Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities
This paper reports on the continual effort of the Knowledge Building Community (KBC) connecting teachers within and across schools for knowledge creation and community building during the COVID-19 disruptions. During this crisis, schools around the world are challenged with the issues of implementin...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
The Canadian Network for Innovation in Education (CNIE)
2021-09-01
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| Series: | Canadian Journal of Learning and Technology |
| Subjects: | |
| Online Access: | https://cjlt.ca/index.php/cjlt/article/view/28057 |
| _version_ | 1818567676809707520 |
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| author | Chew Lee Teo Seng Chee Tan Carol Chan |
| author_facet | Chew Lee Teo Seng Chee Tan Carol Chan |
| author_sort | Chew Lee Teo |
| collection | DOAJ |
| description | This paper reports on the continual effort of the Knowledge Building Community (KBC) connecting teachers within and across schools for knowledge creation and community building during the COVID-19 disruptions. During this crisis, schools around the world are challenged with the issues of implementing online learning. Three areas of misalignment were identified: disjoint in learning with home-school separation, piecemeal technologies to mimic physical teaching, and disconnect between teacher professional development and classroom practices and we discussed emerging realignment efforts for transformative learning. Through analyzing the three case examples of how teachers responded to COVID-19 challenges in inter-related areas of curriculum, pedagogy, technology and community, we identified several themes on emerging alignments conducive for transformative pedagogy and technology through community advancement. These themes include: innovating practice around the centrality of ideas; perceiving knowledge building as pervasive; transformative use of technology, and symmetrical advancement of knowledge. These case examples show that in these disruptive times, the teachers were more actively building new practices supported by community dynamics and systemic processes of the KBC. Consequently, the interactions between stakeholders shifted from disjointed relations in different hierarchical levels to a networked community of people, ideas, and resources, and teachers continually advancing their knowledge-building practice in these challenging times. |
| first_indexed | 2024-12-14T06:26:27Z |
| format | Article |
| id | doaj.art-b5cc480e878a418a83df7d348afcd2a9 |
| institution | Directory Open Access Journal |
| issn | 1499-6677 1499-6685 |
| language | English |
| last_indexed | 2024-12-14T06:26:27Z |
| publishDate | 2021-09-01 |
| publisher | The Canadian Network for Innovation in Education (CNIE) |
| record_format | Article |
| series | Canadian Journal of Learning and Technology |
| spelling | doaj.art-b5cc480e878a418a83df7d348afcd2a92022-12-21T23:13:39ZengThe Canadian Network for Innovation in Education (CNIE)Canadian Journal of Learning and Technology1499-66771499-66852021-09-0147410.21432/cjlt28057Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into OpportunitiesChew Lee Teo0Seng Chee Tan1Carol Chan2National Institute of Education, SingaporeNational Institute of Education, SingaporeHong Kong University, ChinaThis paper reports on the continual effort of the Knowledge Building Community (KBC) connecting teachers within and across schools for knowledge creation and community building during the COVID-19 disruptions. During this crisis, schools around the world are challenged with the issues of implementing online learning. Three areas of misalignment were identified: disjoint in learning with home-school separation, piecemeal technologies to mimic physical teaching, and disconnect between teacher professional development and classroom practices and we discussed emerging realignment efforts for transformative learning. Through analyzing the three case examples of how teachers responded to COVID-19 challenges in inter-related areas of curriculum, pedagogy, technology and community, we identified several themes on emerging alignments conducive for transformative pedagogy and technology through community advancement. These themes include: innovating practice around the centrality of ideas; perceiving knowledge building as pervasive; transformative use of technology, and symmetrical advancement of knowledge. These case examples show that in these disruptive times, the teachers were more actively building new practices supported by community dynamics and systemic processes of the KBC. Consequently, the interactions between stakeholders shifted from disjointed relations in different hierarchical levels to a networked community of people, ideas, and resources, and teachers continually advancing their knowledge-building practice in these challenging times.https://cjlt.ca/index.php/cjlt/article/view/28057knowledge-building communitydiscourseteacher professional developmentknowledge building classroom |
| spellingShingle | Chew Lee Teo Seng Chee Tan Carol Chan Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities Canadian Journal of Learning and Technology knowledge-building community discourse teacher professional development knowledge building classroom |
| title | Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities |
| title_full | Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities |
| title_fullStr | Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities |
| title_full_unstemmed | Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities |
| title_short | Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities |
| title_sort | pedagogical transformation and teacher learning for knowledge building turning covid 19 challenges into opportunities |
| topic | knowledge-building community discourse teacher professional development knowledge building classroom |
| url | https://cjlt.ca/index.php/cjlt/article/view/28057 |
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