Schoolteachers' experiences of knowledge sharing when teaching new education programs

Abstract

Purpose

The purpose of this study is to explore schoolteachers’ experiences of knowledge sharing as a source of informal learning in the workplace when teaching new education programs on financial literacy and entrepreneurial skills.

Design/methodology/approach

This study is based on interviews with American schoolteachers teaching education programs provided by Junior Achievement USA that aim to equip pupils with practical skills in financial literacy and entrepreneurship to improve their work-readiness in adult life.

Findings

The findings of this study indicate that knowledge sharing is a source of informal learning among the teachers when dealing with the JA programs. This takes place through collaboration in communities of practice. Experienced teachers (who have previously taught the programs) are especially valuable in sharing their insights and helping the teachers prepare their teaching. Such knowledge-sharing practices help the schoolteachers to improve their practices. Having a supportive social culture encourages knowledge sharing between schoolteachers, but more time is needed to prioritize this kind of collaboration between co-workers.

Originality/value

Teaching financial literacy and entrepreneurship through pupil-driven activities can be experienced as different from teaching regular subjects, and teachers in the study seem to benefit from sharing experiences when it comes to preparing or adding to their teaching. The findings suggest that to facilitate knowledge-sharing practices can be helpful to schoolteachers when introducing new topics and pedagogical methods in schools.

Citation

Hove Langdal, T. (2023), "Schoolteachers' experiences of knowledge sharing when teaching new education programs", Journal of Workplace Learning, Vol. 35 No. 7, pp. 585-598. https://doi.org/10.1108/JWL-10-2022-0135