Chaerunnisa, Alifia (2024) EFL Teachers’ Beliefs and Roles in Teaching English Within the International Baccalaureate (IB) Framework in an Elementary School in Tangerang. Masters thesis, Universitas Terbuka.
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Abstract
This study investigates the beliefs and roles of English as a Foreign Language (EFL) teachers within the International Baccalaureate (IB) framework at an elementary school in Tangerang, Indonesia, grounded in sociocultural theory by Borg (2015) and the teacher roles model by Farrell (2011). A qualitative approach, using narrative inquiry, was employed. Data were collected through semi-structured interviews with six EFL teachers, classroom observations, and document analysis. The research tools consisted of interviews with six respondents and observations conducted across multiple sessions. Thematic analysis was applied to interpret the data. The findings demonstrate that the IB framework significantly influences teachers' beliefs and roles, encouraging a shift from traditional, teacher-centered approaches to more inquiry-based, student-centered practices. The first key finding highlights the challenges teachers encounter in balancing the academic demands of instruction with the holistic development of globally-minded students. The second finding emphasizes the positive effects of the IB framework on fostering critical thinking, collaboration, and intercultural understanding. These insights offer practical implications for educators, policymakers, and curriculum developers aiming to enhance EFL education in Indonesia's elementary schools through the IB framework.
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