The Effects of Designing a Transdisciplinary Inquiry-based Curriculum on Pre-service Teachers: A Case of International Baccalaureate

Gürkan, Burcu

doi:10.15390/eb.2020.9334

Cited by 3 publications

(5 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The participants stated that PYP created a strong communication and cooperation context in their communication with eacher other and department activities and that this firm communication and cooperation was essential to practice PYP. According to the studies with similar results, teachers believe that there are some changes in their way of cooperation and getting in touch with school community and that PYP contributes to positive school climate and culture (Dix and Gregory, 2020;Gough et al, 2014;Gürkan, 2020;Seheryeli and Gelbal, 2020). It could be said that collaborative planning meetings and cooperating at all stages of the education process that PYP has introduced creates team spirit and cooperative learning culture at school.…”

Section: Discussionmentioning

confidence: 95%

“…Savage and Drake (2016) considers teachers' philosophy and attitudes are central to PYP practices as teachers design and maintain the teaching process within the framework of understanding they believe. As PYP curricula are student-based, it is crucial for teachers to shape their philosophical understanding in this respect (Gürkan, 2020). Based on these findings, it can be concluded that PYP's impact on employees' job satisfaction is shaped in line with teachers' professional perspective and expectations.…”

Section: Discussionmentioning

confidence: 97%

See 1 more Smart Citation

An Analysis of a School’s PYP Accreditation in Terms of System Elements

Adiyaman¹,

Özmantar

2021

IJELS

View full text Add to dashboard Cite

This research is a qualitative case study aiming at analyzing the effects of accreditation on school system elements. Accordingly, interviews were conducted with administrators and teachers at an IB-PYP accredited school. There are questions directed towards understanding the impacts of the accreditation on the elements of open system in the semi-structured interview form used for the data collection tool in the interviews. Thematic analysis was utilized as the data analysis method. Inputs, process, outputs, feedback and envirionment elements of open system were used as the data analysis framework. According to the study results, the administrators and teachers think that accreditation has positive effects on the school system. However, the school community’s attitude, the staff’s professional competency, communication and teamwork skills have a decisive role in the formation of these positive effects and successful implemation of the program. Moreover, it could be stated that schools devise strategies to manage the dilemma they encounter among the national system, exam pressure and the program’s objectives, and learning outcomes.

show abstract

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 97%

An Analysis of a School’s PYP Accreditation in Terms of System Elements

Adiyaman¹,

Özmantar

2021

IJELS

View full text Add to dashboard Cite

show abstract

“…The findings of the study show that the PYP requires strong communication and cooperation between administrators and teachers in their relationships with each other and in group work. It is believed that the PYP has a share in this effect, which we might call a positive school climate (Dix & Gregory, 2020;Gough et al, 2014;Gürkan, 2020;Seheryeli & Gelbal, 2020). Here, it should be mentioned that unless administrators understand the concepts, values, and practices of the PYP, it is difficult for the program to be accepted within the school and accelerate its development (Day et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Research studies conducted in Turkey emphasized certain variables such as assessment and evaluation (Seheryeli & Gelbal, 2020), student achievement (Kocabaş & Akkök, 2007), teacher competencies (Gürkan, 2020;Uçman, 2019), learning-teaching processes (Özkanoğlu, 2015; Ülker, 2015), effective school characteristics (Koca & Ünal, 2018;Uçman, 2019) and school culture (Akdoğan, 2014). However, there does not appear any study that explicitly and thoroughly addresses the effects of accreditation on all elements of the school as proposed by the system approach.…”

Section: Statement Of Problem and Research Questionsmentioning

confidence: 99%

Impact of Accreditation on Schools: An examination in Terms of Open System Elements

ADIYAMAN¹,

Özmantar

2023

Participatory Educational Research

View full text Add to dashboard Cite

This study aims to examine the effect of accreditation on schools in terms of open system elements. For this purpose, the research was designed as a multiple-case study. Three private primary schools accredited by International Baccalaureate Organization's Primary Years Program (PYP) were chosen as cases. The data were collected through interviews, observations, and documents. The data were analyzed using Katz and Kahn's Open System Theory with a thematic analysis method. Although the three schools have different characteristics, it has been observed that the PYP has similar and positive effects on the system elements. The formation of these positive effects and the successful implementation of the program was observed to be dependent on the attitude of the school community towards the accreditation program. The findings also suggested that the professional competence of the staff as PYP practitioners, the adaptation of change, communication, and team skills played a decisive role. Teachers and administrators working in PYP schools reported that they experienced tension in aligning the national curriculum with the PYP and balancing academic success expectations with the program's achievements. To cope with such tensions, it is argued that schools that want to be accredited need to analyze their realities in terms of the school vision, economic conditions, and parent expectations. It is suggested that schools will benefit better and manage the accreditation process successfully when relevant evaluations, before the start of accreditation studies, are performed on sustainability, cost-benefit, and readiness of the school community.

show abstract

“…Publications in indexed journals are not abundant, and many of them deal with IB in general, without specifying a programme. 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).…”

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

View full text Add to dashboard Cite

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.

show abstract

The Effects of Designing a Transdisciplinary Inquiry-based Curriculum on Pre-service Teachers: A Case of International Baccalaureate

Cited by 3 publications

References 50 publications

An Analysis of a School’s PYP Accreditation in Terms of System Elements

An Analysis of a School’s PYP Accreditation in Terms of System Elements

Impact of Accreditation on Schools: An examination in Terms of Open System Elements

International Baccalaureate Primary Years Programme: a systematic review

Contact Info

Product

Resources

About