Understanding Teacher Learning Through Teacher-Created Knowledge Products and Transactions
Bibliographic Data
| ID | 4181601 |
|---|---|
| Authors | Xiaozhe Yang (0000-0002-0190-5114, East China Normal University), Pei-Yu Cheng (0000-0003-3863-3017), Yueh-Min Huang (0000-0001-7052-1272, National Cheng Kung University, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 3 |
| Publication date | 2021-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440211032659 |
| OpenAlex | W3187728088 |
| Language | EN |
| Citations received | 1 |
| References cited | 57 |
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
Database transaction · Knowledge management · Knowledge transfer · Mathematics education · Pedagogy · Tacit knowledge · Teacher education · Computer Science · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Mathematics · Online and Blended Learning · Psychology
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A US–Japan lesson study collaboration reveals critical lenses for examining practice
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Using network analysis methods to investigate how future teachers conceptualize the links between the domains of teacher knowledge
Lesson study, collaboration and teacher efficacy
Collaborative teacher learning across foci of collaboration
Chasms and bridges
The socially skilled teacher and the development of tacit knowledge
Teacher Training, Development, and Decision Making
A faster algorithm for betweenness centrality
Professional Development and Teacher Learning
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
An introduction to models in the social sciences
Linking teacher and student learning to improve professional development in systemic reform
An Introduction to Sample Selection Bias in Sociological Data
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |