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.

摘要

大量文献将知识转移 (KT) 过程描述为促进后天学习的传播、应用和情境化的活动、互动和机制。然而，这些文献很少涉及幼儿教育和护理环境 (ECEC) 的特殊性质，或 KT 过程对幼儿教育者的专业发展和专业学习的影响。本文报告了通过调查现有文献来解决这个问题的努力。采用四阶段过滤过程来询问 KT 文献（过程、框架和模型），并将这些信息上下文化以用于 ECEC 设置。该文件概述了一个新兴的概念框架，该框架与澳大利亚的 ECEC 相关，更广泛地说，并解释如何将专业发展中的知识转化为实践。该框架强调，成功的知识培训过程需要从识别知识开始，然后转向获取和应用知识，然后再升级和维持知识。