<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The objective of this paper was to examine the meaning and function of “teachers knowledge”, both as a foundational tool used by teachers as professionals and the ways in which such knowledge is acquired, shared, and bettered. To help guide this discussion, the paper reviews the literature on related topics whilst also providing other insights and recommendations for further research. The topics have been broken down into two main parts: conceptualising teachers’ professional knowledge; and the sharing of knowledge internationally. The second of these examines the history of the topic whilst also critiquing the methods and effectiveness of sharing strategies. We find that the ways professional knowledge have been defined in public discourse are often inappropriate for the specific context of teaching. Furthermore, we find that sharing experience and knowledge between teachers is a foundational concept yet not always a straightforward matter and knowledge/experience can be a very difficult thing to transfer between one another. These obstacles can be exacerbated when it comes to the sharing of knowledge internationally, as economic disparities between participating nations can be vast and differences in culture challenging to overcome. Some nations additionally struggle in their authenticity to learn from each other. Ultimately, it is clear that “teacher knowledge” is a concept that is an area in need of further research, particularly as education reforms and curriculum adjustments are of great concern to both developing nations and their wealthier counterparts.</p>
</abstract>

The objective of this paper was to examine the meaning and function of “teachers knowledge”, both as a foundational tool used by teachers as professionals and the ways in which such knowledge is acquired, shared, and bettered. To help guide this discussion, the paper reviews the literature on related topics whilst also providing other insights and recommendations for further research. The topics have been broken down into two main parts: conceptualising teachers’ professional knowledge; and the sharing of knowledge internationally. The second of these examines the history of the topic whilst also critiquing the methods and effectiveness of sharing strategies. We find that the ways professional knowledge have been defined in public discourse are often inappropriate for the specific context of teaching. Furthermore, we find that sharing experience and knowledge between teachers is a foundational concept yet not always a straightforward matter and knowledge/experience can be a very difficult thing to transfer between one another. These obstacles can be exacerbated when it comes to the sharing of knowledge internationally, as economic disparities between participating nations can be vast and differences in culture challenging to overcome. Some nations additionally struggle in their authenticity to learn from each other. Ultimately, it is clear that “teacher knowledge” is a concept that is an area in need of further research, particularly as education reforms and curriculum adjustments are of great concern to both developing nations and their wealthier counterparts.

Conceptualising Teachers’ Knowledge when Crossing National Boundaries

Polish Journal of Educational  Studies

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Conceptualising Teachers\u2019 Knowledge when Crossing National Boundaries"}

The objective of this paper was to examine the meaning and function of “teachers knowledge”, both as a foundational tool used by teachers as professionals and...

Conceptualising Teachers’ Knowledge when Crossing National Boundaries

Publié en ligne: 03 avr. 2020

Pages: 145 - 161

DOI: https://doi.org/10.2478/poljes-2019-0010

Mots clés
knowledge communities, codified knowledge, teachers’ knowledge, analogies of knowledge, international networking, knowledge networks

© 2019 James Underwood et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Conceptualising Teachers’ Knowledge when Crossing National Boundaries

Publié en ligne: 03 avr. 2020

Pages: 145 - 161

DOI: https://doi.org/10.2478/poljes-2019-0010

Mots clésknowledge communities, codified knowledge, teachers’ knowledge, analogies of knowledge, international networking, knowledge networks

© 2019 James Underwood et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
knowledge communities, codified knowledge, teachers’ knowledge, analogies of knowledge, international networking, knowledge networks