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Fostering more self-reflective understanding of teaching knowledge in a knowledge building environment

, 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


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.


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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