Teachers’ knowledge dynamics and innovation in education – Part II.

Absztrakt

Teachers’ knowledge is dynamic; it is constantly shaped by new information, collaboration with colleagues, engagement with teaching tools and textbooks, teaching practice in the classroom, and so on. This paper investigates how knowledge dynamics can be described, building on work conducted in the Innovative Teaching for Effective Learning (ITEL) project of the OECD. A review of literature is conducted along three analytical foci in order to explore processes underlying the dynamics of knowledge functions, structures and the emergence of knowledge. The first part of the paper looked at the individual and social perspectives and used data from the ITEL pilot study to illustrate some of the mechanisms. This second part investigates the socio-material perspective and, integrates the three analytical angles into a complexity view of knowledge dynamics and innovation. The integrated view helps highlighting the different ways in which innovation in education is linked to the dynamics of professional knowledge.