Inspecting the Impact of the International Baccalaureate (IB) Educator’s Certificate on Pre-Service Teacher Development Using Actor Network Theory
DOI:
https://doi.org/10.55016/ojs/jet.v1i58.81348Abstract
Abstract: The International Baccalaureate (IB) is one of the fastest-growing education systems globally, resulting in increased demand for trained and qualified IB teachers. This demand has resulted in initial teacher education programs offering IB Educator Certificates (IBEC) in partnership with IB to both pre-service and in-service teachers. This study explores the impact of the IBEC on pre-service teacher development through discussions of global competencies. Two groups of participants, one who completed IBEC and one who did not, are compared. Data were collected in group interviews immediately following practicum and were explored using Actor Network Theory. Initial teacher education programs were considered complex networks with various human and non-human actants contributing to teacher development and identity. This study concludes that IBEC does impact pre-service teacher development and offers suggestions for initial teacher education programs offering external certifications, such as IBEC, to pre-service teachers.
Downloads
Published
Issue
Section
License
The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.
Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.
