Teachers’ perceived challenges of knowledge building pedagogy

Abstract

Using the Cultural-historical activity theory (CHA T) as a lens, this paper reports the contradictions that 18 teacher particip ants identified as they learned about knowledge building pedagogy in a course and reflect ed on the challenges that they might face in implementing the pedagogy. Among many chall enges, two were highlighted in this paper to illustrate the within system and between s ystems contradictions. Deweyan’s transaction theory was used to suggest a possible w ay forward to overcoming these challenges.