Teachers' Perceptions of Teaching and Learning in a Knowledge-Building Community: An Exploratory Case Study
Learning, Media and Technology Volume 31, Number 2, ISSN 1743-9884
This study explores three teachers' perceptions and developments as a result of experiencing learning and teaching in a knowledge-building community (KBC). To understand the teachers' views, in-depth interviews were conducted. The transcripts were coded using a grounded theory approach. The findings indicate that KBC is reportedly viewed by the participants as a meaningful form of professional development that could promote them to move towards more constructivist-oriented teaching. However, the KBC model is not easily adoptable in local school settings. The teachers also reported that time constraints due to the need to "cover the syllabus" were the main barrier to progress. Systemic effort in co-ordinating sustainable change is therefore needed. (Contains 2 figures and 1 table.)
Chai, C.S. & Merry, R. (2006). Teachers' Perceptions of Teaching and Learning in a Knowledge-Building Community: An Exploratory Case Study. Learning, Media and Technology, 31(2), 133-148.
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Collaborative Inquiry in Co-constructing a Better Understanding of Effectively Using ICT in Chinese Learning
Lung Hsiang Wong, National Institute of Education, Nanyang Technological University, Singapore, Singapore
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3651–3663
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