This study is a survey research that clarified from interviews with teachers the reality of teacher education in the International Baccalaureate (IB). In Japan, MEXT promotes the IB, and the number of IB programs exceeds 200, requiring the training of teachers to teach in IB-accredited schools. In addition, even in schools that are not IB accredited, there is a current demand for teachers who aim to provide education similar to IB methods, such as emphasizing inquiry-based learning, and who work in general schools utilizing IB methods. The purpose of this study was to understand the implementation of the IBEC by focusing on the development of critical thinking.
In this study, five university faculty teachers involved in the implementation of the IB Educator Certificate (IBEC) were interviewed, and the results were analyzed using content analysis. The results revealed that the faculty teachers in charge of the IBEC promoted learning through methods similar to the IB up to the high school level, such as PYP/MYP/DP/CP. In terms of teaching practicum, the experience of independent inquiry promoted student learning.
