Developing teachers’ practical knowledge: the influence of researcher positioning and teacher composition

Practical knowledge is an implicit yet crucial factor that shapes educators’ teaching behaviours. Understanding how researcher positioning and teacher composition influence the connectivity of practical knowledge structures is essential for advancing teachers’ professional development. This study employed four intervention strategies: researcher-led, researcher-assisted, intradisciplinary teacher teams, and interdisciplinary teacher teams to explore the development of practical knowledge across different schools. Using chi-square tests and cognitive network analysis, the results revealed that interdisciplinary teams tend to foster a more enriched development of teachers’ practical knowledge. In addition, the researchers’ intervention, while decisive, needed better alignment with adult learners’ characteristics, which impeded practical knowledge development. In contrast, researcher-assisted interventions in K-12 schools were more conducive to practical knowledge growth. The development of situational knowledge and other practical knowledge dimensions showed specific heterogeneity. These findings highlight the complexity of practical knowledge and emphasise the need for teachers’ involvement in shaping the discussion process. The study calls for context-specific workshops tailored to teachers’ instructional environments and stresses the importance of the researcher-teacher relationship in facilitating the generation and development of practical knowledge.