Teachers’ perceptions, attitudes and concerns about the implementation of the International Baccalaureate program in one IB school in Astana

Abstract

The International Baccalaureate (IB) curriculum is the program that “offers a design for curriculum and instruction that is more challenging than traditional models, but which can produce deeper intellectual and emotional engagement in learning” (Erickson, 2012, p. 3). One component of the IB curriculum includes the “Learner Profile,” which provides clear and definite explanation of outcomes which is expected from students in terms of learning and is considered to be a core of the IB program and it encourages the development of higher order thinking skills among students. However, there are issues of implementing and assessing the IB program, particularly Learner Profile in the classroom by Kazakhstani IB teachers. The purpose of this study is to explore Kazakhstani teachers` understanding, attitudes and beliefs regarding the new IB program, and in particular the Learner Profile in order to better understand their concerns and challenges. The research question guiding this study is: What are Kazakhstani IB teachers’ understandings of the IB program and Learner Attributes? The researcher employed qualitative case study design in order to address the research question. One-on-one semi-structured interview, classroom observation, and document analysis were used for data collection. All the responses and filed notes were interpreted and written in the findings and discussion chapters.