Abstract
Mutual learning between teachers and their colleagues plays a vital role in their professional growth. However, previous studies show that collaborative teacher learning tends to be confined to small groups, and that it is difficult to make it explicit, showcase, or transfer teachers’ tacit knowledge. This study explores this problem by creating a digital system that allows teachers to create, display, and trade their knowledge products; 508 teachers from one K–12 school created and traded their knowledge products, while 1,148 teachers from other schools participated in the knowledge product transaction on the digital system. Using social network analysis, we discovered that teachers use this method to generate a lot of interaction and that teachers who taught similar subject areas communicated more with one another. There is a significant correlation among each teacher’s number of created knowledge products, knowledge products sold, and the number of knowledge products purchased from others. The study has potential to contribute to research on teacher learning, thinking, and actions.
Highlights
Teachers cooperate to support other teachers’ professional learning (McLaughlin & Talbert, 2006; Stoll & Louis, 2007)
The relationships, and the effects of collaborative teacher learning when using the mode of creating knowledge products, we explored the following questions: 1. How does collaborative teacher learning occur in the knowledge management process? What is the difference in collaborative teacher learning status between teachers from the internal group and those from the wider school community in the network of knowledge exchange? What is the relationship between the quantity of knowledge products created and sold, and those purchased by individual teachers?
This study explored teacher exchanges by means of knowledge product creation and transactions, and used Social network analysis (SNA) to explore the process of collaborative teacher learning and the organizational characteristics demonstrated in the process
Summary
Teachers cooperate to support other teachers’ professional learning (McLaughlin & Talbert, 2006; Stoll & Louis, 2007). Research shows that when teachers work in collaboration, they can better understand how to design learning materials, share each other’s resources, and develop new teaching methods (Doppenberg et al, 2012; Little, 2002). With the support of digital technology, each teacher can participate in the process of creating, sharing, and exchanging knowledge products. Previous research proposed a new method of investigating teachers’ knowledge which is using the SNA method to investigate the type of knowledge required for teaching and classifying knowledge issues (Koponen et al, 2019) This approach can help us to understand better the process of collaborative teacher learning and knowledge exchange. The relationships, and the effects of collaborative teacher learning when using the mode of creating knowledge products, we explored the following questions: 1. How does collaborative teacher learning occur in the knowledge management process? What is the difference in collaborative teacher learning status between teachers from the internal group and those from the wider school community in the network of knowledge exchange? What is the relationship between the quantity of knowledge products created and sold, and those purchased by individual teachers?
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