A Framework for Enhancing and Sustaining Knowledge Sharing Among Mathematics and Science Teachers
Sustainable knowledge sharing among mathematics and science teachers is imperative to improve the ability of such teachers to enhance the way information is transferred to learners. South Africa ranked 37th out of 42 countries in an assessment to determine the ability of high school learners to cond...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-03-01
|
| Series: | Knowledge |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2673-9585/5/1/5 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Sustainable knowledge sharing among mathematics and science teachers is imperative to improve the ability of such teachers to enhance the way information is transferred to learners. South Africa ranked 37th out of 42 countries in an assessment to determine the ability of high school learners to conduct mathematics and science. There is, therefore, an urgent need to investigate how teachers can be empowered to enhance their ability to transfer knowledge of mathematics and science to improve the ability of learners to engage in these subjects. A post-positivist paradigm and quantitative survey design were employed to identify ways of knowledge sharing that will enhance the ability of teachers to transfer knowledge of mathematics and science to learners. The findings identified key barriers to knowledge sharing, including the role of school management in fostering a culture of knowledge exchange, time management, and limited opportunities for professional development. Based on the findings of the research, a framework is proposed to encourage knowledge sharing, which may ultimately improve teaching practices and learner outcomes in mathematics and science. |
|---|---|
| ISSN: | 2673-9585 |