It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.

中文翻译：

---

从跨文化角度调查国际文凭小学课程教师的文化理解

现在人们普遍认为，文化理解教学是国际教育的核心，例如国际文凭课程等全球导向的课程。然而，该领域的研究往往侧重于文化教育的学生成果，尽管全球化和现代社会的性质提高了对具有以更现代相关的方式教授文化教育的专业知识的教师的需求。对教师满足文化学习特定需求的能力的研究一直没有得到充分研究，往往位于不能反映 21 世纪社会复杂文化现实的话语中。以国际文凭学校小学课程教师的研究为背景，