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INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME VISUAL ART TEACHING COMMUNITIES IN PAKISTAN
Syed Faizaan Ahab
While the interest in International Baccalaureate (IB) authorization is higher than ever; with twenty nine schools running in the country, the Pakistani IB community is fairly limited in terms of number, dynamics and experience. With the growing IB network it is important for Pakistani IB teacher communities to engage in professional development and collaboration for more effective teaching and learning. The study aims to investigate the current state of structured IBDP Visual Art teaching communities and how can they set a context for professional development and practice in Pakistan.
Based on the literature review, the study explores the dynamics of teaching communities with a qualitative research design while attempting to understand and analyze the experience of IBDP Visual Art teachers implementing the programme. The analysis is based on responses to in-depth, semi structured interviews with school leadership, coordinators and Diploma Programme (DP) visual art teachers from five identified IBDP authorized schools in Pakistan. It includes the experiences of various stake holders in the practice and implementation of the programme, identifies the challenges they are facing and suggests possible solutions for collaboration and networking, professional development, and effective practice and programme implementation.