Growth of teacher knowledge: The promise of CSCL To ensure that
universities meet the needs of their learners more completely,
teaching and learning strategies should be adopted to make
educational provision more flexible. This study investigated how
a lesson-planning task within the context of a computer-
supported collaborative learning (CSCL) environment facilitated
the growth of teacher knowledge, specifically the subject-matter
knowledge and pedagogical content knowledge about the teaching
of ratios and fractions. This study used a CSCL environment
called Knowledge Forum(r) with a cohort of preservice teachers
collaborating in a lesson planning task. The social interaction
within the computer-mediated community in this study contributed
to the growth of teacher knowledge by providing a new social
context for learning that prompted students to articulate their
ideas and make ideas visible for peer inspection. Through peer-
to-peer interactions like asking questions, requesting
clarification, revising interp