Teacher Professional Knowledge Building Networks: Creating Opportunities for Teacher-Shared Knowledge Creation

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The purpose of this study is to explore the extent to which the development of a professional knowledge building network could increase the collective knowledge building and shared learning of teachers within one rural Alberta school division. The goal of this case study research is to examine the ways teachers share and build professional knowledge within a networked environment and identify specific inhibitors to knowledge building that may impact effective shared knowledge creation. A Conceptual Framework for the Creation of Shared Professional Knowledge was developed for this case study that provided a better understanding of knowledge building among teachers, as well as specific design features needed in a professional knowledge building network. Throughout this case study, different data sources such as questionnaires, semi-structured interviews, server log data, and card sorts provided a variety of personal perspectives and experiences with regards to professional knowledge creation shared among teachers. The findings from this study identified several Knowledge Building Inhibitors that impact the successful sharing and building of knowledge. This study also highlighted the importance of relational trust with regards to successful knowledge building and indicated that teacher expertise plays an important role in knowledge reciprocity. Overall, this research study provided a unique perspective with regards to effective teacher-shared knowledge creation within a knowledge building network.
Knowledge Networks, Knowledge Building, Teacher Professional Development, Teacher Professional Learning, Online Learning
Perdue, M. D. (2018). Teacher professional knowledge building networks: Creating opportunities for teacher-shared knowledge creation. (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/5414