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Primary School Teachers’ Knowledge Management Capability And Professional Competence Of Teachers Related Research

Posted on:2015-12-30Degree:MasterType:Thesis
Country:ChinaCandidate:Y LiFull Text:PDF
GTID:2297330431979830Subject:Principles of Education
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In this article, the relationship between the primary school teachers’ individual knowledge management capabilities and teachers’professional abilities are mainly discussed. Under the background of the new requirement which the new "primary school teacher professional standards (Trial)" put forward to the primary school teachers’professional capabilities, and which the knowledge economy era new put forward to the educational knowledge management, improving individual’s knowledge management capability is urgent and essential, and thus conducting research on the ability of individual knowledge management capability and teachers’professional capability is meaningful and significant.In this article, by using the teacher professional development content of the theory, the opening stage of the study of teachers’professional development theory, knowledge management theory and the research means of literature, investigation, statistics and other research methods to study, the research can get the results.362teachers from the six primary school in the Yanbian region were chosen as the research samples by random. They finished the self-questionnaire named "The primary school teachers’ individual knowledge management capabilities and teachers’professional abilities." The questionnaire is aimed at researching the main difference between the current situation and the group of primary school teachers individual knowledge management capabilities; correlation between individual knowledge management capacity of primary school teachers and teachers’professional abilities. With the help of the research results, the conclusion of the study countermeasures of improving individual knowledge management capacity of primary school teachers and teachers’professional capacity has been put forward.By studying the following aspects, the main conclusions has been drawn:(1) The primary school teachers are in a better overall knowledge management capability level, having the strongest knowledge innovation, but knowledge conversion capability is the weakest. Primary school teachers’knowledge management capability to show some characteristics of groups, the most prominent in the region, the nation, the type of teachers, professional development phase differences, but no significant differences in gender.(2) The primary school teachers’professional competence approximate the better level, they have the best instructional design capabilities, and the worst organization and implementation capacity. Different stages of development professionals, different types, and different qualifications of primary school teachers there are significant differences in teachers’professional competence.(3)The primary school teachers’knowledge management capability can significantly influence and promote teacher professional development. The primary school teachers’ knowledge management capability greatest impact on teaching design ability, the ability to motivate a smaller impact assessment. Teachers’knowledge management capability of each structure has an impact on the development of teachers’professional competence, knowledge transfer which influence the ability of the largest (4) Knowledge transfer capability is a key factor to affect the ability of primary school teachers’profession level. The ability to master and apply their knowledge and the atmosphere of the school further affects teachers’knowledge management capabilities, thus affecting the improvement of teachers’professional capabilities.According to results of this study, the following recommendations can be offered:(1) Teachers should pay attention to cultivate individual knowledge management capabilities in the course of enhancing teachers’ professional competence (2) Knowledge management capabilities need to be teaching reflected. Take different approaches to enhance teachers’ knowledge management capability in different career stages (3) Make good knowledge of individual teachers conversion. Prompt teachers to improve knowledge management awareness, knowledge conversion in teaching practice (4) Create a well equality, active organizational environment by school. Truly provide the platform to develop teachers’knowledge management ability from the management mechanism to improve teachers’professional development.
Keywords/Search Tags:Knowledge management, professional competence, knowledgetransfer, knowledge management capabilities
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