Secondary Vocational Schools, Knowledge-sharing Research

As the institute for producing, spreading and applying knowledge, schools are supposed to serve as a crucial arena for knowledge management.Like any other assets, knowledge can be stored, exchanged and updated in an individual teacher and teaching organizations. In terms of its function, knowledge can be classified as explicit knowledge and tacit knowledge, with the latter being the most important resources for an organization to get competitive edges.More specifically, teachers'knowledge is composed of three aspects, namely, subject-involved knowledge, conditional knowledge and practical knowledge. Of the three, practical knowledge plays an important role in guiding the instillation of subject-involved knowledge. Since practical knowledge serves as a major basis for developing one's teaching career, schools should encourage their teaching staff to spontaneously participate in knowledge-sharing activities.The study's questionnaire and interview results show that teachers harbor strong will for knowledge sharing, but are weak in sharing behaviors. Many obstacles exist in sharing knowledge among teachers of vocational schools. As for China's secondary vocational schools, their knowledge-sharing level is rather low.The dynamic repeated games among teachers function as a precondition for knowledge-sharing. The knowledge-sharing game process has to be based on the fact that the two parties abide by rules. To impel the teachers to share their knowledge, there has to be a certain kind of impetus, which is closely related to schools'institutional organization, incentive mechanism, cultural atmosphere and other factors. To this end, schools are recommended to introduce corresponding security and incentive mechanisms.