Practical knowledge is an implicit yet crucial factor that shapes educators' teaching behaviours. Understanding how researcher positioning and teacher composition influence the connectivity of practical knowledge structures is essential for advancing teachers' professional development. This study employed four intervention strategies: researcher-led, researcher-assisted, intradisciplinary teacher teams, and interdisciplinary teacher teams to explore the development of practical knowledge across different schools. Using chi-square tests and cognitive network analysis, the results revealed that interdisciplinary teams tend to foster a more enriched development of teachers' practical knowledge. In addition, the researchers' intervention, while decisive, needed better alignment with adult learners' characteristics, which impeded practical knowledge development. In contrast, researcher-assisted interventions in K-12 schools were more conducive to practical knowledge growth. The development of situational knowledge and other practical knowledge dimensions showed specific heterogeneity. These findings highlight the complexity of practical knowledge and emphasise the need for teachers' involvement in shaping the discussion process. The study calls for context-specific workshops tailored to teachers' instructional environments and stresses the importance of the researcher-teacher relationship in facilitating the generation and development of practical knowledge.
Despite the importance of feedback literacy, research and practice of feedback literacy for pre-service teachers (PSTs) have remained scarce. To address this gap, the present study developed and validated a Feedback Literacy Scale for Pre-service Teachers (FLSPSTs). Results show that 1) the FLSPSTs has psychometrically sound reliability and validity; and 2) it consists of 26 items and seven factors, namely conceptions of feedback, contextual knowledge about feedback, feedback operation, teacher's emotions in feedback, attitudes towards feedback, pupils' emotions in feedback and strategic knowledge about feedback. The FLSPSTs differentiates from the existing teacher feedback literacy scales with a highlight of the cognition and disposition dimensions of PSTs' feedback literacy, as well as an addition of PSTs' intrinsic emotion regulation in feedback as an important component of their feedback literacy. This study has implications for the assessment and training of PSTs' feedback literacy.
