A Principle-Based Knowledge Building Approach to Teacher Professional Development for Innovative Teaching

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 2
  In Roundtable Session: Empowering In-Service Teachers Through Professional Development

Abstract

This study designed and implemented a principle-based knowledge building teacher professional development (KBTPD) program to enhance teachers’ innovative instructional design by deepening their understanding of KB principles, engaging them in lesson design, and supporting idea improvement through online collaboration. 55 teachers participated in a 10-week online KBTPD program that combined synchronous workshops and asynchronous lesson design tasks on Knowledge Forum. Data were collected through pre- and post-course surveys and qualitative coding of KF notes and worksheets. Results showed significant improvement in teachers’ perceived understanding of all 12 KB principles and a cognitive shift from lower- to higher-order thinking. The findings suggest that sustained engagement in principle-based KB activities effectively supports the development of innovative teaching expertise and mindset.

Authors

• Cing-Sin Lin, National Chengchi University

• Guo-Tsai Hung, National Taichung University of Science and Technology

• Chih-Hsuan Chang, National Kaohsiung University of Science and Technology

• Mei-Ju Chen, National Tsing Hua University

• Huang Yao Hong, National Chengchi University