01 SES 05 A, Mathematics Teachers Professional Development
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
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.
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