Curriculum Beyond Borders: Exploring the IB Influence on Educational Practice
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This qualitative study examines the experiences of five teachers in International Baccalaureate (IB) schools following the introduction of IB into Korea's public education system. Through semi-structured interviews, it investigates two key questions: (1) How do teachers in Korean public IB schools implement the IB curriculum, and in what ways do these experiences reshape their professional practices and identities? (2) What challenges do teachers encounter during IB implementation, and how do these challenges impact their engagement with IB philosophy and instructional methods? The findings highlight increased autonomy for teachers and students, a collaborative culture, and shifts in educational philosophy, as teachers transitioned from implementers to curriculum designers, redefining their professional identities. However, participants also faced substantial challenges, including increased workloads, conflicts with parents, and language barriers, which at times impeded their alignment with IB’s philosophical goals. This study critically underscores the need for comprehensive support systems, ongoing professional development, and responsive administrative structures to address these barriers and sustain effective IB implementation. These insights contribute to refining educational reforms and informing future directions for IB programmes in public education.
Abstract
This qualitative study examines the experiences of five teachers in International Baccalaureate (IB) schools following the introduction of IB into Korea's public education system. Through semi-structured interviews, it investigates two key questions: (1) How do teachers in Korean public IB schools implement the IB curriculum, and in what ways do these experiences reshape their professional practices and identities? (2) What challenges do teachers encounter during IB implementation, and how do these challenges impact their engagement with IB philosophy and instructional methods? The findings highlight increased autonomy for teachers and students, a collaborative culture, and shifts in educational philosophy, as teachers transitioned from implementers to curriculum designers, redefining their professional identities. However, participants also faced substantial challenges, including increased workloads, conflicts with parents, and language barriers, which at times impeded their alignment with IB’s philosophical goals. This study critically underscores the need for comprehensive support systems, ongoing professional development, and responsive administrative structures to address these barriers and sustain effective IB implementation. These insights contribute to refining educational reforms and informing future directions for IB programmes in public education.
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