Browsing by Subject "Learner profile attributes"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    International Baccalaureate teacher profile: insights from a continuum school
    (2020-08) Keser, Özlem
    Through a case study research design in an International Baccalaureate continuum school, this study explored teachers’ perceived profile attributes using qualitative and quantitative research methods. First, 83 teachers participated in a questionnaire that consisted of two parts. The results were analyzed and accordingly an interview was implemented with six teachers out of 83 participants. In the first part of the questionnaire, the majority of IB teachers in the case reported to be an inquirer teacher. However, in the second part of the questionnaire, teachers indicated they were capable of being knowledgeable more than the other attributes. These differences and other aspects of the questionnaire were discussed with selected interviewees to deepen the understanding in the case. The results of the study gave insights into International Baccalaureate teachers’ profile and teaching practices in relation to reflections about the International Baccalaureate Learner Profile. In light of these insights, the study provides suggestions for International Baccalaureate teachers, educators, administrators, and recruiters.
  • Thumbnail Image
    ItemOpen Access
    Learner profile attributes in IB teaching: Insights from a continuum school in Turkey
    (SAGE, 2022) Keser, Özlem; Altan, Servet; Lane, Jennie F.
    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.