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Exploring teachers' community-based learning: The case of a teachers' knowledge building community in Singapore
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Type
Book Chapter
Citation
Teo, C. L., Ong, A. K. K., & Tan, C. Y. J. (2021). Exploring teachers' community-based learning: The case of a teachers' knowledge building community in Singapore. In E. R. Koh & D. W. L. Hung (Eds.), Scaling up ICT-based innovations in schools: The Singapore experience (pp. 229-244). Springer. https://doi.org/10.1007/978-981-16-4469-6_12
Abstract
The within-school Professional Learning Teams (PLTs) and cross-school Network Learning Communities (NLCs) in Knowledge Building Community (KBC) in Singapore are presented as a principle-based, community-based approach toward teachers’ collective effort in advancing knowledge building practice. In this chapter, we explain how Knowledge Building (KB) principles are used to define the work in the community and characterize the trajectories of their practice. By describing activities in the community and examining online discourse, we provide a way to understand the scalability of the design and outcomes in community-based professional development. From 165 teachers’ online postings and 12 sets of individual teacher’s narrative on KB practice, we report on students’ capabilities and learning goals as a recurring problem space for this community. The teachers’ reflections on what they gain from the network and on the problem space suggests evidence of a positive impact of the KBC on teachers’ practice. With persisting issues of sustaining and scaling innovative practices in education, such principle-based, community-based professional development at both within-school and cross-schools levels emerges as a viable model for sustaining innovative practices. We position the expanding and connecting of communities as a primary condition for sustaining KB practice.
Date Issued
2021
ISBN
9789811644719 (print)
9789811644696 (online)
Publisher
Springer