Tracing teacher knowledge transformation across multiple levels in collaborative curriculum design: A comparative case study in China

This study, using the knowledge conversion framework, investigated teacher knowledge transformation occurring across individual, group and organization levels when teachers collaboratively design and enact curriculum materials. Participants from two primary schools were interviewed, accompanied by observation of teachers' classrooms and meetings and collection of curriculum materials. Findings revealed four mechanisms through which teachers' tacit and explicit knowledge was mutually transformed across the individual (knowledge internalization), group (knowledge externalization and socialization) and organization (knowledge combination) levels. Two different paths of teacher knowledge transformation are summarized: the top-down and unidirectional pattern, and the bottom-up and double-loop pattern. Social-contextual factors that potentially provide explanations, and practical implications are discussed.