Teacher Education and the International Baccalaureate: Where Is the Evidence?

Lalwani, Sanjay; Fox, Jillian L.

doi:10.1007/978-981-15-4124-7_10

Cited by 3 publications

(5 citation statements)

References 20 publications

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“…Although the number of IB schools keeps increasing, the research on IB curriculum is still limited. According to Lalwani & Fox (2020), there are 200 journal articles between 2009 -2019, and this number is worrying because the number of researches does not follow the increase of IB schools increase. Therefore, this research aims to discover the IB English curriculum from the assessment context.…”

Section: Ib English Curriculummentioning

confidence: 99%

“…Since then, the IB curriculum has been widely implemented in many countries. Although the number of IB schools keeps increasing because of the increasing trend of international education, there is still limited research covering IB curriculum in practice (Lalwani & Fox, 2020), especially for the assessments. Assessment is a vital part of education that has an essential role in judging and evaluating teaching and learning success.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, this study attempts to explore teachers' conception on language assessment in a specific setting of the IB curriculum. Although the number of IB schools keeps growing every year, the research investigating the IB curriculum is still considerably limited, with only around 200 journal articles available from 2009-2019 (Lalwani & Fox, 2020). Most of the available journal articles covering IB curriculum discuss the curriculum from an international education context.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level

Maryono

Purnawarman

Sukyadi

2021

ELTF

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Assessment as an essential part of teaching and learning might be perceived differently by teachers, whereas teachers' conception of assessment influences strategies and implementation of assessment. The International Baccalaureate curriculum is one of the international curricula widely used with its own assessment principles and implementation. This research aims to explore how teachers in IB secondary schools perceive English assessment in IB curriculum. By implementing a mixed-method approach, six teachers from five different IB secondary schools and two teachers from one IB secondary school participated in the questionnaire and interview. From the data, this research revealed that teachers perceive English assessment in IB curriculum as a valid and reliable means to improve teaching and learning, school accountability, and student accountability. The teachers also believe IB curriculum objectives have been well embedded in the English assessment process. Although the teachers have a positive perception of the assessment process in IB curriculum, several challenges are found, primarily in giving an authentic and personalized assessment. To solve the challenges, the teachers collaborate and share about the assessment practices they conducted in classes. Further research can be done to explore the perception of English assessment in IB curriculum from the students' point of view.

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Section: Ib English Curriculummentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level

Maryono

Purnawarman

Sukyadi

2021

ELTF

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“…International Baccalaureate Curriculum (IB Curriculum), which was founded in Geneva, Switzerland, is one of the curricula used in many countries, including Indonesia. One of the reasons for the increasing number of IB schools is that the interest in international education programs that provide students the foundations and essential skills for a globalized world has also been increased (Lalwani & Fox, 2020). IB curriculum began its program from the Diploma Program (DP) for students ranging from 16-18 years old in 1968.…”

Section: Introductionmentioning

confidence: 99%

“…Although the number of IB schools keeps increasing, research concerning IB curriculum is still relatively limited. According to Lalwani & Fox (2020), there are only around 200 journal articles covering the IB curriculum issues from 2009-2019, and most of the studies explored IB curriculum from an international education context. They also added that the number of research is worrisome comparing to the increase of IB schools every year worldwide.…”

Section: Introductionmentioning

confidence: 99%

An analysis of International Baccalaureate – English Language Curriculum for Middle Year Program

Maryono

Emilia

2022

PAROLE J. Linguist. Edu.

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The IB Curriculum, which was initially founded in Switzerland, is used globally. Many schools in Indonesia also apply this curriculum, and the number keeps growing. This paper will present the results of a study aiming to investigate the ideology, model, and elements of the International Baccalaureate (IB) curriculum, specifically the English (Language Acquisition) curriculum for the Middle Year Program (secondary school). The study has been given shape by the theory of curriculum development. The study employed a case study research design, especially text analysis. The results show that the English IB curriculum applies a learner-cantered ideology with collaborative learning to build students’ communicative skills. It also has been influenced by a deductive model proposed by Tyler. Moreover, the elements also confirm Tyler’s rationale, consisting of objectives, the content, learning activities or learning experiences designed to achieve the objectives various types of assessments and evaluations.

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Professional Learning in the International Baccalaureate Diploma Programme

Whaley

2024

Jnl of Research in Internatl Education

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The four International Baccalaureate (IB) programmes provide an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB programmes. This phenomenological study explored the professional learning experiences of seven experienced IB Diploma Programme teachers working in different international schools. The findings provide a rich narrative of the teachers’ lived experience to show that, while official IB workshops are helpful in developing understanding of certain aspects of the Diploma Programme, ongoing, job-embedded learning is also required for deep understanding and effective implementation of the IB educational philosophy. This study shows how the theory of social constructivism provides a foundation for exploring a range of formal and informal learning options for teachers and schools to develop individual and collective understanding and implementation of the IB educational philosophy.

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Teacher Education and the International Baccalaureate: Where Is the Evidence?

Cited by 3 publications

References 20 publications

Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level

Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level

An analysis of International Baccalaureate – English Language Curriculum for Middle Year Program

Professional Learning in the International Baccalaureate Diploma Programme

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