A framework for inquiry-based teaching in selected international baccalaureate schools

In the era of 21st century learning, teachers play a vital role not only in the development of knowledge but more so in the development of 21st century skills. The main focal point in developing such skills can be centered on the teachers application of inquiry-based teaching, a learner-centered ped...

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Main Author: Banal, Jennifer Mapua
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Language:English
Published: Animo Repository 2015
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Online Access:https://animorepository.dlsu.edu.ph/etd_doctoral/460
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_doctoral-14592024-06-18T00:26:25Z A framework for inquiry-based teaching in selected international baccalaureate schools Banal, Jennifer Mapua In the era of 21st century learning, teachers play a vital role not only in the development of knowledge but more so in the development of 21st century skills. The main focal point in developing such skills can be centered on the teachers application of inquiry-based teaching, a learner-centered pedagogy, which has been a practice in a number of International Baccalaureate (IB) Schools. Hence, this study focused on the substantive area on understanding inquiry-based teaching in selected International Baccalaureate Schools.The study sought to answer the following questions: 1) How do teachers in specific inquiry-based teaching schools understand the inquiry-based teaching concept? 2) How do professional and personal background, experiences, or circumstances hinder or encourage understanding inquiry-based teaching? 3) How do skills and competencies hinder or encourage effective inquiry-based teaching? and 4) What issues and concerns do teachers face in adhering to inquiry-based teaching methods?In conducting the study, the researcher applied the multiple case study of Robert Yin (2004), and the case participants involved administrators and teachers who are experienced practitioners of the inquiry-based teaching method. The five (5) participants have extensive background and work experience in the progressive education notably from selected International Baccalaureate schools. In-depth interviews were conducted and analysis of data were done through constant comparison of the relationships between and among the incidents as described in each case.The results of the study revealed the emergent framework for understanding inquiry-based teaching with the following core themes: 1) Technical/Pedagogical Competence 2) Life-long Learning 3) Drive for Excellence 4) Holistic Thinking 5) Genuine Love and Care for Children 5) School Leadership / Culture.The implications of this framework for understanding inquiry-based teaching would be beneficial not only to International Baccalaureate (IB) Schools but to local schools both in the private and public education, which will be primordial in the implementation of K-12 education in the Philippines.The framework will serve as a guide for teachers in understanding inquiry based teaching. On the aspect of leadership and management, it will be contributory to instructional supervision and the development of curriculum with the elements and dimensions of inquiry-based teaching molded into a framework with interwoven themes that will serve administration in a more clear direction of learner-centeredness.As this research focused on case subjects in International Baccalaureate (IB) schools, future research could be expanded to include non-IB schools that have been applying inquiry-based teaching methods. 2015-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_doctoral/460 Dissertations English Animo Repository Inquiry-based learning International baccalaureate Teachers Educational Administration and Supervision
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Inquiry-based learning
International baccalaureate
Teachers
Educational Administration and Supervision
spellingShingle Inquiry-based learning
International baccalaureate
Teachers
Educational Administration and Supervision
Banal, Jennifer Mapua
A framework for inquiry-based teaching in selected international baccalaureate schools
description In the era of 21st century learning, teachers play a vital role not only in the development of knowledge but more so in the development of 21st century skills. The main focal point in developing such skills can be centered on the teachers application of inquiry-based teaching, a learner-centered pedagogy, which has been a practice in a number of International Baccalaureate (IB) Schools. Hence, this study focused on the substantive area on understanding inquiry-based teaching in selected International Baccalaureate Schools.The study sought to answer the following questions: 1) How do teachers in specific inquiry-based teaching schools understand the inquiry-based teaching concept? 2) How do professional and personal background, experiences, or circumstances hinder or encourage understanding inquiry-based teaching? 3) How do skills and competencies hinder or encourage effective inquiry-based teaching? and 4) What issues and concerns do teachers face in adhering to inquiry-based teaching methods?In conducting the study, the researcher applied the multiple case study of Robert Yin (2004), and the case participants involved administrators and teachers who are experienced practitioners of the inquiry-based teaching method. The five (5) participants have extensive background and work experience in the progressive education notably from selected International Baccalaureate schools. In-depth interviews were conducted and analysis of data were done through constant comparison of the relationships between and among the incidents as described in each case.The results of the study revealed the emergent framework for understanding inquiry-based teaching with the following core themes: 1) Technical/Pedagogical Competence 2) Life-long Learning 3) Drive for Excellence 4) Holistic Thinking 5) Genuine Love and Care for Children 5) School Leadership / Culture.The implications of this framework for understanding inquiry-based teaching would be beneficial not only to International Baccalaureate (IB) Schools but to local schools both in the private and public education, which will be primordial in the implementation of K-12 education in the Philippines.The framework will serve as a guide for teachers in understanding inquiry based teaching. On the aspect of leadership and management, it will be contributory to instructional supervision and the development of curriculum with the elements and dimensions of inquiry-based teaching molded into a framework with interwoven themes that will serve administration in a more clear direction of learner-centeredness.As this research focused on case subjects in International Baccalaureate (IB) schools, future research could be expanded to include non-IB schools that have been applying inquiry-based teaching methods.
format text
author Banal, Jennifer Mapua
author_facet Banal, Jennifer Mapua
author_sort Banal, Jennifer Mapua
title A framework for inquiry-based teaching in selected international baccalaureate schools
title_short A framework for inquiry-based teaching in selected international baccalaureate schools
title_full A framework for inquiry-based teaching in selected international baccalaureate schools
title_fullStr A framework for inquiry-based teaching in selected international baccalaureate schools
title_full_unstemmed A framework for inquiry-based teaching in selected international baccalaureate schools
title_sort framework for inquiry-based teaching in selected international baccalaureate schools
publisher Animo Repository
publishDate 2015
url https://animorepository.dlsu.edu.ph/etd_doctoral/460
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