Melvin Chan and Chew Lee Teo
Building a Transformative Continuing Professional Development Experience for Educators through a PrincipleBased, TechnologicalDriven Knowledge Building Approach A Case Study of a Professional Learning Team in Secondary Education
161 - 164
2020
14
3
International Journal of Educational and Pedagogical Sciences
https://publications.waset.org/pdf/10011101
https://publications.waset.org/vol/159
World Academy of Science, Engineering and Technology
There has been a growing emphasis in elevating the teachers’ proficiency and competencies through continuing professional development (CPD) opportunities. In this era of a Volatile, Uncertain, Complex, Ambiguous (VUCA) world, teachers are expected to be collaborative designers, critical thinkers and creative builders. However, many of the CPD structures are still revolving in the model of transmission, which stands in contradiction to the cultivation of futureready teachers for the innovative world of emerging technologies. This article puts forward the framing of CPD through a PrincipleBased, TechnologicalDriven Knowledge Building Approach grounded in the essence of andragogy and progressive learning theories where growth is best exemplified through an authentic immersion in a socialcommunity experiencebased setting. Putting this Knowledge Building Professional Development Model (KBPDM) in operation via a Professional Learning Team (PLT) situated in a Secondary School in Singapore, research findings reveal that the intervention has led to a fundamental change in the learning paradigm of the teachers, henceforth equipping and empowering them successfully in their pedagogical design and practices for a 21st century classroom experience. This article concludes with the possibility in leveraging the Learning Analytics to deepen the CPD experiences for educators.
Open Science Index 159, 2020