Author :
Abstract
The purpose of this study is to analyze the International Baccalaureate (IB) programme which spreads both in Turkey and the world, using qualitative method on the opinions of students, teachers, and administrators of the sole state high school in which the programme is applied. The data has been obtained by making face-to-face meetings with teachers and administrators individually, and by making focus discussions with students. At the same time, the atmosphere both in classroom and school has been observed and field-related notes have been taken. At the end of the study, it was determined that students attended the programme because they wanted to get a better education, improve their English level, and catch the opportunity to attend a foreign university; and as for the teachers, they wanted to improve themselves. The participants stated that although it has been difficult to carry out the programme together with the national programme, they achieved enough working habit to make it real. For the strong sides of the programme, students stated that the programme raises confident individuals, cares for performance and practice, presents both freedom and originality, and the teachers said that it allows students to gain ability, and make them practice often and the programme applies education by building and living it. The weak sides of the programme for the students are using mainly English culture in studies and for the teachers its limited inspection, lack of material, having no sharing and lack of time. The opportunities and threats of the programme have also been mentioned and the suggestions have been included at the end of the study.
Keywords
Abstract
The purpose of this study is to analyze the International Baccalaureate (IB) programme which spreads both in Turkey and the world, using qualitative method on the opinions of students, teachers, and administrators of the sole state high school in which the programme is applied. The data has been obtained by making face-to-face meetings with teachers and administrators individually, and by making focus discussions with students. At the same time, the atmosphere both in classroom and school has been observed and field-related notes have been taken. At the end of the study, it was determined that students attended the programme because they wanted to get a better education, improve their English level, and catch the opportunity to attend a foreign university; and as for the teachers, they wanted to improve themselves. The participants stated that although it has been difficult to carry out the programme together with the national programme, they achieved enough working habit to make it real. For the strong sides of the programme, students stated that the programme raises confident individuals, cares for performance and practice, presents both freedom and originality, and the teachers said that it allows students to gain ability, and make them practice often and the programme applies education by building and living it. The weak sides of the programme for the students are using mainly English culture in studies and for the teachers its limited inspection, lack of material, having no sharing and lack of time. The opportunities and threats of the programme have also been mentioned and the suggestions have been included at the end of the study.
Keywords
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