Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/114
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dc.contributor.authorTan, Seng Chee
dc.contributor.authorChu, Shien
dc.contributor.authorTeo, Chew Lee
dc.date.accessioned2017-03-21T12:05:42Z
dc.date.accessioned2017-05-27T14:29:48Z-
dc.date.available2017-03-21T12:05:42Z
dc.date.available2017-05-27T14:29:48Z-
dc.date.issued2016-07
dc.identifier.citationTan, S. C., Chu, S., & Teo, C. L. (2016). Teacher Learning in a Professional Learning Community: Potential for Dual-layer Knowledge Building In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/114-
dc.identifier.urihttps://dx.doi.org/10.22318/icls2016.25
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleTeacher Learning in a Professional Learning Community: Potential for Dual-layer Knowledge Buildingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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