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Teachers’ knowledge sharing behaviors and TPACK in the digital age: the roles of gender and social-technical capital

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Publicado en:Humanities & Social Sciences Communications vol. 12, no. 1 (Dec 2025), p. 1450
Autor principal: Zeng, Youlai
Otros Autores: Zhang, Wenting, Wang, Shiyan, Sun, Nan
Publicado:
Springer Nature B.V.
Materias:
Teaching
Explicit knowledge
Collaboration
Knowledge sharing
Social networks
Social capital
Teachers
Age
Knowledge
Teacher education
Secondary schools
Student teacher relationship
Professional training
Gender
Knowledge management
Transformation
Professional development
Sharing
Acceso en línea:Citation/Abstract
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Resumen:The cornerstone of teachers’ professional development in the digital age is the transformation of their role from mere users of digital technology to co-creators of digital knowledge. Exploring the relationship between teachers’ knowledge-sharing behaviors and Technological Pedagogical Content Knowledge (TPACK) holds substantial practical implications. This study surveyed 1300 primary and secondary school teachers to investigate how gender and social-technical capital mediate the relationship. The results reveal a significant positive correlation between teachers’ knowledge sharing and TPACK in the digital age, with social-technical capital serving as a mediator and its effect moderated by gender. Furthermore, this study provides empirical support for key propositions of knowledge management theory and social capital theory, focusing on teachers’ knowledge structures and professional development in the digital age.
ISSN:2662-9992
2055-1045
DOI:10.1057/s41599-025-05843-3
Fuente:Social Science Database