Examining pre-service teachers’ perception of knowledge-building principles for building community knowledge

Abstract

Previous research suggests that deeper understanding of knowledge-building principles is critical for a teacher to develop a knowledge-building community. Yet, it remains a challenge as to how to effectively help prospective teachers attain necessary understanding of knowledge-building principles for developing such community. As an initial step to address this challenge, this exploratory study assessed prospective teachers’ conceptions about knowledge-building. Findings indicate that there exists a significant discrepancy between knowledge-building principles and their practice as perceived by the participants. Further research is necessary to explore this phenomenon.