Teacher conceptualizations and enactments of international-mindedness in Primary Years Programmes in Australian and Singaporean IB World Schools
Trevor McCandless, Julianne Moss, Mark Rahimi and Harsha Chandir—Deakin University (Australia)
This study is based on interviews and observations in two International Baccalaureate (IB) Primary Years Programme (PYP) schools—an international school in Singapore and a Catholic systemic school in Melbourne, Australia. Researchers also conducted a survey of teachers in all PYP schools in Singapore and in Victoria, Australia. The aim of the study was to understand how international-mindedness (IM) is conceived by teachers and how they seek to integrate IM into their lessons. The study highlights both the situatedness of learning and the power of the learner profile (LP) to provide a structure for the development of IM.