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Article: Teacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers

TitleTeacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers
Authors
Issue Date2006
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10476210.asp
Citation
Teaching Education, 2006, v. 17 n. 1, p. 7-26 How to Cite?
AbstractIn 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. © 2006 School of Education, University of Queensland.
Persistent Identifierhttp://hdl.handle.net/10722/146655
ISSN
2015 SCImago Journal Rankings: 0.508
References

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_HK
dc.contributor.authorvan Aalst, Jen_HK
dc.date.accessioned2012-05-09T03:21:11Z-
dc.date.available2012-05-09T03:21:11Z-
dc.date.issued2006en_HK
dc.identifier.citationTeaching Education, 2006, v. 17 n. 1, p. 7-26en_HK
dc.identifier.issn1047-6210en_HK
dc.identifier.urihttp://hdl.handle.net/10722/146655-
dc.description.abstractIn 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. © 2006 School of Education, University of Queensland.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10476210.aspen_HK
dc.relation.ispartofTeaching Educationen_HK
dc.titleTeacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachersen_HK
dc.typeArticleen_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.emailvan Aalst, J: vanaalst@hku.hken_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.identifier.authorityvan Aalst, J=rp00965en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/10476210500527907en_HK
dc.identifier.scopuseid_2-s2.0-33644856676en_HK
dc.identifier.hkuros150370-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33644856676&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue1en_HK
dc.identifier.spage7en_HK
dc.identifier.epage26en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.scopusauthoridvan Aalst, J=12783832200en_HK
dc.identifier.citeulike655231-

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