NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ865367
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1059-8650
Shared Professional Knowledge: Implications for Emerging Leaders
Tran, Lynn Uyen; King, Heather
Journal of Museum Education, v34 n2 p149-162 Sum 2009
Educators make significant contributions to museums' educational agendas, yet recognition of their status in the museum field remains minimal. Furthermore, limited research has been directed at the nature of their practice and pedagogy. By establishing a common body of knowledge underpinned by theory and leading to a shared framework for practice, it is argued that emerging leaders in the field will be equipped to know how best how to design, manage and implement initiatives that support learning. Elsewhere, we have proposed just such a theoretically grounded knowledge base to inform educator practice. In this paper we share exemplars from a current study in which we explore the interconnections between our proposed knowledge base and the complexity of museum educators' work. Our findings demonstrate the need for emerging leaders in museum education to have a deep understanding of the knowledge that underlies their work. Without this knowledge, we assert that emerging leaders will be ill equipped to guide their staff towards a set of proven practices that support visitor learning. Moreover, they will be denied a shared vocabulary with which they may defend and further develop the educational role of their museums. (Contains 25 notes.)
Left Coast Press, Inc. 1630 North Main Street #400, Walnut Creek, CA 94596. Tel: 925-935-3380; Fax: 925-935-3380; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A