隨著國際教育的推廣和實踐，台灣越來越多學校申請授權為IB學校。由於IB的理念和教學方式和台灣本土課程不同，因此，了解從一般體制轉任至IB教育的老師的轉變和所面臨的挑戰極為重要。本研究採用質性研究，以台灣中部某一所私立學校的教職員作為研究對象，包含一位行政人員和六位學科老師，透過背景資料調查、半結構式訪談和課室觀察蒐集資料，探討從一般教育體制轉任IB教育的教職員，對於IB教育的看法和實踐探究式教學所面臨的挑戰。
根據本研究的結果，轉任至IB教育的教職員對於IB教育的看法可以從以下五個面向進行討論：(1)教師信念和教學實踐、(2)教師在IB教學中經歷的改變、(3)教師對IB教育優勢的看法、(4)教師認為推行IB教育所會面臨的挑戰、和(5)教師給新進IB教師的建議。而實踐探究式教學所面臨的挑戰，則以IB教學上的挑戰作為討論。本研究重要發現如下：
一、影響教師信念和教學實踐的因素中IB中，支持的因素包含課程的設計彈性和師生的密切互動；但限制的因素則包含教師缺乏探究經驗及學生缺乏生活經驗。
二、教師認為其在教學中的轉變包含：其角色由授業者轉為支持協助者；對學生的期待由成績的高低轉為個人技能的培養和目標的達成；受教學環境影響，更願意嘗試新事物以增加課程的趣味性。
三、學生在IB教育中培養的能力和技能和大學端所需的能力相符，因此學生在學習的銜接上，不會有太大的落差。
四、多數台灣IB教師因接受台灣的教育，並沒有實際經歷探究式學習，在引導學生探究式學習時，難以設計出有深度的探究問題以引導學生進行探究討論。再者，引導探究式學習的時間相當長，容易耽誤教師的教學進度，如何在不耽誤其他教學任務的達成是教師要克服的問題。要減少教師進行探究式教學的挑戰，方法包含：參與IBO舉辦的工作坊以及各科教師有系統性的備課，提供教師規劃課程所需的教材來源和設計靈感。
五、台灣要持續推行IB教育，需要克服的問題包含：高額的學費、不同的升學制度以及大眾對於IB的認識。
最後，研究者針對政策制定者、學校和老師提供建議，期望從一般學制轉任至IB教育的老師，能夠更加深入了解IB的教育體制。

With the development and promotion of international education, more and more schools in Taiwan have been authorized as IB World Schools. As the mission statement and teaching methods of IB education are different from the local government curriculum, it is essential to understand what changes and challenges teachers would face when transitioning from the local government curriculum to IB education. The present study adopted a qualitative research method to investigate how one administrator and six participating teachers perceived IB education, and what challenges they encountered when implementing the inquiry-based instruction after they transitioned from the local government curriculum to IB education. The background information survey, one semi-structured interview and one to two classroom observations were used to collect the data for this study.
According to the results of the present study, teachers’ perceptions could be identified into five themes, including (1) teacher beliefs and teaching practices, (2) teachers’ perceived changes in IB teaching, (3) teachers’ perception about IB education, (4) teachers’ perceived challenges faced by IB schools in teaching and promotion of IB education, and (5) teachers’ suggestions for new IB teachers. As for the challenges encountered when implementing the inquiry-based instruction, it was discussed through challenges in terms of teaching.
The major findings of the present study are listed as follows:
1.The factors that supported the relationship between teacher beliefs and teaching practices included the flexibility of IB curriculum design and frequent interaction among teachers and students, while the hindering factors included the fact that teachers lacked inquiry-based learning experience and students lacked life experience.
2.As the nature of IB education was different from that of the local government curriculum, teachers experienced some changes during their teaching in the IB World School. The changes involved teachers’ role changed from lecturers to facilitators, teachers’ expectations for students changed from getting higher grades to skill cultivation as well as goal achievement, and teachers’ willingness to give new things a try.
3.The ability and skills that students cultivated in the IB education could help them align with the study in university.
4.Since most teachers did not have the experience of learning through the inquiry-based approach, they are uncertain about how they could design good inquiry questions to guide in-depth discussion and how much time they should spend on inquiry-based learning. To help teachers overcome these challenges, it is essential that schools assign teachers to attend workshops every academic year and have more efficient co-planning.
5.To promote IB World Schools in Taiwan, high tuition, different enrollment system, and public mindset would be the biggest challenges and should be overcome.
Finally, this study offered policymakers, schools, and teachers with suggestions and hopes that those who transition from the local government curriculum to the IB program have a clearer picture about what IB education is.

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