Personalising and localising knowledge: how teachers reconstruct resources and knowledge shared online in their teaching practice

ABSTRACT

Online platforms that enable teachers to share knowledge and resources with other teachers are increasingly common mechanisms for supporting teachers’ learning. Despite their growing presence, there remains limited understanding of how teachers engage with and utilise the resources and knowledge they gain online in their teaching practice. This study employs qualitative methods to investigate the processes through which teachers engage with, interpret and utilise teacher-created teaching resources and curriculum materials that are shared on two online platforms. A three-stage knowledge reconstruction model is proposed, with teachers progressing from the selection of resources online, through the modification and implementation of the resources and knowledge, and finally to the evaluation and embedding of resources and knowledge in their practice. The findings further explore the factors that shape teachers’ behaviour and actions, and the learning that occurs at all three stages of the knowledge reconstruction process.