Enhancing Andragogy for Educators Through Knowledge Building Professional Learning Approach (KBPL Approach)

Knowledge Building (KB) has emerged as a transformative pedagogical approach in Singapore's secondary education landscape.However, what is less studied is the adaptive use of KB in adult learning.This practice-orientated study explores the design and implementation of the Knowledge Building Professional Learning (KBPL) Approach in a Singapore Secondary School, highlighting its constructive role in fostering effective professional learning and collaborative culture for educators.KBPL is an integrative professional learning practiceorientated methodology that maps and synthesizes the key features of andragogy, elements of Tuckman's group development model and the practices of the 4Ms framing [Micro, Meso, Macro and Mega], with KB scaffolds and principles as its overarching andragogical structure and support base.This gives rise to KBPL signature andragogical moves [Let's Hear Out! Let's Build-on!Let's Rise Above!] that applies across all collaborative scales: (i) Intra-School Idea Café [Micro-Meso] that gathers practitioners of different subjects for a time of reflective dialoguing towards collective knowledge creation and synthesis in advancing their classrooms instructional practices; (ii) Inter-School "The History Times" project [Meso-Macro] involving connecting and mentoring teachers from at least 2 schools in reframing the learning experiences for learners of History towards participatory, inquiry-driven and historiographical-orientated prospectus; and (iii) International KB Community Network [Macro-Mega] focusing on mapping the collaborative journeys, modelling successful practices, and mentoring peers across schools and countries, to refine and drive collective pedagogical growth.The overwhelmingly positive feedback from participants underscores KBPL practicality, accessibility, and potential to inspire impactful professional learning communities.As a dynamic and adaptable methodology, the KBPL Approach stands as a promising andragogical model for advancing knowledge building and professional development in diverse educational contexts, and facilitates the move towards 21st century heutagogy where adult learners' sense of autonomy, agency and maturity are maximized and realised.