The Underpinning Knowledge Bases of an Alternative Teacher Education Model

By Julie Kiggins.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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.

Keywords: Alternative Model of Teacher Education, Pre-service Teaching, Problem-based Learning

The International Journal of Learning, Volume 14, Issue 1, pp.221-228. Article: Print (Spiral Bound). Article: Electronic (PDF File; 554.677KB).

Dr. Julie Kiggins

Lecturer, Faculty of Education, University of Wollongong, Wollongong, New South Wales, Australia

Julie Kiggins is an experienced lecturer with proven success of high level involvement and coordination of an alternate teacher education program (the Knowledge Building Community Program), delivering high impact student centred workshops. The KBC Program is a nationally recognised program for its innovative curriculum design and has won accolades for its contributions to student learning. Julie’s areas of expertise and research are centred on preservice teacher education, problem-based learning, mentoring and group dynamics.


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