Beyond Ideas and Competencies - Exploring Successful Knowledge Transfer Practices of Early Childhood Educators: A Case Study

Beyond Ideas and Competencies - Exploring Successful Knowledge Transfer Practices of Early Childhood Educators: A Case Study

A wealth of literature exists that describes the process of knowledge transfer, however little of this literature addresses the idiosyncratic nature of early childhood education and care contexts. In addition, while the building of the professional capacity of the early childhood workforce continues, through a range of professional development events aimed at enhancing their experience, knowledge and skills, there is limited research on how this knowledge is adapted into practice that results in quality outcomes. This problem formed the impetus for this study.

The aim of this study was to explore successful knowledge transfer practices of early childhood educators from excellent-rated centres in Australia. In particular, the study examined the factors and strategies these educators used in their centres to apply the knowledge acquired from external professional development events into practice, and the implications of these factors and strategies to the knowledge transfer phenomena. Using a qualitative case study approach, the study investigated four cases examining the knowledge transfer practices of early childhood educators. Data collection methods included environmental scans, document reviews, and semi-structured interviews. The interviews were used to examine the views, perceptions, stories, and experiences of twelve educators, about practices that positively influenced knowledge transfer following the attendance of professional development.

A cross-case analysis was undertaken on all the collected data, which identified several themes across cases with common and unique factors and strategies that enable successful knowledge transfer. From these themes, implications of the factors and strategies to the knowledge transfer phenomenon were identified as well as insights into successful knowledge transfer practices. The findings identified several factors and strategies that were responsible for successful knowledge transfer, such as; knowledge contextualisation, absorptive capacity, knowledge recreation, and organisational culture. What also emerged was that many of these factors and strategies were unique to each context, and operated intrinsically. Of significance was the finding that meta-strategic leadership was an overarching enabler of successful knowledge transfer.

Further, the framework for successful knowledge transfer developed from the findings contributes to the research and understanding of successful knowledge transfer in the field of early childhood education and care. This framework illustrates the interaction and interdependence among these factors and the various other elements responsible for successful knowledge transfer. In addition, the findings indicate that the internal context is the overture of successful knowledge transfer. However, within this context, there are several enablers, which, if well leveraged, can enhance the management and application of professional development and professional learning into practice. While this study occurred in excellent-rated centres, the general findings should have significance to professionals in general. The considerations and recommendations made have the potential to enhance the effectiveness of professional development and professional learning in fields other than education.

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