Managing Pedagogical Knowledge Through a Teacher-Led Community of Practice Evidence From Kindergarten STEAM Education

Abstract

The increasing emphasis on STEAM education has expanded expectations for kindergarten teachers to design integrated and developmentally appropriate learning activities. However, the essential pedagogical knowledge needed for effective curriculum design is often experiential, tacit, and confined to individual classrooms. This study contends that teacher-led communities of ed-practice provide a practical mechanism for managing this knowledge. This examines a teacher-led community through a knowledge management lens to illustrate how pedagogical knowledge is shared, co-constructed, and transferred in kindergarten STEAM education. Using an exploratory qualitative approach, the study analyzes community interactions, reflective practices, and teachers' curriculum artifacts. Analysis revealed three interrelated knowledge processes—externalization, co-construction, and adaptive transfer—through which pedagogical knowledge is circulated within the community. These results offer practical implications for institutions seeking systematic, collaborative approaches to curriculum design.