Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’

Poole, Adam

Abstract

This article presents findings from a case study that explored the way Sophie, an expatriate International Baccalaureate Diploma art teacher in an internationalised school in Shanghai, China, interpreted and implemented the International Baccalaureate Learner Profile. The findings challenge the view that the Profile exerts a regulatory force on teachers’ behaviour by showing that Sophie not only reshaped the Profile according to her beliefs about teaching and learning, but also resisted what she perceived to be underlying patriarchal and westernising discourses. Findings suggest that the notion of a regulatory discourse should focus on both the Profile as text and also what could be called the lived Profile. Finally, this article offers tentative recommendations for professional development that incorporate both the Profile as text and the lived Profile.

Citation

Poole, A. (in press). Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’. Journal of Research in International Education, 16(3), https://doi.org/10.1177/1475240917742534

• Journal Article Type: Article
• Acceptance Date: Oct 25, 2017
• Online Publication Date: Nov 24, 2017
• Deposit Date: Dec 14, 2017
• Publicly Available Date: Dec 14, 2017
• Journal: Journal of Research in International Education
• Print ISSN: 1475-2409
• Electronic ISSN: 1741-2943
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 16
• Issue: 3
• DOI: https://doi.org/10.1177/1475240917742534
• Keywords: Learner Profile, international education, regulatory discourse, cultural scripts for teaching and learning
• Public URL: https://nottingham-repository.worktribe.com/output/896526
• Publisher URL: http://journals.sagepub.com/doi/10.1177/1475240917742534