. Information must be tempered with intellectual judgment, critical thinking, ethics, and self-awareness. In this case, self-awareness, as one's positioning within a global society and local realities, is of the essence as it accounts for glocal awareness. Choudaha (2012) uses the term glocals, referring to a new sector of students as "people who have global aspirations, but need to stay local". Such students have aspirations to become globally competent but, for various reasons (financial constraints, insufficient academic merit, or family obligations), are unable to experience overseas education. In short, glocal students are looking for quality global education, leading to a good career or career advancement without moving far from home.

Glocal Teachers' Edge
Education and teaching need to learn pupils and society to deal with future challenges. The challenges faced today are both of global and local character. The relation between the global and local can be described as a "Glocal" perspective.

Conclusion
In this so called fast-changing world, teachers must be adept in coping up with the trends brought about by the new perspective in education. Emergence of this perspective, the "Glocal perspective", is the great challenge to every teacher. This has a great impact on the economic, state-of-the-art technologies, telecommunications, media, culture, and higher education in the country and throughout the world.
Hence, the traditional approach is insufficient without shifting to glocalized approach to education.
To address the gaps of educational perspective, First, the roles of the teacher education in this continuously and rapidly changing world should be given emphasis where educational leaders can understand the principles and concepts of glocalization as an approach toward quality education.
Second, glocal teacher must have the enough understanding of transforming the 21st century goals and skills. Third, glocal teachers must have the edges to cope up the challenges of the new perspectives i n educational contexts.
Given the chance to apply these principles and concepts, teachers and educational leaders in this era of modern world should be fanatically aim to be willing and able to "think globally and act locally". By doing so, they should not stand in mediocrity in any form and concur to anyone who accept the idea of maintaining the normality of educational environment. The 21st century educational leaders should strive for the best.