Tuesday, June 23
5:15 PM-7:00 PM
EDT
Ballroom East

Fostering more self-reflective understanding of teaching knowledge in a knowledge building environment

Poster/Demo ID: 45283
  1. aaa
    Yu-Hui Chang
    University of Minnesota
  2. Huang-Yao Hong
    National Chengchi University, Taiwan
  3. Li-Yueh Hua
    National Chengchi University, Taiwan
  4. Guo-Tsai Hung
    National Taichung University of Science and Technology

Abstract: This study investigated whether teacher-education students can improve their teaching knowledge and develop more student-centered teaching skills in a collaborative knowledge building environment. Using a case study method, the present study analyzed students’ feedback activities in an online forum; a reflection survey regarding teaching knowledge; and two teaching designs/practices. The results showed that students were able to provide more elaborated feedback; there was an increasing number of reflection on progressively more diversified types of teaching knowledge at the end of the semester; and the second teaching design was more student-centered than the first one. The course designed based on knowledge building pedagogy was conducive to helping students enhance their teaching knowledge and skills.

Presider: Babak Khosravifar, Mentorina Research and Development Inc.

Topic

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