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Developing an epistemic community in the classroom as teacher development
PROCEEDINGS

, , , , National Institute of Education, Singapore

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This study attempts to understand the influence of developing epistemic community in classroom on teacher's professional development. The case study reveals that implementation of an epistemic community approach in classroom not only benefits students’ learning, but also has a significant effect on teacher’s own professional growth. We also found that the teacher developed her professional knowledge and skills in terms of facilitating students’ ideas, generating and applying new strategies. We illustrate the process of individual teacher’s professional growth through developing epistemic community in classroom. Evidences from this study suggest that 1) teachers’ professional development could take place more meaningfully in regular school day; and 2) developing epistemic community in classroom provides a meaningful vehicle for teacher to participate in their own professional growth while enhancing students’ learning. The current study may provide new insights into how individual teachers could develop their expertise together with students in classroom situations.

Citation

Wang, X., Kim, B., Lee, J.W.Y. & Kim, M.S. (2011). Developing an epistemic community in the classroom as teacher development. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1272-1281). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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