University Instructors' Changes of Conceptions about Teaching and Learning in Knowledge Building Professional Development
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| Title: | University Instructors' Changes of Conceptions about Teaching and Learning in Knowledge Building Professional Development |
|---|---|
| Language: | English |
| Authors: | Feng Lin, Gaoxia Zhu, Wei Yan Low, Chew Lee Teo |
| Source: | Asia Pacific Journal of Education. 2025 45(4):1379-1393. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Faculty Development, Foreign Countries, Educational Environment, Cooperative Learning, Student Empowerment, Learning, Teacher Attitudes, Attitude Change |
| Geographic Terms: | Singapore |
| DOI: | 10.1080/02188791.2025.2473366 |
| ISSN: | 0218-8791 1742-6855 |
| Abstract: | This study examined university instructors' changes in conceptions of teaching and learning through a compact Knowledge Building Professional Development (KBPD) program. Ten instructors from an autonomous university in Singapore joined this study. Data were gathered from multiple sources, including classroom artefacts, surveys, and interviews. The analysis of classroom artefacts and surveys indicated that after KBPD, instructors held a more constructivist view of learning and were more inclined to foster environments where students actively co-construct and co-create knowledge. Interviews provided further insights into the specific aspects of these changes, including viewing learning as a knowledge-building process, a deeper understanding of collaborative learning, increased awareness of student empowerment, and viewing Knowledge Forum (KF) as a catalyst for change. This study shows the possibility of shifting instructors' conceptions through short interventions. The design considerations for future teacher PD programs are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484200 |
| Database: | ERIC |
| Abstract: | This study examined university instructors' changes in conceptions of teaching and learning through a compact Knowledge Building Professional Development (KBPD) program. Ten instructors from an autonomous university in Singapore joined this study. Data were gathered from multiple sources, including classroom artefacts, surveys, and interviews. The analysis of classroom artefacts and surveys indicated that after KBPD, instructors held a more constructivist view of learning and were more inclined to foster environments where students actively co-construct and co-create knowledge. Interviews provided further insights into the specific aspects of these changes, including viewing learning as a knowledge-building process, a deeper understanding of collaborative learning, increased awareness of student empowerment, and viewing Knowledge Forum (KF) as a catalyst for change. This study shows the possibility of shifting instructors' conceptions through short interventions. The design considerations for future teacher PD programs are discussed. |
|---|---|
| ISSN: | 0218-8791 1742-6855 |
| DOI: | 10.1080/02188791.2025.2473366 |
