Scaffolding teacher and student growth through a principle-based approach to knowledge building.

Carol K. CHAN, Diane HUI

Research output: Other Conference ContributionsConference Paper (other)Other Conference Paperpeer-review

Abstract

This paper examines a principle-based approach to teacher professional development in the context of teachers implementing computer-supported knowledge building inquiry in classrooms. A challenge for inquiry-based model and classroom innovation is to help teachers to shift from tasks and activities to principle-based innovation for epistemological changes and sustained growth. This study examines a principle-based approach through a Knowledge Building Teacher Network in Hong Kong, and elaborates design efforts towards developing principle-based understanding. Mixed- methods, longitudinal data were collected from focused analyses of 8 teachers in the network. Quantitative analyses demonstrated changing patterns of student engagement on Knowledge Forum, and qualitative analyses illustrated teachers’ changing understanding and practice of knowledge building inquiry and pedagogy through the principle-based approach.
Original languageEnglish
Publication statusPublished - 14 Apr 2012
EventThe 93rd American Educational Research Association (AERA) Annual Meeting - Vancouver, Canada
Duration: 13 Apr 201217 Apr 2012
https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2012-Annual-Meeting

Conference

ConferenceThe 93rd American Educational Research Association (AERA) Annual Meeting
Abbreviated title2012 AREA
CountryCanada
CityVancouver
Period13/04/1217/04/12
Internet address

Bibliographical note

This research is indebted to the KBTN teachers and students in Hong Kong and is partially supported by the General Research Fund (740809) of the University Grant Council for research, the Government of the Hong Kong Special Administrative Region of the People's Republic of China.

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