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Examining university instructors’ conceptions and perceived changes in knowledge building professional development
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Type
Conference paper
Citation
Lin, F., Low, W. Y., Zhu, G., & Teo, C. L. (2023). Examining university instructors’ conceptions and perceived changes in knowledge building professional development. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences: ICLS 2023 (pp. 1058-1061). International Society of the Learning Sciences. https://repository.isls.org//handle/1/9840
Abstract
This is a work-in-process research project aiming at examining the design of Knowledge Building professional development (KBPD) to foster university instructors’ conceptions of teaching and learning and teaching practices. 10 instructors from the same university joined this study. Multiple sources of data were collected, including surveys, classroom and online artefacts, and interviews. Analysis of pre- and post-surveys showed that the participants hold more constructivist conceptions about teaching and learning after attending KBPD. The classroom reflection artefacts showed that they were more inclined to apply the KB principles in their own classes, and that they regarded the epistemological role of their students have shifted more towards knowledge constructors/creators in their classrooms after attending the KBPD. Interview analysis further showed in what ways they have changed their conceptions and perceived practices. Implications for future design of KBPD were discussed.
Date Issued
2023
ISBN
9781737330677 (online)
Publisher
International Society of the Learning Sciences, Inc.
Description
The open access version is available at https://repository.isls.org//handle/1/9840
Grant ID
RF10018E
Funding Agency
Ministry of Education, Singapore