Teachers’ Perspectives Implementing Inquiry-Based Learning in the International Baccalaureate Primary Years Program

Abstract

The International Baccalaureate Primary Years Program (IBPYP) curriculum for students ages 3–12 is implemented using inquiry-based learning. However, there is a lack of understanding of primary international teachers’ perspectives about implementing inquiry-based learning in this setting. This basic qualitative study's purpose and research question addressed the identified lack of understanding about international IBPYP teachers’ perspectives in an urban setting in the International Baccalaureate Africa, Europe, and Middle East region about their implementation of inquiry-based learning. The Reggio Emilia approach served as the conceptual framework of this study. Data were gathered from 11 participants through semi-structured interview questions, triangulated through a researcher journal, audit trail, and thick descriptions during a deductive and inductive coding process. The results of this study indicated six themes emerging from the data: how teachers plan their units, training required, the flexibility of curriculum, student-centered instructional strategies, maintaining a learner-centered focus, and limitations to implementation. The findings of this study could help educators improve their implementation of the inquiry-based learning component of the IBPYP and aid administrators in evaluating the school schedule and teacher training. Recommendations include studies focused on how teachers implement inquiry-based learning and administrators’ role related to implementation, which could create positive social change with future educators meeting the learning outcomes reported in past studies about the IBPYP.