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Teacher Development through Computerāsupported Knowledge Building: Experience from Hong Kong and Canadian teachers.
- Source :
- Teaching Education; Mar2006, Vol. 17 Issue 1, p7-26, 20p
- Publication Year :
- 2006
-
Abstract
- In Hong Kong and Canada, indeed globally, slogans about learning to learn and teaching for 21st-century knowledge and skills are common. However, there are few examples of how teacher education courses or programs are responding to these new demands. In this paper, we propose a framework for designing teacher education premised on the theoretical perspective of knowledge building. We describe two courses, a pre-service teacher education in course Hong Kong teachers and a joint graduate course for Hong Kong and Canadian teachers. In both cases, participants engaged in knowledge-building discourse mediated by a computer-supported learning environment. We present the design and illustrate how the teachers were able to work as collaborative inquirers and knowledge creators in a knowledge-building community. Implications of knowledge building for teacher development as related to socio-cultural contexts are discussed. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10476210
- Volume :
- 17
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Teaching Education
- Publication Type :
- Academic Journal
- Accession number :
- 19977969
- Full Text :
- https://doi.org/10.1080/10476210500527907