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

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.