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The underpinning knowledge bases of an alternative teacher education model

Journal Article


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Abstract


  • From 1999 the Faculty of Education at the University of Wollongong has run an alternative model of teacher education known as the Knowledge Building Community (KBC) Project. This program has been acclaimed nationally. What makes this program so unique is its design that abandons the traditional model of teacher education that consists of lectures and tutorials; instead this alternative model of teacher education is based on several underpinning pillars of professional knowledge. The KBC program has been described as a negotiated evaluation of a non-negotiable curriculum based on a constructivist model of learning and knowledge building. However, the basic aim of this program is to deal with the perennial problem of contextualising students professional learning, by linking abstract theory as closely as possible to the contexts and settings to which it is applied, i.e. the primary school classroom.

Publication Date


  • 2007

Citation


  • Kiggins, J. (2007). The underpinning knowledge bases of an alternative teacher education model. The International Journal of Learning, 14 (1), 221-228.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1050&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/50

Number Of Pages


  • 7

Start Page


  • 221

End Page


  • 228

Volume


  • 14

Issue


  • 1

Abstract


  • From 1999 the Faculty of Education at the University of Wollongong has run an alternative model of teacher education known as the Knowledge Building Community (KBC) Project. This program has been acclaimed nationally. What makes this program so unique is its design that abandons the traditional model of teacher education that consists of lectures and tutorials; instead this alternative model of teacher education is based on several underpinning pillars of professional knowledge. The KBC program has been described as a negotiated evaluation of a non-negotiable curriculum based on a constructivist model of learning and knowledge building. However, the basic aim of this program is to deal with the perennial problem of contextualising students professional learning, by linking abstract theory as closely as possible to the contexts and settings to which it is applied, i.e. the primary school classroom.

Publication Date


  • 2007

Citation


  • Kiggins, J. (2007). The underpinning knowledge bases of an alternative teacher education model. The International Journal of Learning, 14 (1), 221-228.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1050&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/50

Number Of Pages


  • 7

Start Page


  • 221

End Page


  • 228

Volume


  • 14

Issue


  • 1