Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Curriculum and Instruction

First Advisor

Mary Beth Schaefer

Second Advisor

Elena Jurasaite-O'Keefe

Third Advisor

Nancy P. Morabito

Abstract

This study examined the under-researched lived experiences of International Baccalaureate Diploma Program (IBDP) history teachers who had at least five years’ experience and worked in regions outside their home of origin. “Home of origin” refers to where each participant was born. In this study, I examined these experiences using a case study approach through a phenomenological lens. Four IBDP high school history teachers and I explored our lived experiences within a community of practice of two (“CoP of Two”). Within a CoP of Two, I was a participant-researcher. The purpose of this research was to examine IBDP history teachers’ lived experiences within a CoP of Two and to understand how positive, generative engagement helped us grow as learners. The transparency of our similar backgrounds and common understandings of the IBDP provided foundations for each case. A case study approach was used to complement phenomenological methods. Phenomenological inquiry within this shared CoP of Two helped us transact with our personal and practical knowledge and provided a situated space where legitimate peripheral participation (LPP) was fluid. This transactive engagement revealed personal and professional knowledge acquired through experiences as international educators, how participants singularly and together we grew as learners, and made meaning of participants’ curriculum approaches and relationships within the IB program.

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