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

• Chan, Carol K. K. University of Hong Kong
• Van Aalst, Jan Simon Fraser University, Canada

Teaching Education, 17(1), 7-26, 2006

Routledge

2006

• M 教師與教師教育
  • MA 教師之專業教育
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

Preservice Teacher Education Education Courses Learning Strategies Foreign Countries Comparative Education Communities of Practice Instructional Innovation Inquiry Instructional Design Educational Change Computer Mediated Communication Technology Uses in Education Hong Kong Canada

• Hong Kong
• Canada

• 1997.7 onwards

• 專上教育

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]

• 英文

期刊論文

• 10476210

• 10.1080/10476210500527907

https://bibliography.lib.eduhk.hk/tc/bibs/03ba85fb

2010-09-27