Shifting priorities in teachers’ professional knowledge: a relational turn in teaching (2008–2022)

Purpose This paper compares teachers' evaluations of three components of professional knowledge: subject knowledge (SK), knowledge about learning (KL), and relational knowledge (RK) in 2008 and 2022. It also examines differences between experience-groups and over time, amid rapid reforms, expanded role and professionalisation of teaching. Design/methodology/approach Repeated cross-sectional survey data (2008: n = 2205; 2022: n = 563) were used to compare teachers' evaluations over time and between teacher groups. Descriptive statistics and t-tests assessed change, Cohen's D assessed effect size and OLS regression models examined differences in evaluation of importance between teacher experience groups. Findings SK, KL, and RK are important components of teachers' professional knowledge. Significant shifts reflect changing educational priorities, with RK becoming the highest-valued knowledge type in 2022, signalling a “relational turn” in teaching. In 2008, all experience groups differed. In 2022, novices and intermediate experienced teachers no longer differed, while very experienced teachers differed from novices. Patterns highlight the evolving role of professional capital and changes in teacher preparation. School level predicted part of this gap, underscoring context-sensitive concerns. Originality/value This study offers a unique longitudinal perspective on how teachers' evaluations of professional knowledge change amid policy changes and societal demands, interpreted through Professional Capital Theory. The results have implications for practice, policy and future research. Teacher education, induction programmes and collaborations should consider context-sensitive concerns and develop relational competences while preserving subject-matter and pedagogical foundations. Future research should address time-contextual aspect when examining evaluations of knowledge.