Teachers' Perceptions of Reflective Practices Within an International Baccalaureate Primary Years Programme

• Main Author: Hardwick, Gail C
• Format: Others
• Language: en
• Published: ScholarWorks 2019
• Subjects: International Baccalaureate; perceptions; Primary Years Program; reflection; reflective practices; tecacher; Education; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching
• Online Access: https://scholarworks.waldenu.edu/dissertations/6331; https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=7610&context=dissertations

The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.