Supporting ‘successful knowledge transfer’ for early childhood professionals – an emerging conceptual framework in an Australian context

Article


Brown, Alice, Sharpe, Susan and Andrews, Dorothy. 2022. "Supporting ‘successful knowledge transfer’ for early childhood professionals – an emerging conceptual framework in an Australian context." Early Years: an international journal of research and development. 42 (4-5), pp. 646-661. https://doi.org/10.1080/09575146.2020.1856045
Article Title

Supporting ‘successful knowledge transfer’ for early childhood professionals – an emerging conceptual framework in an Australian context

ERA Journal ID20174
Article CategoryArticle
AuthorsBrown, Alice (Author), Sharpe, Susan (Author) and Andrews, Dorothy (Author)
Journal TitleEarly Years: an international journal of research and development
Journal Citation42 (4-5), pp. 646-661
Number of Pages17
Year2022
Place of PublicationUnited kingdom
ISSN0957-5146
1472-4421
Digital Object Identifier (DOI)https://doi.org/10.1080/09575146.2020.1856045
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/09575146.2020.1856045
Abstract

A wealth of literature exists that describes the process of knowledge transfer (KT) as activities, interactions and mechanisms that foster the dissemination, application, and contextualisation of acquired learning into practice. However, little of this literature addresses the idiosyncratic nature of early childhood education and care contexts (ECEC), or the implications the process of KT has for professional development and professional learning of early childhood educators. This paper reports on efforts to address this issue by investigating existing literature. A four-stage filtering process was employed to interrogate KT literature (process, frameworks and models), and contextualise this information for ECEC settings. The paper outlines an emerging conceptual framework that has relevancy to ECEC in Australia, and more broadly, and explains how knowledge from professional development can translate into practice. The framework reinforces that the process of successful KT needs to start by identifying knowledge, and then move to acquiring and applying knowledge, before upscaling and sustaining knowledge.

Keywordsknowledge transfer; early childhood education; professional learning; professional development; framework
ANZSRC Field of Research 2020390405. Educational technology and computing
390302. Early childhood education
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Byline AffiliationsSchool of Education
Institution of OriginUniversity of Southern Queensland
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