Abstract

The acquisition and application of tacit knowledge are critical processes for driving organizational innovation. Employing structural equation modeling (SEM), this study explores how secondary teachers’ different ways of tacit knowledge acquisition influence their tacit knowledge awareness, tacit knowledge sharing, and pedagogical innovation of professional learning communities (PLCs). Both a basic model and an alternative model are examined to deepen the comprehension of these relationships. The findings reveal that ways of tacit knowledge acquisition, including “learning by doing” and “learning by interaction,” significantly impact teachers’ tacit knowledge awareness and sharing, which subsequently enhance the pedagogical innovation of PLCs. “Learning by doing” and process innovation in teaching serve as mediators in the model. Additionally, the quality of shared knowledge exerts a significant moderating effect on the link between tacit knowledge sharing and product and service innovation. Consequently, the organizers of teaching and research activities should give teachers several corresponding guidelines.

Keywords: Tacit knowledge acquisition, Tacit knowledge awareness, Tacit knowledge sharing, Product and service innovation, Process innovation