The transition from facilitator to knowledge-builder implies that the teacher acts within a community of practice, which requires collective will and supportive leadership. Where participants take risks, reflect on experiences and share their learning, they build organisational knowledge as well as developing individual skill. The knowledge-building role was well-developed in the primary schools in this study, where collaborative planning, reflective journal-writing and video-conferencing were used by teaching teams. In the secondary schools teachers were experimenting with new applications of technology but were generally not reflecting systematically on their practice or their role, nor collaborating in their daily work, due in part to the pressures they perceived to meet their individual obligations of teaching a range of classes. The projects described in this paper indicate that purposeful, collaborative and supported curriculum projects provide a means of professional development for knowledge-building that can occur through teachers' daily work.
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