International Baccalaureate Teacher Education Program Report Analysis

This report examines the International Baccalaureate (IB) teacher education program, focusing on its structure, goals, and benefits. The report highlights how IB programs aim to enhance teachers' skills, enabling them to meet the diverse needs of learners and integrate international teaching abilities. It discusses the importance of global awareness and subject knowledge, emphasizing the need for international training programs for teachers. The report details the systematic process followed by IB in redesigning programs and provides recommendations for teacher education, including the importance of preservice training. The author reflects on the impact of the program on their own teaching philosophy, classroom experience, and ability to address global issues. The report concludes by summarizing the benefits of IB programs for both educators and students, emphasizing the role of IB in preparing students for a globalized world and enhancing learning abilities. The report also references several academic sources to support its findings.

International
Baccalaureate Education

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
TASK...............................................................................................................................................1
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
International Baccalaureate (IB) is a non- profit foundation which conducted some
international educational programs for the individuals so that they can improve their social,
intellectual, emotional and personal skills. They perform such operations in order to improve
their growth at work environment. In order to conduct any program, it is necessary that all
schools should be linked to the IB (Resnik, 2012). The present report is based on a scholar’s
article in which International Baccalaureate conducted an educational program for all teachers so
that their learning abilities can be enhanced.
TASK
International Baccalaureate is going to conduct the teacher’s educational programs so that
they will be able to meet the needs of different learners. This current article is also focused on
the integration of international teaching abilities and learning framework. After attending the
education program, many faculty members get be able to know about diverse range of
opportunities which will help them in providing effective course education to their students. IB
formulate a purpose to provide knowledge to all educators so that they become highly skilled and
knowledgeable. Through this, they can affect student’s behaviour, attitude, emotional and social
for some achievements. Now a days, many organizations and educators go for
internationalization teaching education program so that rapidly changing requirements can be
met (Wells, 2011). Globalization is one of the factors which can influence the human lives in
more powerful manner and due to the same, education system also gets affected in a negative
way. Subject knowledge is one of the global issue as few teachers have no idea regarding to the
particular subject then due to this they will not be able to provide proper education to their
students.
The global awareness regarding to the subjects should be there in all students of schools
and institutes, as for this it is necessary to conduct international training programs for all
teachers. A systematic process will be followed by institutions so that program can be redesigned
and all candidates will be able to know about the principles and practices of International
Baccalaureate. The first step is to explore current principles and after that connection is get
established between IB and teacher’s education. Some experienced teachers are targeted and
when this will be happened then partnership will be formed and then effective decisions will be
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made which will help them in developing some effective programs for the educators (Jonietz and
Harris, 2012). The final stage is to continuously preparing for IB teachers. Some
recommendations are also made for the education of teachers and other policy stakeholders.
Some principles are there which have been followed by International Baccalaureate as
they redesign the programs for different areas like bilingual, elementary, middle, secondary and
early childhood school. This decision is based on two needs where one is the core competency of
educators and another is work collaboration of educators with children. To establish any type of
program, it is necessary to develop some set of goals so that a direction can be established for
other people (Shaunessy, Suldo and Friedrich, 2011). Due to the growing of some IB schools,
now it seems to be important to include some global education as this plays an important role in
the society. In the past, there was one school in United States which offer IB training education
but now, every school is offering this so that their students will be prepared for the global scene.
After reading given article, I came to know about the importance of internationalization
teaching for both; students and teachers. I also get to know about this that when school will
conduct any program then they sshould be authorised with the International Baccalaureate (IB)
as if without this they will not be able to conduct any kind of program. The whole information is
very useful for me as being a teacher of a school I can suggest them about this so that they can
also conduct some effective programs for their own staff members. Along with this, I came to
know regarding to the sequential process which will be used by IB at the time of designing an
educational program.
There are many more literatures which are conducted on the topic from which it can be
analysed that an educational program is essential for the teachers as through this, students will
also be able to know about global issues which can help them in creating a base (Lee, Hallinger
and Walker, 2012). The gap has been identified after reading other literatures that every school
or educational institute should consider the preservice for teacher so that they will be able to get
training at International Baccalaureate. So, being the teacher, I will prefer to conduct some
educational programs at my institutional area so that aim can be accomplished which is specified
at the time of establishment. This will also affect the teaching philosophy which is related to my
own values related to learning and teaching field. This will be highly connected to my field of
area as when such kind of programs will be conducted at my school premises then I will be able
to know about some practices. Along with this, my knowledge will get enhanced and I will be
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able to know about global issues. Through this, my learning experience will get enhanced and
then after that, I will be able to deal with every individual appropriately.
When all such practices will be happened then due to this my class room experience will
get enhanced as I can deal with each and every student regarding to their queries. When I will be
able to resolve queries of students then due to this my knowledge will also get increased and
along with this, they will also be able to know about different aspects related to the subject. But
on the other hand, it is time consuming process as this will take more time in order to implement
programs. When time will be consumed then people will not have enough time to provide
education to the students.
CONCLUSION
From the above carried out analysis, it can be summarized that there are many public and
private International Baccalaureate (IB) world schools. It is necessary to conduct some practices
for the educators of different schools in order to enhance teaching as well as learning abilities. If
these will be implemented, then all students will get to know about the global scene which can
help them in creating a base relating to a subject. Furthermore, this will help me in enhancing my
learning power.
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REFERENCES
Books and Journals
Resnik, J., 2012. The denationalization of education and the expansion of the International
Baccalaureate. Comparative Education Review. 56(2). pp.248-269.
Wells, J., 2011. International education, values and attitudes: A critical analysis of the
International Baccalaureate (IB) Learner Profile. Journal of Research in International
Education. 10(2). pp.174-188.
Jonietz, P.L. and Harris, D. eds., 2012. World yearbook of education 1991: International schools
and international education. Routledge.
Shaunessy, E., Suldo, S.M. and Friedrich, A., 2011. Mean levels and correlates of perfectionism
in International Baccalaureate and general education students. High Ability Studies,
22(1), pp.61-77.
Lee, M., Hallinger, P. and Walker, A., 2012. A distributed perspective on instructional leadership
in International Baccalaureate (IB) schools. Educational Administration Quarterly. 48(4).
pp.664-698.
Hayden, M., 2011. Transnational spaces of education: The growth of the international school
sector. Globalisation, societies and education. 9(2). pp.211-224.
Niss, M. ed., 2013. Cases of assessment in mathematics education: An ICMI study (Vol. 1).
Springer Science & Business Media.
Tarc, P. and Beatty, L., 2012. The emergence of the International Baccalaureate Diploma in
Ontario: Diffusion, pilot study and prospective research. Canadian Journal of Education.
35(4). p.341.
Online
What is International Baccalaureate?. 2017. [Online]. Available through:
<https://www.greatschools.org/gk/articles/what-is-ib-international-baccalaureate/>.
[Accessed on 28th September 2017].
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