The content and implementation of shared professional knowledge in early childhood education

Drawing on the sociocultural view, shared knowledge is regarded as

a basis for interdependent working and multi-professional learning

in early childhood education. Shared professional knowledge can

be seen as a central element in successful collaboration facilitating

individual and collaborative professional learning. This study aims to

investigate the content and implementation of shared professional

knowledge in an early childhood context. Video-taped data were

collected using a stimulated recall method from the two participating

teachers. The results show that the content of shared professional

knowledge was related to two areas in the teachers’ professional

knowledge: professional self and professional tasks. In addition, the

shared professional knowledge varied according to the teachers’

work contexts. This study offers new knowledge on early childhood

education practices and teacher education, considering multiprofessional

collaboration, and shared learning.