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.
| Original language | English |
|---|---|
| Pages (from-to) | 7-26 |
| Number of pages | 20 |
| Journal | Teaching education |
| Volume | 17 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1 Mar 2006 |
| Externally published | Yes |
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Teacher development through computer-supported knowledge building : Experience from Hong Kong and Canadian teachers. / Chan, Carol K.K.; van Aalst, Jan.
In: Teaching education, Vol. 17, No. 1, 01.03.2006, p. 7-26.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Teacher development through computer-supported knowledge building
T2 - Experience from Hong Kong and Canadian teachers
AU - Chan, Carol K.K.
AU - van Aalst, Jan
PY - 2006/3/1
Y1 - 2006/3/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=33644856676&partnerID=8YFLogxK
U2 - 10.1080/10476210500527907
DO - 10.1080/10476210500527907
M3 - Article
VL - 17
SP - 7
EP - 26
JO - Teaching education
JF - Teaching education
SN - 1047-6210
IS - 1
ER -