A framework for inquiry-based teaching in selected international baccalaureate schools
Date of Publication
Doctor of Philosophy in Education Major in Educational Leadership and Management
Educational Administration and Supervision
Br. Andrew Gonzalez FSC College of Education
Educational Leadership and Management
Roland Nino L. Agoncillo
Defense Panel Chair
Teresa P. Yasa
Defense Panel Member
Teresa P. Yasa
Jocelyn P. Cruz
Maria Virlinda Tee
Minnie Rose C. Lapinid
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.
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
1 computer optical disc; 4 3/4 in
Inquiry-based learning; International baccalaureate; Teachers
Banal, J. M. (2015). A framework for inquiry-based teaching in selected international baccalaureate schools. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/460