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Teacher learning in a professional learning community: Potential for a dual-layer knowledge building
Knowledge building
Teacher learning
Professional learning community
Issue Date: 
Tan, S. C., Chue, S., & Teo, C. L. (2016). Teacher learning in a professional learning community: Potential for a dual-layer knowledge building. In C. K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.). Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 178-185). Singapore: International Society of the Learning Sciences.
This study is situated in the field of knowledge building and teacher professional
learning community (PLC). It describes a case study of eight elementary school teachers
working on lesson design using knowledge building pedagogy to enhance student learning. The
research question is: “How is knowledge building accomplished among teachers within a
PLC?” The main method employed is the analysis of teacher’s discourse in the PLC. Results
indicate that although not cognisant of it, these teachers functioned as a reciprocal layer of
knowledge builders over their students’ work. Critically, teachers’ knowledge building was
enabled by working with authentic classroom problems, embracing idea diversity and
demonstrating epistemic agency in their knowledge advancement. Future work can focus on
building teacher’s awareness of this layer of knowledge building and scripting creation of
knowledge artefacts among teachers to mediate and record their collaborative inquiry.
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