Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486772
Title: Knowledge sharing and Professional Development in Primary Teachers
Author: Hayes, Lisa
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2007
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Abstract:
This study focussed on knowledge sharing interactions of a group of primary teachers. The research explored how the teachers shared knowledge and what types of knowledge they shared. A theoretical framework for the study was derived from relevant literature and previous research findings. Data was analysed using a combination of inductive analysis and a theoretical framework to develop emergent theory about the knowledge sharing interactions of teachers in the stUdy. The stUdy found the teachers shared different types of knowledge (social, personal, conceptual, contextual, pedagogical and useful) through a variety of knowledge sharing strategies (personal, collaborative, active, contextual, analogical, critical, corrective and innovative). Knowledge sharing appeared to be context-bound. The study found that teacher interaction on the online forum was limited; however, the teachers described innovation and transformation in practice resulting from the process of contributing to the forum. The research considered the barriers preventing the teachers interacting on the forum. These were related to lack of time, the perceived usefulness of the actiVity, and the physical structure of the online forum. The study developed a list of elements, which may promote better quality knowledge sharing interactions in an online forum for teachers. The study proposed a model for teacher knowledge, a model for effective teacher knowledge sharing and several tools to support further research into teach'er knowledge sharing interactions.
Supervisor: Not available Sponsor: Not available
Qualification Name: University of Exeter, 2007 Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.486772  DOI: Not available
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