| In 2010, the International Baccalaureate (IB) Organization mandated that all its schools, including Diploma (DP) schools, adhere to the collaborative planning and reflection requirements, which emphasized the importance of integrating its theory of knowledge (TOK) core component into all disciplines. Many schools officials and educations in Amman have found it difficult to address this requirement considering the collaborative planning is taken to mean a linear, vertical relay of rules. This has resulted in students not achieving well in their TOK essays. Using Hargreaves's collaborative cultures and contrived congeniality models, this study probed the processes DP schools in Amman used to integrate TOK into different disciplines to meet the collaborative planning and reflection requirement. The study examined whether either or both of Hargreaves's collaboration models applied when successfully meeting the requirement. With a qualitative, grounded theory design, data were collected from 63 teachers and administrators at 7 DP schools using interviews, focus group meetings, and observation. The constant comparative method was used to analyze the results in 3 phases, which employed open, axial, and selective coding. The findings showed that successful collaborative planning and reflection depended on factors that are relevant to both of Hargreaves's models. The project focused on virtually training DP administrators to set strategies to meet the collaborative planning and reflection requirement through deploying IB Learner Profile attributes like being knowledgeable, reflective, or inquiring. Social change in the immediate and global contexts involves DP educators who may be better able to meet the IB collaborative planning and reflection requirement, which may facilitate the evolution of DP schools worldwide into professional learning communities. |
