Kyoung-Ae Kim

Publication Date


Document Type


First Advisor

Roth, Gene L.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling, Adult and Higher Education


Elementary school teachers--United States


This qualitative case study explores how novice teachers acquire task-based knowledge. The narratives of 18 experienced K-6 teachers include their reflections about the dynamics of knowledge acquisition and conversion. In-depth semistructured interviews were used to collect data. Participants were asked to reflect on their pathways of knowledge acquisition as they evolved from novice to experienced teachers. The conceptual framework of this study includes the Dreyfus and Dreyfus taxonomy and the four types of knowledge conversion of Nonaka and Tacheuchi. These frameworks were used to examine the developmental stages and knowledge dynamics of these experienced teachers as they acquired their task-based knowledge. This study examined differences and similarities regarding knowledge transfer, and data were interpreted according to these research frameworks. The data were analyzed by drawing out significant issues from the participants. The major themes were categorized and linkages to the above frameworks were suggested. Three findings emerged in this study: the processes of the participants' knowledge acquisition when in the novice period, the cultural contexts that affected their knowledge creation processes, and the specific pathways through which the participants transferred their knowledge. Based on these findings, existing models were modified based on descriptions of the participants' experiences with knowledge acquisition and conversion. The first thematic finding revealed the procedures the participants used to acquire their task-based knowledge when they were novices. This thematic finding also presents the developmental stages of the participants. The second finding shows catalysts and barriers that affected the participants' knowledge transfer through their cultural elements: institutional culture, teacher dispositions, and nature of teacher tasks. The third finding is responsive to the specific pathways of the participants' knowledge acquisition. This study offers a model of how teachers construct their knowledge. Key emergent issues are the several phases of teacher knowledge and SECI dynamics of teacher knowledge. The study concludes with implications and suggestions for research and practice based on the participants' narratives.


Includes bibliographical references (pages [295]-305).


xiii, 320 pages




Northern Illinois University

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