From educational experiment to an alternative to the national programme. International Baccalaureate Programmes in Poland – policy and practice perspectives

Leek, Joanna

doi:10.1080/03057925.2020.1777842

Cited by 7 publications

(4 citation statements)

References 25 publications

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“…Tugluk (2020) tries to test the effectiveness of a twelve-week science teaching programme using enquiry as a methodological strategy. Steffen & Bueno-Villaverde (2018), Güler & Yaltırık (2011), Karnes & Nugent (2003) and Kauffman (2005) explore in their works the implementation processes of the PYP in different schools, as well as its strengths and weaknesses and the differences between schools, since as authors including Kidson et al (2018), Leek (2020) and Suresh & Mahajan (2021) point out, the context in which each school is located means that the implementation of the programme must be individualised and must address the particularities and needs of each school. Another theme included in the review is the establishment of professional learning communities through the involvement of organisations external to the school (Sperandio & Kong, 2018) which, following authors such as Thessin & Starr (2011), facilitate and encourage the creation and development of such communities.…”

Section: Resultsmentioning

confidence: 99%

“…Gürkan (2021) experimented in Turkey with transdisciplinary curriculum design with pre-service teachers emulating the collaborative curriculum programming work that takes place in IB schools. In the last five years, there have been several research studies analysing the implementation of IB in specific countries (Kidson et al, 2018; Leek, 2020; Suresh & Mahajan, 2021), the higher education trajectory of students who have studied in IB schools (Mack et al, 2019), or the role of teachers who teach in IB schools (Bunnell et al, 2020; Walton et al, 2016). The only systematic review conducted in this area, although not specifically on PYP but on IB in general, is the one conducted by Ben-Jaafar et al (2023) in which 295 papers published from 1967 to 2018 were analysed, with an emphasis on IB brand development, IB student academic success and IB international identity.…”

Section: Introductionmentioning

confidence: 99%

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International Baccalaureate Primary Years Programme: a systematic review

Bores-García

González-Calvo

Martín

et al. 2023

Jnl of Research in Internatl Education

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This article arises from a systematic review of the International Baccalaureate (IB) Primary Years Programme (PYP). Four databases were consulted, and after the application of inclusion and exclusion criteria, 21 articles were selected and analysed in the following categories: year and author, country, type of research, participants, purpose and results. The results show a growth in PYP research in recent years, coming from several countries around the world, using mainly qualitative or mixed methodologies with small samples of teachers, students, administrators and families in IB schools. There is great variety in the purposes of the studies, the most representative being comparative analysis of the implementation of the programme, the use of a language for IB teaching other than that of the country in which the school is located, and the treatment of interculturality. These studies find differences in the ease of implementation of the programme depending on the context and geographical location of the schools, and also highlight the benefits of the programme for intercultural education and foreign language learning. Some tensions can be observed between the PYP curriculum and national policies, and also in the training and predisposition of teachers towards this particular methodology. More research is needed on the academic benefits of the PYP in comparison with other methodologies that are also working well at the curriculum level.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

International Baccalaureate Primary Years Programme: a systematic review

Bores-García

González-Calvo

Martín

et al. 2023

Jnl of Research in Internatl Education

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“…Aunque el IB en un principio se visualizó pensando en este tipo de migración invisible, como son, las familias diplomáticas de los países del norte global (Portnoit, 2016), en la actualidad no es exclusivo para este tipo de colectivo. La presencia del IB concurre a nivel mundial y sirve a familias locales de clase media alta (Resnik, 2016) y también en instituciones públicas en países como Polonia (Leek, 2022a); Argentina, Chile, Ecuador (Resnik, 2016) y; España (Alonso & Garrido, 2018). El IB, al ser considerado un programa de excelencia académica, ha sido implementado por iniciativa de entidades locales en comunidades minoritarias y sin recursos económicos en forma de becas dirigidas al alumnado que se destaca por sus talentos (Perna et al, 2015).…”

Section: Enfoque Globalistaunclassified

Programa del Diploma del Bachillerato Internacional en Cataluña. Excelencia y Compromiso Global

Bohorquez

Violant‐Holz

2023

Rev. complut. educ

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Introducción: La actual sociedad postpandemia exige al sistema educativo el reto de preparar al alumnado del bachillerato que sepa adaptarse de manera competente y flexible a las situaciones cambiantes, sobrellevadas y del día a día. El propósito de este artículo es describir los enfoques internacionalista y globalista de la educación internacional, con el fin de poner de manifiesto las competencias que el alumnado que cursa el Programa del Diploma del Bachillerato Internacional supuestamente tiene a las puertas del acceso a la universidad. Método: A partir del análisis documental de la información disponible respecto a misión y visión que desprenden las páginas web de los colegios participantes de Cataluña (España) que ofrecen el Programa del Diploma del Bachillerato Internacional y de la página web oficial de la Organización del Bachillerato Internacional entre los meses de mayo 2020 y noviembre 2021. Resultados: En relación con la presencia del Programa del Diploma en Cataluña, los resultados muestran un crecimiento significativo en la última década, en particular, en colegios privados de la provincia de Barcelona. En cuanto a la interpretación de la educación internacional, los colegios participantes, visualizan como eje central desde el enfoque globalista, el éxito del alumnado y, desde el enfoque internacionalista, la apertura de la mentalidad como valores principales en sus propuestas educativas. Discusión/Conclusiones: Se concluye que la preparación del alumnado que accede a la universidad como meta, con un supuesto YO desde la mirada y lineamientos del Bachillerato Internacional, académico, personal y profesionalmente es preparado ante un mundo internacional y global que no siempre es el reflejo de lo que se entiende por enfoque globalista e internacionalista de la educación internacional.

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“…Research on teacher learning in international schools in Poland is gaining popularity in particular due to (1) the deregulatory policy of establishing international schools after the socio-political changes of the 1990s, (2) the growing demand for internationally validated programmes among students that come to Poland from abroad, and (3) a growing aspiration among students and their parents for a wider selection of programmes to choose from compared to the limited choices available in Poland during the communist era (Leek, 2022). In expanding the education market in Poland, the most significant growth in the international school context was noticed with the appearance of new types of international schools within the public education sector, providing international programmes for local families seeking an alternative for their children (Leek, 2022). Research on international programmes has been conducted so far mainly in relation to students and schools as socio-cultural organizations (Doherty, Shield, 2012;Edwards, Underwood, 2012;Lee et al, 2014;Maire, 2021;Outhwaite, Ferri, 2017;Resnik, 2014;Siskin, Weinstein, 2008;Tarc, 2009;Theokas, 2013;Wright, Lee, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mutual Learning Community: Teachers’ Opinions about Their Learning Possibilities in Schools Implementing International Programmes

Rojek

Leek

Kosiorek

et al. 2023

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The purpose of the study is to identify teachers’ opinions on their learning opportunities in schools implementing the following international programmes in Poland: International Baccalaureate (IB), Advanced Placement (AP), and International General Certificate of Secondary Education (IGCSE). The study was conducted using the diagnostic survey method on a group of 103 teachers. The theoretical basis was Wenger’s (1998) model of learning in communities of practice, which assumes that adult learning (in this case, teachers) can be analyzed in four areas: (1) Belonging, (2) Doing, (3) Becoming, and (4) Experiencing. Therefore, the socio-cultural situation of teachers and their common but specific educational practices conditioned by the specificity of international schools were adopted. The results show that teachers do not feel fully prepared to work after graduation, they use the knowledge and skills acquired in the workplace more often than that acquired during studies, and international programmes create favourable conditions for their learning and professional development. Teachers form a learning community at three levels: school, national, and international. Thus, they form a type of community of communities that Wenger calls a ‘constellation’.

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From educational experiment to an alternative to the national programme. International Baccalaureate Programmes in Poland – policy and practice perspectives

Cited by 7 publications

References 25 publications

International Baccalaureate Primary Years Programme: a systematic review

International Baccalaureate Primary Years Programme: a systematic review

Programa del Diploma del Bachillerato Internacional en Cataluña. Excelencia y Compromiso Global

Mutual Learning Community: Teachers’ Opinions about Their Learning Possibilities in Schools Implementing International Programmes

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