Reinterpreting Iraqi Biology Teachers’ Lived Experiences of Documenting Tacit Knowledge
Keywords:
Tacit Knowledge, Lived Experience, Professional Documentation, Biology Teachers, Phenomenological ResearchAbstract
Purpose: The present study aimed to elucidate Iraqi biology teachers’ lived experiences of documenting tacit knowledge within their professional practice.
Methodology:
This study employed a qualitative design based on interpretative phenomenological analysis. Data were collected through in-depth semi-structured interviews with secondary school biology teachers in Iraq. Participants were selected using purposive sampling, and data collection continued until theoretical saturation was achieved. Data analysis followed systematic phenomenological steps including identification of meaning units, coding, theme development, and interpretative synthesis of lived experience structures. Credibility was ensured through member checking, peer debriefing, and rich description.
Findings: The findings indicated that teachers clearly distinguish between theoretical and practical knowledge and conceptualize tacit knowledge as a product of situated experiences and everyday interactions. Documentation is perceived as an ethical and professional act aimed at preserving and transferring experience; however, it is constrained by time limitations, lack of resources, and difficulties in capturing intuitive and emotional dimensions. Furthermore, the documentation of tacit knowledge is predominantly individual-centered and lacks adequate institutional support.
Conclusion: The documentation of tacit knowledge among Iraqi biology teachers is a complex, multilayered process shaped by individual and organizational contexts, highlighting the need for systematic mechanisms and a stronger culture of knowledge sharing in educational systems.
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Copyright (c) 2025 Fadhil Kadhim Allawi Alsaadi (Author); Ali Khalkhali; Salwan Abed Ahmed, Zohreh Aghakasiri (Author)
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