Record Detail

School-based teacher learning activities con-stitute a bottom-up approach to knowledge developmentwhich encourages teachers to search for good practicesbased on individual and collective efforts. In China,engaging in these learning programmes has been institu-tionalized as a daily practice of teachers. This qualitativestudy uses the concept of ‘knowledge conversion’ as ananalytical lens to examine how 35 teachers from threeschools in Shanghai develop their knowledge derived fromparticipating in these learning activities. Results show thatteachers in China use socialization (tacit knowledgeacquired through individual interactions) and externaliza-tion (theorizing individual tacit knowledge) to developsympathized and conceptual knowledge, respectively.However, successful internalization of this knowledge tothe point of becoming operationally systematised is rare.Knowledge development in schools seems to involveknowledge adaptation and transfer rather than creation.Most of the teacher-participants apply an ‘exploitative’learning approach which reinforces and refines existingpractices and values in their professional development.However, reprofessionalization of teachers takes placethrough participating in research projects, writing papersand cases. These activities provide an opportunity forteachers to engage in ‘exploratory’ learning by whichteachers can develop innovative practices with supportfrom colleagues or outside experts. This learning approachcan lead to both teacher development and school improvement by helping teachers construct their ‘know-why’ knowledge. Importantly, a network of schools and teachers is necessary for establishing an exploratory learning approach. This, however, can result in inequality of learning opportunities for teachers who do not have suchnetworks, which would ultimately limit the effects of sucha learning approach