文章基本信息

标题：Developing 21st Century Teachers as a Knowledge Builder
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作者：Tan, Seng Chee
期刊名称：International Journal for the Scholarship of Teaching and Learning
印刷版ISSN：1931-4744
出版年度：2010
卷号：4
期号：2
页码：6
出版社：Georgia Southern University
摘要：The capacity to engage in deep discussion about knowledge should be an expected outcome of all university graduates. This paper describes an attempt to develop teachers as a knowledge builder through a master’s level course. Based on the socio-cognitive determinants of knowledge building proposed by Scardamalia and Bereiter, I identified and applied instructional tactics that could help foster knowledge building behaviors among the participants. These tactics include case study, reciprocal teaching, online discussion, and working on a consequential task. The participants consisted of 11 teachers aged between 27 to 50 years old. They actively contributed to the online forum by frequently querying, clarifying, adding and revising their notes. They led group discussions in class and introduced additional reference materials to their classmates. In short, the participants demonstrated high degree of epistemic agency by taking ownership of their learning and contributing to deep understanding of theories related to knowledge building.
关键词：Knowledge building; Teachers as knowledge builders