国际文凭课程中的专业学习

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rosamund Whaley
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引用次数: 0

摘要

四项国际文凭(IB)课程为世界各地的中小学提供了一种以探究和概念为导向的教 学方法。这种教育理念往往与教师以往的培训和经验不同,但对于教师的持续专业发展如何应对理解和实施 IB 课程的挑战,却鲜有研究。本现象学研究探讨了在不同国际学校工作的七位经验丰富的国际文凭项目教师的专业 学习经历。研究结果对教师的生活经历进行了丰富的叙述,表明虽然国际文凭组织的官方研讨 会有助于教师理解国际文凭项目的某些方面,但要深入理解和有效实施国际文凭教育理念, 还需要持续的、嵌入工作岗位的学习。本研究表明,社会建构主义理论如何为教师和学校探索一系列正式和非正式的学习选 择提供了基础,以促进个人和集体对国际文凭教育理念的理解和实施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Professional Learning in the International Baccalaureate Diploma Programme
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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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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