As a part of the International Baccalaureate (IB) Diploma Programme (DP) students participate in the Theory of Knowledge (TOK) course. This research used a mixed methods design to investigate the perspective of TOK teachers in IB schools worldwide. To address the research questions, quantitative survey data were analyzed from 1,534 participants, and focus groups with 33 TOK teachers were conducted in Australia, The Netherlands, and the United States. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA, and linear trends analysis to identify group differences. Qualitative data were coded and analyzed using an inductive approach. Overwhelmingly, survey results indicated that teachers value the TOK course. Teachers ranked the main purposes of the TOK course as 1) to develop an awareness of how knowledge is constructed, critically examined, and renewed by individuals and communities and 2) to help students make connections among academic disciplines and among thoughts, feelings and actions. Teachers ranked the main benefits to students as 1) students better able to critically evaluate knowledge and 2) students better able to identify and reflect on personal assumptions. Teachers strongly agreed that teaching TOK has been a valuable professional development experience for them. Specifically, they indicated it enhanced their own critical thinking and developed their interdisciplinary understanding. Survey results and focus groups suggest the main challenges are 1) assessment, 2) time, and 3) administrative issues (scheduling and class size). Regarding implementation, approximately half of DP coordinators indicated that TOK implementation was different than other IB Diploma Programme aspects, specifically that teacher support and time were different.

中文翻译：

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国际文凭世界学校知识论教师视角探析

作为国际文凭 (IB) 文凭课程 (DP) 的一部分，学生参加知识理论 (TOK) 课程。本研究使用混合方法设计来调查全球 IB 学校中 TOK 教师的观点。为了解决研究问题，对 1,534 名参与者的定量调查数据进行了分析，并在澳大利亚、荷兰和美国进行了由 33 名 TOK 教师组成的焦点小组。使用描述性统计、t 检验、方差分析和线性趋势分析来分析定量数据以识别组差异。使用归纳方法对定性数据进行编码和分析。绝大多数调查结果表明，教师重视 TOK 课程。教师将 TOK 课程的主要目的列为 1) 培养对知识构建方式的认识，由个人和社区严格审查和更新，以及 2) 帮助学生在学科之间以及思想、感受和行动之间建立联系。教师将学生的主要好处列为 1) 学生能够更好地批判性评估知识和 2) 学生能够更好地识别和反思个人假设。教师们强烈同意，教授 TOK 对他们来说是一次宝贵的专业发展经验。具体来说，他们表示这增强了他们自己的批判性思维并发展了他们的跨学科理解。调查结果和焦点小组表明，主要挑战是 1) 评估、2) 时间和 3) 管理问题（日程安排和班级人数）。关于实施，