International Baccalaureate influence on continuing professional development: studying teachers’ career paths

Author(s):

Jesus Manso(presenting / submitting)Javier M. Valle(presenting)Rocío Garrido Bianca Thoilliez

Conference:

ECER 2015

Network:

01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 05 A, Mathematics Teachers Professional Development

Paper Session

Time:

2015-09-09

11:00-12:30

Room:

203.Oktatóterem [C]

Chair:

Oleg Popov

Contribution

There are many international frameworks that support the importance of teachers as a key element in the quality of education (OECD, 2005; Council of the European Union, 2009). Along with the selection and attraction of the best candidates (OECD, 2005; Barber & Mourshed, 2007, Auguste, B., Kihn, P., and Miller, M., 2010), the continuing Professional Development constitutes an essential element in the increasing and improving of students’ learning (Darling-Hammond & Lieberman, 2012).

On the other hand, there is a tendency to link teachers’ professional development with an individual process. Nevertheless, there is a wide range of evidence showing the relevance of the fact that this process must occur in the context of a shared culture, with common educational proposals that identify and support teachers in their task of teaching. Therefore, a sustained and evolving improvement of the teacher occurs (Little, 2012). International Baccalaureate (IB) is an example of it.

The International Baccalaureate promotes, since 1968, open mindedness based on understanding and respect. The IB encourages students to become active, compassionate, lifelong learners and offers opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning and intercultural understanding (Menéndez, 2015).

The IB offers today, four rigorous international programs to a community of more than 3,900 schools in 147 countries in the world. In the case of this paper we will focus on the Diploma Programme (set aside for students aged 16 to 18 years old, those who study a pre-university non mandatory education –ISCED 3-) and on the Middle Years Program (set aside for students from 12 to 16 years old, those who study Secondary School – ISCED 2-).

Teachers involved in the International Baccalaureate Programme receive specific training. IB professional development helps educators develop a deeper understanding of what it means to be an effective teacher, bringing them to the forefront of their field. The IB provides face-to-face, and online workshops, webinars, blended learning and e-learning resources, in-school, district or cluster workshops and regional conferences.

Considering everything that has been stated so far, the aim of this work is to understand the influence of teacher professional development within the International Baccalaureate program. To this aim the following objectives are set for this research paper:

a) Analyze the international frameworks regarding continuing education that the IB offers to its community of teachers

b) Analyze teachers’ degree of satisfaction with the IB training and programme

c) Understanding the perception of teachers’ professional development

Method

To achieve the aim and objectives set out above it is proposed an Ex-Post Factum study based on: documentary analysis focused in specific teacher training programs of IB teachers (target “a”); survey techniques to know the perceptions of teachers about their participation in DP or MYP (target “b”); case study methodology for an in-depth understanding of the perceptions (target “c”). This study was conducted with 24 teachers of Spanish state schools offering the IBDP and 10 schools offering the IBMYP. The first phase (corresponding to target "a") of the study is the documentary analysis that will generate a global knowledge of the teacher training model and its analysis compared to key international frameworks in this regard. The main sources of information are official documents provided by the IB. The survey phase (corresponding to the target "b") will be held in all of the 34 schools selected in the project and will seek the participation of DP and MYP teachers. This quantitative approach will be addressed by a specific questionnaire to teachers. This questionnaire has been piloted to verify the validity and reliability by appointed judges. The questionnaire includes questions relating to the following dimensions: identification of data, attitudes about their own work, vision of teaching, methodology, evaluation and planning and professional development activities. Out of these 34 schools, 3 were selected offering DP and 3 MYP in order to make the third stage of case studies. For the descriptive cases, the study will focus on case study methodology (Yin, 2014). This phase of the project involves conducting focus groups with teachers as well as one specific with IB coordinators at all schools. The purpose of this phase is to delve into some of the results derived from the questionnaires. We believe this approach is important in order to acquire a holistic and comprehensive analysis of the reality (Bisquerra, 2004). For the data analysis the research team has used Atlas.ti for the qualitative approach (documentary and focus group) and SPSS for the quantitative approach (survey).

Expected Outcomes

The international dimension of the IB offers teachers a broader view of education and an enhancement of their teaching practices which is directly related to their students’ learning outcomes. This work is aimed at transdisciplinary learning, citizenship and global contexts: ultimately international and universal trends which are of vital importance nowadays. The specific initial training and teachers performance is the first step in the necessary identification of the model. Teachers need to go through an initial training to become an IB certified teacher which allows her or him to teach at IB programmes. In addition, students at the IB DP and MYP programmes sit at an external examination which is assessed by the IB. These requirements promotes, among other things, a need for a lifelong professional development that starts from the teacher’s need to prepare their students as best as possible to pass the external examination which is very demanding. Not forgetting the learning community that emotionally and intellectually supports such professional development. The programme is tremendously enriched by the geographical scope in which it is applied. This means that both schools and teachers benefit from the methodologies, approaches and resources generated internationally without involving, the corresponding adjustment to the reality of each school. IB teachers have access to an online curriculum center where the IB community uploads very different types of teaching resources to share among their peers. Thus, the benefits of participation in the programme is not just for students (which is essential) but it is for everyone involved (management team, teachers, parents ...).

References

Auguste, B., Kihn, P., y Miller, M. (2010). Closing the talent gap: attracting and retaining top-third graduate to careers in teaching. London: McKinsey & Company, Social Sector Office. Barber, M., y Mourshed, M. (2007). How the World’s Best-Performing School Systems Come Out On Top. London: McKinsey & Company, Social Sector Office. Bisquerra, R. (coord.). (2004). Metodología de la investigación educativa. Madrid: La Muralla. Cohen, L., Manion, L. & Morrison, K. ( 2007). Research Methods in Education. New York: Routledge. Council of the European Union (2009). Council conclusions of 26 November 2009 on the professional development of teachers and school leaders. Official Journal of the European Union, C 302, 12.12.2009, p. 6-9. Darling-Hammond, L. & Lieberman, A. (eds.) (2012). Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development. US: Routledge, Taylor & Francis Group Little, J.W. (2012). Professional community and professional development in the learning-centered school. In Mary Kooy &Klaas van Veen (eds), Teachers learning that Matters: international perspectives (pp. 22-38). New York: Routledge. Menéndez, M. (2015). International baccalaureate: a supranational Curriculum for global citizens. Bordón 67(1), 179-192. OECD. (2005). Attracting, Developing and Retaining Effective Teachers - Final Report: Teachers Matter. Paris: OECD. Yin, R.K. (2014). Case study research: design and methods. London: SAGE.

Author Information

Jesus Manso (presenting / submitting)

Autonomous University of Madrid (Spain)

Javier M. Valle (presenting)

Autonomous University of Madrid (Spain)

Rocío Garrido

Madrid Open University (UDIMA)

Education

Torrelodones, Madrid

Bianca Thoilliez

European University of Madrid (Spain)

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