Continuous Knowledge Reconstruction: Teaching as collaborative, immersive learning fostering co-construction of knowledge

According to Kishore, the core philosophy on collaborative action research consists of three aspects. First is that the teachers must cast themselves in the role of researchers as researchers. For this the traditional pedagogy must transform by empowering teachers to systematically investigate and solve their own classroom problems.

    Secondly, action research should be treated as a dynamic soft science  methodology related to classroom interventions and processes.

     Thirdly, teaching should be treated as the process of continuous knowledge reconstruction through collaborative lesson studies in immersive learning environment.

    This framework treats children and educators as co-constructors of knowledge, making classroom experimentation highly contextualized. Further, it creates a classroom culture of treating teaching as collaborative, immersive learning process that fostering co-construction of knowledge,

In Summary

Kishore (2026) advocates for transforming education from passive instruction into a dynamic, collaborative process of co-constructing knowledge. It emphasizes immersive, experiential learning where teachers facilitate rather than dictate, allowing both teachers and students to continuously reconstruct understanding through dialogue and interaction

Reference

Kishore, L. (2026, July 22).Continuous Knowledge Reconstruction: Teaching as collaborative, immersive learning fostering co-construction of knowledgehttps://lalitkishorewrites.blogspot.com/2026/07/continuous-knowledge-reconstruction.html