Exploring the foundational pillars of the International Baccalaureate (IB) through pre-service teacher experiences during B.Ed. practica

The International Baccalaureate (IB) is experiencing rapid growth, resulting in demand for IB teachers in both public and independent schools. Since teaching IB requires specific knowledge of the language and pedagogy of the IB programmes, initial teacher education programs are well-positioned to prepare pre-service teachers to teach IB. This paper shares the results of a study conducted following the completion of an IB Educator Certificate by pre-service teachers attending a Canadian initial teacher education program, where their experiences during practica in mostly public IB schools were reflected upon and documented in relation to IB philosophy. Several themes were identified and explored, including IB and the perception of elitism; stress experienced by IB students and teachers; and the variability of programme implementation from school to school and even between subjects within one school.