IB教学中的学习者档案属性：来自土耳其一所连续体学校的启示

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2022-11-18 DOI:10.1177/14752409221139051

Özlem Keser, Servet Altan, J. Lane

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引用次数: 0

摘要

本文介绍了土耳其一所K-12学校的案例研究结果，该学校的教师们对国际文凭学习者档案属性如何与他们自己的实践相关有着共同的看法。在讨论这些属性的相互依存性时，教师们认为，作为一名询问者是有效的国际文凭教师最有价值的属性。所有年级的参与者都认为，思想开放和反思是重要的特征。尽管调查很重要，但参与者都认为他们最有能力实现知识渊博的特点。学校和教师教育工作者可以利用为本研究开发的概念框架来培养教师的特质，帮助学生成为具有跨文化理解的全球公民。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Learner Profile Attributes in IB Teaching: Insights from a Continuum School in Turkey

This article presents findings from a case study of a K-12 school in Turkey where teachers shared perceptions of how the International Baccalaureate Learner Profile attributes related to their own practice. While discussing the interdependency of the attributes, teachers considered that being an inquirer is the most valuable attribute for effective International Baccalaureate teachers. Participants at all grade levels believed that being open-minded and reflective were important attributes. Despite the importance of inquiry, participants shared that they feel most capable of implementing the attribute of being knowledgeable. The conceptual framework developed for this study may be used by schools and teacher educators to develop attributes of teachers who can help students become global citizens with intercultural understandings.

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

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.