Doerksen, Catherine G.

Abstract: The purpose of the qualitative phenomenological study was to explore the perceptions, beliefs, and assumptions of elementary schoolteachers related to implementing the International Baccalaureate Primary Years Programme (IB PYP). Semistructured qualitative interviews were conducted with 17 PYP teachers in a private school in a large urban center in central Canada. The study involved answering two research questions. R1 asked the following: What conceptual changes do primary schoolteachers experience in the process of adopting the IB PYP? R2 was as follows: What are the elementary schoolteachers' perceptions of the implementation of the IB PYP? The modified van Kaam method of analysis put forward by Moustakas (1994) was used to analyze the data. Eight themes emerged from the data analysis. Four key themes (change of thinking, instructional practices, teacher openness, and time) addressed R1, and four key themes (dialogue collaboration, professional development, school leadership, and school structure) addressed R2. Implications for schoolteachers included collaborating with colleagues within the school and in the larger educational community, including online forums and involvement in ongoing professional development. Implications for school leaders implementing a new reform included ensuring professional dialogue and collaborative planning occurred within the regular school schedule, providing ongoing professional development for all PYP teachers, allowing time for teachers to grapple with a new philosophy and to experiment with the reform in the classroom, establishing a school culture that supports and sustains change; and providing literature on the new reform that translates academic theory into practical understandable terminology.

Key words: Education, International Baccalaureate, School reforms, Self-efficacy

总 结：

1、定性的现象学研究的目的是探讨观念,信仰和假设相关的小学教师对国际学士学位小学项目(IB PYP) 的实施，主要采用半结构式定性访谈，访谈对象是17位在加拿大中部大型城市中心的私立学校的PYP老师。

2、本研究涉及两大问题：小学教师在接受IB PYP的过程中做了什么样的概念转变？什么是学校教师对实施PYP的基本期望？

3、使用修改后的van Kaam分析模式(1994)进行数据分析，得到八个主题。有四个关键主题(改变思维、教学实践、教师开放性和时间)解决第一个问题,有四个关键主题(对话协作、专业发展、学校领导,学校结构)处理第二个问题。

4、研究结论：实施IB PYP对教师的影响，包括在学校和在更大的教育社区与同事合作,包括网上论坛和参与持续的专业发展。影响学校领导实施新的改革包括发生在小学项目实施中的确保专业对话与协作计划,为所有PYP老师提供持续的专业发展,教师允许时间应对新思想和实验课堂改革,建立一个支持和维持变化的学校文化;并提供将学术理论转化为实际的可能。

来源：University of Phoenix. Dec 2013, ISBN: 9781267940445, 279p.