Internationalisation in Action: Exploring the Voices of IB DP Graduates Studying in Local Universities in South Korea

Autor/inn/en	Park, Jung-Won; Hong, Won-Pyo
Titel	Internationalisation in Action: Exploring the Voices of IB DP Graduates Studying in Local Universities in South Korea
Quelle	In: Educational Review, 74 (2022) 1, S.114-130 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1939657
Schlagwörter	Student Attitudes; Advanced Placement Programs; High School Students; International Schools; Teaching Methods; Undergraduate Students; Educational Background; Educational Experience; Context Effect; School Culture; Educational Philosophy; Educational Principles; Educational Policy; Educational Change; Curriculum Development; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; International school; Internationale Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Vorbildung; Bildungserfahrung; Schulkultur; Schulleben; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Politics of education; Bildungspolitik; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Korea; Republik
Abstract	The IB DP is widely perceived as a globally recognised, outstanding international curriculum by a growing number of education scholars and policymakers in South Korea. Recently, education authorities from certain provinces have taken steps to adopt the IB DP in public high schools, contending that the programme will improve and galvanise teaching practices to be student-centred and inquiry-based. It is important to emphasise, however, that this ambitious belief lacks empirical research evidence. To address such research gaps, this study interviewed 13 Korean graduates who participated in the IB DP from a wide range of international schools and currently attend higher education institutes in Korea. Major findings revealed that, contrary to the dominant perceptions in Korea (and probably elsewhere), the participants had ambivalent feelings about the curriculum and instructions of the IB DP. Findings also demonstrated that the participants' experiences of the international curriculum were affected by local contextual factors such as school ethos, academic culture and belief systems, not just by the educational philosophy of the IB DP. As findings portrayed gaps between the academic principles of the IB DP and experiences of students, this study contends both Korean policymakers and international scholars to carefully consider the potential implications of enacting the IB DP in local school systems. As curriculum change is nestled within a web of global-local dynamics, more context-specific knowledge is needed to understand how students will participate in the IB DP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01