Abstract
This study investigates how teachers who were engaged in online knowledge building via guided perspective-taking (PT) activities to discuss their critical teaching incidents (CTIs) helped them to develop creative learning views that see learning not merely as knowledge acquisition and exchange, but also as knowledge creation. Data were mainly from online discussion. The main findings indicate that PT-based KB activities in a technological platform can guide teachers to reflect deeply on the CTIs they experienced before and on how they might be able to help students learn better in a more constructivist and creative manner.