Transfer of learning from the IB Primary Years Programme Professional Development Model : a case study in the Lebanese context

Abstract

This research addresses the transfer of teacher learning during particular professional development events. Specifically, the study investigates the IBPYP (International Baccalaureate Primary Years Programme) professional development model‟s impact on teachers‟ practice in the Lebanese context. In Lebanon, teacher learning is mainly limited to pre or in-service training through one or more day‟s events. Research advocates embedded professional development as the model that more efficiently impacts teacher learning. Although he IBPYP workshop model fits into the form of a “one-shot” training event, this model advocates that the experience for teachers is “transformative” and impacts their learning and that of their students. This study, therefore, aims to investigate the impact of the IBPYP professional development model through the lens of reflective practices and follow-up. The research has been conducted through a qualitative instrumental case study approach. Data was gathered using reflective diaries, focus group interviews and surveys. The findings reveal that teacher learning did transfer to the classroom particularly when the learning outcomes of the workshops were explicit. The findings also revealed that these teachers utilized strategies of reflection and that the school follow-up was a determining factor in better transfer of learning from the workshop context to that of daily school life.