What is it about?
It looks at the ways in which experienced teachers who come to teach in International Schools are affected by working in an environment where the IB curriculum is dominant.
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Why is it important?
It is an important study for two reasons: first, it looks at the ways in which experienced teachers have their professional identity re-shaped by working in an IB curriculum school--most of the previous research on teacher identity relates to newly-qualified, rather than experienced, teachers; and, secondly, it looks at this issue in the context of the growing importance of International Schools around the world.
Perspectives
My hope is that this paper will stimulate further research and thought about whether, and how, experienced teachers are affected when they come new as teachers to a school.
Michael Fertig
University of Bath
Read the Original
This page is a summary of: The institutionalisation of schools and the implications for identity of experienced teachers: the case of International Baccalaureate World Schools, Cambridge Journal of Education, September 2019, Taylor & Francis,
DOI: 10.1080/0305764x.2019.1661972.
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