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