Authors: Ronald Chi-ming Ho, Bing-fai Lee, & Carol K.K. Chan
21st century education reform aims to prepare citizens to be able to face changes and working with knowledge (Bereiter, 2002; Hargreaves, 2003; Darling-Hammond, et al, 2005). Hence, paradigms of learning have been shifting from teacher centered to pupil centered, and from knowledge reception to knowledge creation. Teachers, too, have to change their mindset and practices in order to meet the new challenges. Although many professional development programs for teachers in Hong Kong have been focusing on improving teaching practice, teacher learning should go beyond the acquisition of know-how and the acculturation of good practice (Chan, Ma, & Law, 2007) and development programs should be designed for principle-based understanding.
This case study aims to investigate a teacher’s growth trajectory and explore how he changes from activity-based to principle-based approach in classrooms for low-achieving students in the context of a teacher community for the understanding of knowledge building. The research questions are:
(1) How does the teacher change from activity-based to principle-based approach in knowledge creation classrooms in Hong Kong?
(2) What were the results for the implementation of knowledge building in classrooms for low-achieving students in Hong Kong?