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This study is based on a research approach proposal aiming to reveal tacit knowledge that shapes architectural design processes through subjective accumulations and tools. With the premise that design embodies tacit and personal knowledge, it proposes an alternative way to decipher this subjective medium.

The proposed research approach, “(architectural) design research through reflection”, basically belongs to “research by design” method and narrowed in the focus of reflection. It enables to study how tacit knowledge functions within processes of architectural design without being its very subject. The proposal and the product of the approach, revealing diagram, are developed through the “architect's” tools and the involvement of the “researchers” in the process. It is also supported by a conceptual basis created from literature on reflection.

By means of the proposal, the reflective accumulation of the subjects, that is, the tacit knowledge, is investigated in relation to practice. The revealing diagram is presented as a tool through which relations can be interpreted within the framework of subjects. It is a tool by which the subjects, tools and processes of the architectural design product can be analysed.

The study contributes to architectural research by shifting the perspective on reflective knowledge that shapes design processes.

The paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”

This qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.

The study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.

The study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.

Firstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain.

Drawing on the social cognitive model of career self-management (CSM model) and deep learning theory, the authors' study aims to investigate the effect of knowledge sharing on career adaptability and explore how and when this effect occurs. The authors proposed a moderated sequential-mediation model linking knowledge sharing, knowledge depth, self-efficacy and career adaptability, moderated by reflective thinking.

The authors used a field survey involving 611 employees working in different enterprises in China to test the authors' predictions. For supplementary validation, the authors conducted a scenario-based experiment with a distinct sample of 148 employees from Chinese enterprises. The authors used hierarchical regression analysis, ANOVA analysis and moderated sequential-mediation analysis to test the hypotheses.

The results indicated a positive effect of knowledge sharing on career adaptability, sequentially mediated through knowledge depth and self-efficacy. Additionally, reflective thinking strengthened the positive effect of knowledge sharing on knowledge depth and further moderated the sequential mediating effect.

Previous research has predominantly focused on the perspective that individuals act as “recipients” from the environment in developing career adaptability. Instead, the authors adopt a “giving” perspective by investigating the influence of knowledge sharing on career adaptability, which advances the existing knowledge on the predictors of career adaptability.

Evaluating preservice teachers’ performance is essential for quality teacher education programs. Since the 1980s, China has explored a new, more appropriate and effective evaluation system in teacher education. Traditional assessment systems have shortcomings, such as being one-shot, single measures, with more emphasis on quantitative than qualitative assessments. These limitations affect students’ learning motivation and progress, and subsequently the quality of teachers and teacher education. Under China’s New Curriculum Reform, preservice teacher evaluation is being adapted accordingly. Thus, more effective and easy-to-implement evaluation methods will be examined. Portfolios are a relatively new assessment tool, originating in the West. An increasing number of teacher education programs in China has adopted portfolio assessment, but efforts are needed to improve its implementation. Standards, for example, are necessary to measure its effectiveness. This chapter reviews the teacher knowledge literature and how it relates to portfolio building, describes and explains the use of portfolios in teacher education, and then shows a typical portfolio template and its content to illustrate its use in China. Finally, the issues and challenges encountered while using portfolio assessment are discussed. Any lessons for international teacher education programs experiencing similar assessment issues with their evaluation systems are shared.

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is emergent and ripe for further exploration. Until the results of such research are readily available, there are some pedagogical tools produced by conceptual change researchers that leadership educators might find valuable in curriculum design. This paper introduces conceptual change theory and research to leadership educators as a viable framework from which to research learning in leadership, and presents pedagogical tools that encourage deeper learning through conceptual change

In this chapter, we explore our experiences of co-teaching an undergraduate elementary teacher education class titled, “Teaching Language Arts in FNMI (First Nations, Métis and Inuit) Contexts.” In our curriculum-making for the course, we drew on Narrative Inquiry as pedagogy, as well as on Indigenous storybooks, novels, and scholarship. We chose to work in these ways so that we might attempt to complicate and enrich both our experiences as teacher educators, and the possibilities of what it means to engage in Language Arts alongside Indigenous children, youth, and families in Kindergarten through Grade 12 classrooms. Thus, central to this chapter will be reflection on our efforts to co-create curriculum alongside of students – considered in their multiplicity also as pre-service teachers, mothers, fathers, brothers, sisters, daughters, sons, etc. – in ways that honored all of our knowing and experience. The relational practices inherent to Narrative Inquiry and Indigenous approaches to education, such as the creation and sharing of personal annals/timelines and narratives, along with small and large group conversations and talking circles are pedagogies we hoped would invite safe, reflective, and communal spaces for conversation. While certainly not a tension-free process, all of the pedagogical choices we made as teacher educators provide us the opportunity to attend to the relational and ontological commitments of Narrative Inquiry, to the students in their processes of becoming, to Indigenous worldviews, and to the responsibilities of the Alberta Language Arts curriculum.

Metadiscourse is an important dialogue technique used in productive knowledge building to help a group evaluate and advance their knowledge progress. Previous studies have identified and defined various types of metadiscourse. However, there is scant knowledge about how different metadiscourse types emerge among different groups or what implicit correlations lie between progressive discourse and metadiscourse. Moreover, research on how different types of metadiscourse influence groups' knowledge advancement and artifacts is still inadequate. Therefore, this study aims to further examine the roles that different types of metadiscourse play in the collaborative knowledge building community on both a fine-grained (i.e. progressive discourse) and coarse-grained (i.e. group knowledge advancement and group artifacts) level.

Data for this study are drawn from the behaviour of undergraduate students participating in a 12-week course at a key university in China. On the fine-grained level, epistemic network analysis (ENA) is applied to illustrate how metadiscourse promotes the development of progressive discourse. On the coarse-grained level, two different chi-square tests are conducted to examine the roles of different types of metadiscourse in groups' knowledge advancement and artifacts.

The analysis allowed several conclusions to be drawn. First, the types of metadiscourse that students most often adopted were reflecting on ideas development (RD) and commenting on ideas (CI); they less frequently adopted setting group goals (SG) and making group plans (MP). Second, most types of metadiscourse correlated with developments in progressive discourse, particularly RD and CI. Third, the metadiscourse types RD, CI and coordinating group efforts (CE) played essential roles in knowledge advancement. Fourth, higher-quality artifacts could be created by using the metadiscourse type reviewing the state of knowledge building progress (RP).

A more profound comprehension of the role that metadiscourse plays in the collaborative knowledge building community not only contributes to the literature in the knowledge building field but also carries a significant meaning in regulating community, promoting learner agency and sustained knowledge, and consequently improving collaborative learning performance.

This paper aims to clarify the term “tacit knowledge” and suggests the “onion model” as a way to explore conceptually linked layers of tacit knowledge. The model allows the application of different methodologies to elicit tacit knowledge in each layer, the ability to infer tacit knowledge in other layers from tacit knowledge gained in another layer and the exploration of the dynamics of tacit knowledge among the various layers presented in the model. Conceptual and practical advantages compared to prior works on tacit knowledge are discussed.

The main theoretical and methodological dilemmas discussed in the literature regarding tacit knowledge are reviewed. The “onion model” presented in this paper suggests an approach and methodologies that address the issues raised in the literature. The different layers of the model are demonstrated by prior research studies.

The “onion model” discussed in this study points to various layers of tacit knowledge and the links among them, allowing a research-based approach, as well as various practices.

This paper discusses different layers of tacit knowledge relying on previous works that have dealt with these layers independently. The model as a whole and the dynamics among the layers are yet to be empirically investigated.

The “onion model” provides a conceptual framework that can be used for research and diagnosis aimed at exploring tacit knowledge that can serve individual and organizational development.

The approach discussed in this paper addresses some major problems discussed in the literature on tacit knowledge.

The population of the USA consists of a culturally diverse mix of individuals, many of them recent immigrants, from a wide range of ethnic and racial groups. Given an increasing multicultural and multilingual population, an urgent need for cross‐cultural community and health services, and for culturally competent practitioners, has emerged in the profession of mental health. The reality of that diversity raises two crucial implications: the profession needs more culturally competent practitioners to work with multicultural service‐users; and the clinical assessment and treatment of the population has become more challenging and complex. This paper seeks to explore vital cultural components in training mental health practitioners to work with multiethnic groups.

A qualitative and purposive methodology with structured interview questions was employed to gather data for analysis. The process of data analysis included line‐by‐line transcription of each interview and then the data were coded and categorized. Professors, experienced clinicians, and researchers in the multicultural field were interviewed for data collection.

The findings were organized into four essential components in achieving cultural competency in mental health training. Attitudinal components: cultural appreciation, learning curiosity, assumption free, and cognitive flexibility; emotional components: emotional knowledge, reflective ability, worldview knowledge, and cultural alertness; intellectual components: cultural knowledge, single culture, and clinical knowledge; and integrative practice components: cultural engagement, integrative assessment, and integrative intervention process.

The findings contribute to an expanded understanding and integration of major cultural elements in mental health training and practice.