Journal Articles
Teacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers
- Teacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers
- Teaching Education, 17(1), 7-26, 2006
- Routledge
- 2006
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- Hong Kong
- Canada
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- 1997.7 onwards
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- Post-Secondary Education
- 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. [Copyright of Teaching Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10476210500527907]
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- English
- Journal Articles
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- 10476210
- https://bibliography.lib.eduhk.hk/bibs/03ba85fb
- 2010-09-27
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