Keser, Özlem2020-08-312020-08-312020-082020-082020-08-27http://hdl.handle.net/11693/53983Cataloged from PDF version of article.Thesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2020.Includes bibliographical references (leaves 77-88).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.xi, 103 leaves ; 30 cm.Englishinfo:eu-repo/semantics/openAccessInternational BaccalaureateLearner profile attributesEffective teacherIB teacher profileThesisB160410