Sidra Rashid, EDN 519

Post World War I -1920s:

Colonial teachers and the colonial Trends in education were traditional: Between 1949-69 (Hill 2001):
classroom. Teachers were native
speakers. Memorization & same content for all Mid-1960s: The Conference of Internationally-
Essential ICT literacies exclusive to Hermetic subjects Minded Schools attracted support
the colonial elite. IQ tests A group of teachers from the International School of from national and international
Didactic Teacher-centered Geneva (Ecolint) created the International Schools schools, with the aim of
Academic intelligence Examinations Syndicate (ISES), which would later furthering world peace. These
Norm-referenced become the International Baccalaureate Organization were the first promoters of the
Machine-scored tests (IBO) headquartered in Geneva, Switzerland and was concept of an international
Translation (languages) founded in 1968 education certificate for teachers.
Closed classrooms Post-colonial: Early IB influencers:
National perspective
Expatriate teachers were Robert Leach: The original promoter of the IB,
given privilege over local who organized the Conference of
teachers. On-line learning, Internationally-minded Schools (1962) where
access to hegemonic global the term International Baccalaureate was first
Global civil society: network of learning. English mentioned. He developed a contemporary
as the global language of history syllabus and exam, which promoted
Teachers are representative of the community, teaching in local language and sharing a
transnational culture. The Changing Face of communication. critical inquiry. This pedagogy was applied to all
IB Diploma Programme subjects and later to
Teachers have a range of cultural experiences, yet share similar beliefs and values International Teachers the MYP and PYP.
Alex Peterson: Instrumental in the
(Duckworth et al., 2005)
formation of the International
Teachers develop globally minded students Baccalaureate Organization (1968)
Contribute positively to meet challenges raised by cultural and linguistic diversity Worldwide communities becoming
and the driving force behind IB
Knowledgeable about educational systems worldwide increasingly diverse leading to
curriculum design. First Director
Encourages students to use their first language for personal, social and academic teacher training and the 7 standards General (1968 1977) and First
reasons. for International Teacher certification honorary member of the
Plans differentiated learning experiences (ITC) (Snowball 2004). The system organizations Council of Foundation
Acculturation, rather than assimilation (Carlos Cortes, 1994: 22-35) Teacher employs recognizes teachers for their (1983 1988)
strategies that facilitate academic achievement of students from diverse cultural specialized knowledge, skills and
groups. experience and provide recruiters
Teacher is familiar with international student characteristics greater assurance of the teachers
Teacher is culture-sensitive and skilled in supporting students and parents to tackle they employ.
the rise in worldwide mobility (e.g. Germany having 7 million foreign residents Trends in education are progressive: Globalization (Global economy + Global ideology)
compared to 2.5 million in 1970, worldwide no. of migrants increased from 85
million in 1975 to 154 million in 1990 and 175 million in 2000) Critical analysis Between 1996 to 2006:
Teacher deals proactively with Third-culture kids with transition programs to Student choice
Annual growth rate of IB schools was 11.85%, with Asia
support students and parents Transdisciplinary curriculum
Pacific having the highest compound annual growth rate
References:
Teacher acts as a role-model in developing internationally-minded students Range of skills testing
of 15.96% (IBO, 2006)
Teacher is a reflective practitioner who continually evaluates his/ her own choices Constructivism
and actions through professional portfolios, initiating action research projects and Child-centered Expatriate teachers with a variety of cultural experiences
professional journals. As per David Perkins Smart Schools (1995: 222), The Education of the whole child & proficiency in English. Teachers begin to offer
International teacher must not only pursue self-examination but throw the door Criterion-referenced multiple perspectives and interpretations of a free-
open to collegial interaction around their teaching AV and AL (languages) flowing curriculum. Global chat rooms and email
Open plan rooms exchanges. ICT as a capitalist tool in the transfer of
Multiple perspectives capital, goods and services.