International education, values and attitudes: A critical analysis of the International Baccalaureate (IB) Learner Profile

2011 ◽  
Vol 10 (2) ◽  
pp. 174-188 ◽  
Author(s):  
John Wells
Keyword(s):  
International Education ◽  
Critical Analysis ◽  
International Baccalaureate ◽  
Learner Profile

scholarly journals "What's in it for me?"

2021 ◽  
Author(s):  
Ingrid Skirrow
Keyword(s):  
International Education ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
Mission Statement ◽  
Educational Institution ◽  
School Librarian ◽  
School Librarians ◽  
Whole School ◽  
Learner Profile ◽  
Primary Years Programme

The International Baccalaureate organisation (IB), with headquarters based in Geneva, Switzerland continues a world-wide expansion of their three educational programmes. An understanding of, and involvement with the programmes to support the school community is vital for the school librarian in those school which are considering adoption of any of the programmes. The three IB programmes encompassing teaching and learning from 3 years to 19 years are:- the Primary Years programme ( PYP); Middle Years Programme (MYP); and the Diploma Programme ( DP). The IB “Standards and Practices” guide the Authorisation process for IB World Schools and these in turn can effect and direct the way libraries and librarians are used. The IB mission statement, the IB Learner Profile and programme specific documentation guide a ‘continuum of international education’ being promoted by IB World Schools. Some aspects of these areas will be explored in the context of possible changes for the school librarian. ‘What is in it for me?’ will be answered through challenging school librarians to become part of a whole school learning initiative based on International Baccalaureate principles of inquiry and internationalism, and to possibly rethink their role through developing collaborative practices in their educational institution.

scholarly journals Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’

2017 ◽  
Vol 16 (3) ◽  
pp. 248-264 ◽  
Author(s):  
Adam Poole
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
Art Teacher ◽  
Beliefs About Teaching ◽  
Learner Profile ◽  
The Way ◽  
International Baccalaureate Diploma

This article presents findings from a case study that explored the way Sophie, an expatriate International Baccalaureate Diploma art teacher in an internationalised school in Shanghai, China, interpreted and implemented the International Baccalaureate Learner Profile. The findings challenge the view that the Profile exerts a regulatory force on teachers’ behaviour by showing that Sophie not only reshaped the Profile according to her beliefs about teaching and learning, but also resisted what she perceived to be underlying patriarchal and westernising discourses. Findings suggest that the notion of a regulatory discourse should focus on both the Profile as text and also what could be called the lived Profile. Finally, this article offers tentative recommendations for professional development that incorporate both the Profile as text and the lived Profile.

Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness

2016 ◽  
Vol 15 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Victoria Wasner
Keyword(s):  
Service Learning ◽  
International Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
International Schools ◽  
Ivory Tower ◽  
Pedagogical Approach ◽  
Effective Pedagogy ◽  
Key Terms ◽  
International Baccalaureate Diploma

International mindedness and global citizenship are two key terms within international education, which underpin much of the discourse within the International Baccalaureate Diploma Programme. This article proposes how a participatory approach to education for international mindedness and global citizenship can help educators within international schools to encourage students to think critically about reality beyond their ‘ivory tower isolation’, questioning the inequalities in the world that surrounds them. The article shows how the use of a critical, participatory pedagogy within the field of service learning can be employed in order to explore what global citizenship and international mindedness mean in the context of the International Baccalaureate Diploma Programme. The article also proposes that this participatory, critical inquiry involves engaging students as researchers as an effective pedagogy in order to bring about new knowledge and understandings relating to the concepts of global citizenship and international mindedness.

Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective

2019 ◽  
Vol 18 (3) ◽  
pp. 257-273
Author(s):  
Niranjan Casinader ◽  
Lucas Walsh
Keyword(s):  
International Education ◽  
Student Outcomes ◽  
International Baccalaureate ◽  
Research Study ◽  
Modern Society ◽  
Teacher Expertise ◽  
Cultural Education ◽  
Teacher Capacity ◽  
Primary Years Programme ◽  
Cultural Reality

It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.

Character education in schools implementing national curriculum and international baccalaureate

10.26539/1387 ◽  
2018 ◽  
Vol 1 (3) ◽  
pp. 192
Author(s):  
Hotmaulina Sihotang ◽  
Stevanie Datrix
Keyword(s):  
High School ◽  
Data Analysis ◽  
Character Education ◽  
Social Services ◽  
Research Method ◽  
International Baccalaureate ◽  
National Curriculum ◽  
Self Concept ◽  
Self Management ◽  
Learner Profile

The purpose of the study was to evaluate the implementation of the character education program of Junior and Senior High School Victory Plus School using the national curriculum and International Baccalaureate. The research method used is mix method. The result of data analysis showed that the average self-concept score was 2.65 (less good); self-management is 2.73 (good); and social services is 2.73 (good) in the implementation of courageous, honest, active, mindful, innovative, open minded, and nobel (champion) value. The value of champion is relevant to the value of the national curriculum character but the value of hard work, religion, democracy, the spirit of nationality, and the love of the homeland have not yet appeared. The balanced and reflective values in the learner profile are not yet visible.

Teaching for international mindedness in Chicago Public Schools International Baccalaureate humanities classes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charles Tocci ◽  
Ann Marie Ryan ◽  
David C. Ensminger ◽  
Catur Rismiati ◽  
Ahlam Bazzi Moughania
Keyword(s):  
Public Schools ◽  
Mixed Methods ◽  
Phase I ◽  
Classroom Practice ◽  
International Baccalaureate ◽  
Chicago Public Schools ◽  
Two Phase ◽  
Content Type ◽  
Sequential Mixed Methods ◽  
Learner Profile

PurposeThe International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's “Learner Profile,” which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness.Design/methodology/approachThe project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis.FindingsWe find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation.Originality/valueUltimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of “international mindedness” as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.

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