In-service teachers' knowledge building during face-to-face collaborative learning

作者：Ouyang, Fan^*; Hu, Yue; Zhang, Yuling; Guo, Yuqing; Yang, Yuqin^*

来源：Teaching and Teacher Education, 2021, 107: 103479.

DOI：10.1016/j.tate.2021.103479

• Knowledge building
• Teacher education
• Collaborative concept mapping
• In-service teachers
• Multi-method approach

Teaching is inherently a knowledge-building (KB) endeavor. This research engaged groups of in-service teachers in collaborative concept mapping activities to foster their KB and used a multi-method approach to empirically investigate KB. Four teacher groups were identified: two high-performing, collectively oriented groups engaging in argumentation (Group 2) and agreement (Group 3); and two low performing, individually oriented groups engaging in questioning (Group 4) and disagreement (Group 1). The differences between the groups resulted from three key factors: group argumentation, sense of collective responsibility, and engagement in metacognition. This research proposed instructional strategies and analytical implications for teachers' KB practices.

• 单位
  杭州师范大学; 浙江大学