The Formation And Development Of Teachers' Personal Knowledge Management Strategy

Group learning, as an effective method of learning theory and strategy, has entered into the kindergarten teachers' learning life, and has become an important way of kindergarten-oriented research and teachers' professional development. However, individual teacher's low learning efficiency and quality within group learning have seriously affected and restricted her process of professional development. Being the cornerstone and the core of knowledge management theory, the key-aim of personal knowledge management is to help individual comb and integrate his knowledge system, accumulate and obtain, exchange and share, apply and innovate knowledge consciously and intentionally, and constantly adapt to the ever-changing knowledge society through the improvement of individual learning ability and professional competency. Introducing the personal knowledge management theory into the kindergarten group learning, will gradually improve the kindergarten teachers' learning level, enhance the potency of the group learning, accelerate the construction of specialized practice theory, and speed up the steps of self-renewal.An outstanding theory, only when it is rooted and budded in the lively preschool education practice, can realize its potential significance and values. The research of the formation and development of kindergarten teacher's personal knowledge management strategy is a bridge, which connects the theory and the practice, the ideal and the reality. We collected 178 effective questionnaires from six kindergartens in Jiangsu, Guangdong and Henan provinces, to study the present strategy utilization of kindergarten teachers' personal knowledge management within group learning. However, the statistical results were not optimistic. So the researcher selected teachers to set up two research teams from two kindergartens of different cultural background, each team included one novice, one developing teacher and one mature teacher respectively. Each team was a research community to carry out personal knowledge management strategy research. After more than one year of action research, based on "person", community members formed eight kinds of personal knowledge management strategies: Writing notes and record, reflecting in diary, using scheme and the atlas, coding digitals, communicating by dialogue, sharing experts' resources, opening pedagogy activity and analyzing case. After tracing the forming and developing process of strategies above, the researcher analyzed the relative characteristics from two dimensions: teacher as an individual and teachers as a group. Regarding individual teacher dimension, researcher made classification according to the degree that teacher pay attention to the personal knowledge management strategy, and divided the strategy formation and development process into five connective phases: "the non-attention" phase, "the theory attention" phase, "the behavior attention" phase, "the strategy attention" phase and "the strategy automation" phase. As regards group dimension, researcher analyzed the characteristics of strategy formation and development from 3 levels: the novice, the developing teacher and the mature teacher. Afterwards, researcher deeply probed the basic mechanism of strategy formation and development, and made the conclusion that strategy formation and development results from the influences of three systems: Original creating system, dynamic system and the supporting system, which are connected and interactive. Finally, through investigating the research process, research result and research paradigm overall, researcher obtained new enlightenment and pondered on the future "self- renewal" orientation kindergarten teachers' professional development.