Unveiling the First-Year Journey: A Phenomenological Inquiry into International Baccalaureate Diploma Programme Chemistry Teaching

Date

2025-09-09

Author

Öztürk, Gökhan
Inceçay, Irem

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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In today’s interconnected world, fostering cross-cultural communication, global perspectives, and values of unity and peace has become essential. International education plays a pivotal role in developing these qualities by encouraging international-mindedness and preparing students to tackle global challenges (IB, 2019). Established in 1968, the International Baccalaureate Diploma Programme (IBDP) is a globally recognized pre-university curriculum designed for students aged 16 to 19. It aims to cultivate inquiring, knowledgeable, and compassionate individuals through an educational framework emphasizing intercultural understanding and global engagement (Hill, 2012; IB, 2019). Among its offerings, the IBDP Chemistry course enhances critical thinking, problem-solving, and independent inquiry. Laboratory work, assessed through Internal Assessments (IA), is central to both Standard Level (SL) and Higher Level (HL) courses, differing in complexity and depth (Honeyman & Szell, 1977). Teaching in the IBDP involves balancing rigorous pedagogical, cultural, and professional demands as the program’s emphasis on holistic, inquiry-driven learning challenges educators to move from traditional methods to fostering critical thinking and intercultural understanding (Hill, 2012). Research highlights that IB teachers often experience heightened agency, satisfaction, and collaboration opportunities, strengthening their commitment to the profession (Culross & Tarver, 2011; May, 2018). However, teachers also face significant challenges, including high expectations, frequent curriculum updates, and substantial workloads (Halıcıoğlu, 2008; Mayer,2010). While some feel empowered by these demands (Culross & Tarver, 2011), others struggle with cultural differences and limited institutional support, emphasizing the importance of targeted professional development (Halıcıoğlu, 2008).The early years of teaching in the IBDP can be especially challenging. Novice teachers must adapt to the curriculum’s complexities, rigorous assessment requirements, and diverse classroom settings (Genon, 2022). This steep learning curve is often exacerbated by the absence of formal mentoring, leading to isolation and stress (Mayer, 2010; Taylor, 2019). Despite these obstacles, many novice teachers find motivation in the program’s emphasis on inquiry-driven, student-centered learning (Cook, 2017). Structured mentorship, professional learning communities, and IB workshops, such as Category 1 training for beginners, play a vital role in equipping teachers with the skills and confidence to meet the program’s demands (IB, 2019). Induction programs aligned with IBDP philosophies further ensure consistency and coherence in teaching practices (Taylor, 2019).

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https://hdl.handle.net/11511/117632

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Department of Mathematics and Science Education, Conference / Seminar