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The Effects of a Knowledge Management-Based Model for Teacher Professional Development in Hands-On Approach

The Effects of a Knowledge Management-Based Model for Teacher Professional Development in Hands-On Approach

Thang Vinh Ho (Japan Advanced Institute of Science and Technology, Nomi, Japan), Yoshiteru Nakamori (Japan Advanced Institute of Science and Technology, Nomi, Japan), T.B. Ho (Japan Advanced Institute of Science and Technology, Nomi, Japan), and Sy-Duc Nguyen (Ministry of Education and Training, Hanoi, Vietnam)
Copyright: © 2015 |Pages: 19
DOI: 10.4018/ijkss.2015010105
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Abstract

The purposes of the study are (1) to examine the effectiveness of a teacher-training course based on a knowledge management model in blended learning environment; (2) to determine underlying factors that contributed to the success of the course. The employed knowledge management model, which consists of four processes: knowledge co-creation, internalization, sharing and evaluation. Thirty-one in-service secondary school teachers of Hoabinh province participated in a 24-hours teacher-training course for Hands-on approach. The repeated measure analysis of variance revealed that the course improved learners' knowledge and teaching skills for Hands-on approach. Moreover, the content analysed findings indicated that access, interactive activities, formation of learning community, flexibility, time and cost effectiveness, and involvement of administrators and school leaders were underlying factors that contributed to the success of the course. Further implications and suggestions for the courses are presented.
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2.1. Definition of KM

Numerous definitions of KM have been proposed, and two major approaches for studying KM (process, value chain) have been developed. According to the process viewpoint, KM involves the acquiring, capturing, utilizing, sharing, presenting, distributing and creating knowledge (Ungaretti et al., 2011). Similarly, Roknuzzaman et al., (2009) defined that KM is a dynamic and continuous social process that involves acquisition, organization, storage and retrieval, and dissemination of knowledge resources to user group with relevant feedback to achieve organizational goals. According to the value chain viewpoint, Shin et al., (2001) argued that knowledge management could be divided into four major steps: knowledge creation, knowledge storage, knowledge distribution, and knowledge application.

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