Teacher Development through Computer-Supported Knowledge Building: Experience from Hong Kong and Canadian Teachers

Autor/inn/en	Chan, Carol K. K.; van Aalst, Jan
Titel	Teacher Development through Computer-Supported Knowledge Building: Experience from Hong Kong and Canadian Teachers
Quelle	In: Teaching Education, 17 (2006) 1, S.7-26 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	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; Canada; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Fortbildungskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Vergleichende Erziehungswissenschaft; Community; Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kanada; Hongkong
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10