Teacher Development through Computer-Supported Knowledge Building: Experience from Hong Kong and Canadian Teachers
ARTICLE
Carol K. K. Chan, Jan van Aalst
Teaching Education Volume 17, Number 1, ISSN 1047-6210
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.
Citation
Chan, C.K.K. & van Aalst, J. (2006). Teacher Development through Computer-Supported Knowledge Building: Experience from Hong Kong and Canadian Teachers. Teaching Education, 17(1), 7-26. Retrieved March 28, 2024 from https://www.learntechlib.org/p/101683/.
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Cited By
View References & Citations Map-
Assessment and Collaboration in the Context of the Systematic Design of Blended PBL: A Commentary on An (2013)
Richard Edwards, University of Waikato, New Zealand
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 3 (September 2014) pp. 288–296
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