Teaching Intercultural Understanding in Australian International Baccalaureate (IB) primary schools

This thesis explores the implementation and challenges for teachers teaching Intercultural Understanding through International Baccalaureate Primary Year Programme. A convergent mixed method approach was used in this study, it involves a content analysis of key IB documents (n=8), PYP school guide (n=1), teachers’ lesson plans (n=6), a Qualtrics questionnaire in IBPYP schools world-wide (n=226), and a case study in an Australian IBPYP school with teacher interviews (n=6) to provide a comprehensive analysis. The resultant findings are relevant for informing the practice of in-service teachers, pre-service teachers, and initial teacher education, as well as school leaders and curriculum and policy developers.