scholarly journals Teacher readiness in applying ATL skills in the International Baccalaureate Middle Years Programme Schools

2021 ◽  
Vol 10 (4) ◽  
pp. 1409
Author(s):  
Roziah Ramli ◽  
Mohd Isha Awang ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Approaches To Learning ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Middle Years ◽  
Teacher Readiness ◽  
Story Completion ◽  
Teaching Learning ◽  
Middle Years Programme

<p>This article aims to understand the challenges faced by teachers in implementing the Approaches to Learning Skills (ATL Skills) for the teaching of <em>Bahasa Melayu</em> (Malay Language) in the International Baccalaureate Middle Years Programme Schools (MYPIB) in Malaysia. This qualitative case study employed purposive sampling that involved six resilient teachers who were directly involved in the implementations of ATL Skills consisting of four <em>Bahasa Melayu</em> teachers, a MYPIB coordinator and ATL skills coordinator. Triangulation was used to compare data from different sources using semi-structured interviews, story completion tasks, and document analysis. Using the ATLAS.ti software as an aiding tool, thematic analysis was carried out to identify the themes that emerged from the codes. Findings showed that teacher readiness is a challenge that needs to be addressed in the process of applying ATL skills in the MYPIB implemented by the Malaysian Ministry of Education. Teachers still need courses and training to improve their mastery in the ATL skills application. This study provided implications to teaching and learning, and recommendations to teachers as well as the Ministry to make improvements in the effort to apply ATL skills in the teaching-learning processes at the MYPIB schools.</p>

scholarly journals Challenges of the International Baccalaureate Middle Years Programme: Insights for school leaders and policy makers

2021 ◽  
Vol 29 ◽  
pp. 137
Author(s):  
Anisah Dickson ◽  
Laura Perry ◽  
Susan Ledger
Keyword(s):  
Program Implementation ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
School Leaders ◽  
National Curriculum ◽  
Structured Interviews ◽  
Middle Years ◽  
Policy Makers ◽  
Leadership Challenges ◽  
Middle Years Programme

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum.  In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.  

scholarly journals Implementation of Competence-Based Learning Approach: stories of practices and the Tuning contribution to academic innovation

2015 ◽  
Vol 3 (1) ◽  
pp. 19 ◽  
Author(s):  
Anna Serbati
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Academic Innovation ◽  
Starting Point ◽  
Multiple Case ◽  
Student Centred Learning ◽  
Teaching Learning

<p>The rationale of the present paper is to investigate and stimulate a reflection on <em>the Tuning contribution to academic innovation </em>through the collection of case studies among some Tuning projects, focussing on methods and tools to implement successful and <em>innovative approaches to learning, teaching</em>, and assessment appropriate for <em>competence-based approach (CBA)</em>. In order to deepen these concepts, a conceptual framework on competence-based approach and student-centred learning will be presented, particularly focussing <em>teacher conceptions of teaching </em>as well as <em>pedagogical content knowledge </em>and their influence on teaching practices<em>. </em>The Tuning contribution in supporting academic innovation will then be deepened, through a <em>macro-level overview of the methodology</em>, and a synoptic table of cross-cutting themes identified across the Tuning projects will be the starting point of the empirical part of this study. Moreover, the <em>multiple case studies </em>conducted through semi-structured interviews with teachers from Higher Education Institutes involved in previous completed Tuning projects will be presented. Research design, sampling and data analysis will be described, and major findings will be presented. Results show a general understanding, but with different perspectives on the competence based approach as well as appropriate teaching and learning methods applied worldwide within the CBA framework. Outlines on the Tuning contribution to academic innovation in this framework will be offered, by identifying main strengths, weaknesses, threats and opportunities of the methodology. Suggestions and guidelines for future projects, training and researches of the Tuning Academy are provided for possible implementation, highlighting the relationship <em>between teaching, learning and research.</em></p>

scholarly journals Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context

2020 ◽  
Vol 6 (1) ◽  
pp. 36-40
Author(s):  
Miftahuljanah Kamaruddin ◽  
Mohd Effendi @ Ewan Mohd Matore
Keyword(s):  
Sustainable Development ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
Ministry Of Education ◽  
Middle Years ◽  
Global Issues ◽  
Learner Profile ◽  
Faculty Of Education ◽  
The Impact ◽  
Middle Years Programme

Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context   Miftahuljanah Kamaruddin* Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia [email protected] Mohd Effendi @ Ewan Mohd Matore Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia [email protected]     The impact of globalization has caused the inevitable challenges which demands education to emphasis on developing students holistically in both cognitive and non-cognitive aspects of learning. The United Nations 2030 Agenda for Sustainable Development Goals (SDG) promotes the role of education in promoting sustainable development. Goal 4 in SDG: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. Target 4.7 in SDG 4 emphasis on values education to develop students to be responsible citizens locally and globally. Nurturing global citizenship among students is crucial to ensure students are well equipped with appropriate skills, and being responsible and responsive to the local and global issues. However, students show moderate level of students’ knowledge, skills, and attitudes on global citizenship. The Middle Years Programme International Baccalaureatte (MYPIB) was introduced by Ministry of Education Malaysia in 2013 to develop students holistically through the development of International Baccalaureatte Learner Profile. The implementation of the MYPIB in International Baccalauretae World (IB) School Kementerian Pendidikan Malaysia has succeeded in nurturing International Baccalaureate (IB) Learning Profile among IBWS KPM students, thus, simultaneously promoting global citizenship among them. Keywords: IB Learner Profile; Global Citizenship; Middle Years Programme International Baccalaureatte

Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

2018 ◽  
Vol 17 (3) ◽  
pp. 262-285 ◽  
Author(s):  
Sandra Forrest
Keyword(s):  
Focus Groups ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
International Baccalaureate ◽  
Explicit Instruction ◽  
Continuing Professional Development ◽  
Approaches To Learning ◽  
Training Model ◽  
Summative Evaluation

This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epistemological beliefs and views regarding ATL. This study includes a discussion of the literature with reference to teachers’ beliefs, attitudes, values and knowledge, the role these play in teaching practices, the extent to which CPD may be able to influence them, and the elements of CPD which make teachers’ development more likely. Findings indicate that formatively assessing teachers’ development from CPD, and development itself, are ‘messy’ processes, as is trying to distinguish between ‘student-centred’ and ‘teacher-centred’ teaching in relation to facilitating self-regulated learning. Differences were identified in how experienced teachers, particularly those with Postgraduate Certificate in Education (PGCE) certification and new teachers, particularly those without a PGCE, reacted to CPD and developed in relation to the aims of CPD. However, these issues were mitigated over time by the CPD programme’s emphasis on collegiality and its coherence with previous CPD and IB standards for teaching and learning. Students’ increasing competence with, and acceptance of, student-centred teaching also made it easier for teachers to develop their practice, illuminating the nature of enculturation as a driver of learning. Importantly, formative assessment helped the researcher to understand the complex and incremental nature of teachers’ development as well as gain insights into how CPD contributed to that development. This investigation demonstrates that brief experiences of top down, whole school, ‘training model’ CPD can, indeed, enhance teachers’ student-centredness and facilitate explicit instruction of ATL skills, and illustrates the utility of using focus groups to formatively assess, and summatively evaluate, teachers’ CPD.

scholarly journals PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

2014 ◽  
pp. 170
Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Sao Paulo ◽  
São Paulo ◽  
State University ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

scholarly journals TEACHER'S DISTRIBUTION PATTERN AS DETERMINANTS OF EFFECTIVE TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS

2021 ◽  
Author(s):  
Scott Ekere ◽  
Ogunlade J Olurotimi ◽  
Adeleye J Olusola
Keyword(s):  
Secondary Schools ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Measuring Instruments ◽  
Ministry Of Education ◽  
Teachers And Students ◽  
Calculation Results ◽  
Implementation Stages ◽  
Senior Secondary Schools ◽  
Teaching Learning

The study investigated teacher’s demographic factors to ascertain teaching learning issues in Nigeria. As a descriptive survey, teachers and students in senior secondary schools in Ekiti State constituted the study population. The sample comprised of 288 teachers and 1920 students, randomly selected from 32 schools that were stratified, selected and drawn from 16 local government areas in Ekiti State. Four different measuring instruments were used to collect data. The data collected were subjected to statistical analysis using t-test. Findings from the documentary evidence revealed there is uneven distribution of teachers between sex and location, while statistical calculation results revealed that there is a difference between the effectiveness of male and female teachers as well as teachers from both urban and rural locations in the improvement of teaching and learning. The study recommended that government should do more to monitor implementation stages of its education policy with special regard to gender and locations of teachers. Serious and genuine implementation of policy is as important as its formulation. The inspectorate division of the ministry of education should take seriously the distribution of teachers and monitoring of what goes on in our classrooms, especially schools in rural areas where students expect ”miracle” passes.

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