Making tacit knowledge visible: Uncovering the knowledge of science and mathematics teachers

Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning

“…From the moment they are employed in their profession, teachers rarely have opportunity to act as apprentices—i.e., observe more experienced teachers teach, teach alongside them, and engage in the teaching practice gradually, until actively and fully teaching their own classes. Yet “teachers do not graduate from teacher education courses as expert teachers” (Fraser et al, 2019, p. 3); rather their knowledge and expertise continuously develop over time, including through interaction with more experienced peers. This is particularly critical for elementary science teachers with limited disciplinary expertise.…”

“…Making tacit knowledge explicit can make professional knowledge available for mutual learning between novices and veterans. This may be particularly significant in science education, where many teachers teach “out of their field” (Fraser et al, 2019, p. 2), and especially so in elementary schools, where many science teachers teach multiple subjects, have limited disciplinary training (Ardzejewska et al, 2010), and feel insecure in their science content knowledge (Berg & Mensah, 2014; Chen & Mensah, 2018; Finkelstein et al, 2019). Mentorship co‐planning appears to offer such teachers unique access to professional knowledge.…”

“…Second, this study adds to the literature on teacher planning, highlighting the benefits of collaborative planning not only for developing better lesson plans but also as a rich context for teacher learning. Research often emphasizes the affordances of collaboratively scrutinizing representations of classroom practice (e.g., classroom videos), alongside the challenges of creating the conditions that will allow teachers to open their classroom doors and contend with the exposure this entails (e.g., Hargreaves, 1991; Fraser et al, 2019; Koellner et al, 2007; Little, 1990; Vedder‐Weiss et al, 2018). This case‐study demonstrates that co‐planning in mentoring relationships may facilitate collaborative reflective inquiry into practice while overcoming the challenges involved in exposing classroom practice, and perhaps even more so if a written lesson plan is the expected outcome.…”

“…Elementary school science teachers are often generalists who teach multiple subject areas and feel insecure about their disciplinary expertise (Chen & Mensah, 2018; Fraser, Beswick, & Crowley, 2019; Marco‐Bujosa & Levy, 2016; Nixon, Campbell, & Luft, 2016). The formal disciplinary education of these teachers is often relatively limited, and thus, their interaction with veteran science teachers plays a key role in their in‐service professional development, including the development of their self‐efficacy, content knowledge, and science teacher identity (Berg & Mensah, 2014; Fraser et al, 2019). However, interaction with veteran teachers may also threaten novice teachers' face (Finkelstein et al, 2019), particularly when it highlights deficiencies in their knowledge and skills.…”

Transformation paths and influencing factors of tacit knowledge into explicit knowledge in real estate companies: a qualitative study

“…Battistutti and Bork (2017) introduced a methodology based on conceptual model to promote “Tacit to Explicit”; this methodology is composed of four stages, including strategic planning of the project, initial model building, feedback model building and final model building. Back to the practical problem, Fraser et al (2019) developed the STEMCrAfT framework to provide inexperienced teachers with a method of selecting teaching resources; the entire framework makes tacit knowledge of experienced teachers manifest without the need to conduct surveys, observations and interviews. These paths of TKE have been mentioned by scholars in different studies.…”