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Fostering more self-reflective understanding of teaching knowledge in a knowledge building environment
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, University of Minnesota, United States ; , , National Chengchi University, Taiwan, Taiwan ; , National Taichung University of Science and Technology, Taiwan

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study investigated whether teacher-education students can improve their teaching knowledge and develop more student-centered teaching skills in a collaborative knowledge building environment. Using a case study method, the present study analyzed students’ feedback activities in an online forum; a reflection survey regarding teaching knowledge; and two teaching designs/practices. The results showed that students were able to provide more elaborated feedback; there was an increasing number of reflection on progressively more diversified types of teaching knowledge at the end of the semester; and the second teaching design was more student-centered than the first one. The course designed based on knowledge building pedagogy was conducive to helping students enhance their teaching knowledge and skills.

Citation

Chang, Y.H., Hong, H.Y., Hua, L.Y. & Hung, G.T. (2015). Fostering more self-reflective understanding of teaching knowledge in a knowledge building environment. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 129-134). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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