View in EDS

University Instructors' Changes of Conceptions about Teaching and Learning in Knowledge Building Professional Development

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1484200
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: University Instructors' Changes of Conceptions about Teaching and Learning in Knowledge Building Professional Development
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Feng+Lin%22">Feng Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Gaoxia+Zhu%22">Gaoxia Zhu</searchLink><br /><searchLink fieldCode="AR" term="%22Wei+Yan+Low%22">Wei Yan Low</searchLink><br /><searchLink fieldCode="AR" term="%22Chew+Lee+Teo%22">Chew Lee Teo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Asia+Pacific+Journal+of+Education%22"><i>Asia Pacific Journal of Education</i></searchLink>. 2025 45(4):1379-1393.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02188791.2025.2473366
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0218-8791<br />1742-6855
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1484200
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484200
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02188791.2025.2473366
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1379
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Singapore
        Type: general
    Titles:
      – TitleFull: University Instructors' Changes of Conceptions about Teaching and Learning in Knowledge Building Professional Development
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Feng Lin
      – PersonEntity:
          Name:
            NameFull: Gaoxia Zhu
      – PersonEntity:
          Name:
            NameFull: Wei Yan Low
      – PersonEntity:
          Name:
            NameFull: Chew Lee Teo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0218-8791
            – Type: issn-electronic
              Value: 1742-6855
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Asia Pacific Journal of Education
              Type: main
ResultId 1