DocumentCode :
567824
Title :
The strategies on teacher´s personal knowledge management
Author :
Wang, Caixia ; Xu, Xia
Author_Institution :
Inf. & Technol. Coll., Tianjin Univ. of Technol. & Educ., Tianjin, China
Volume :
1
fYear :
2012
fDate :
3-5 Aug. 2012
Firstpage :
390
Lastpage :
394
Abstract :
The field of education which implied a rich knowledge resource was a typical knowledge industry. Teachers were the core elements of education, who were a typical knowledge workers, such as Collection of teaching materials, making lesson plans, The accumulation of teaching material, Taught in the classroom scene. Teachers should have some knowledge management strategies to the orderly management of knowledge. Specific strategies included using knowledge management tools and sorting knowledge resources; raising the awareness of knowledge sharing; writing educational narrative based on reflection, mining tacit knowledge; participating in subject study, and carrying out action research. The strategies were proposed to further enhance the professional development of teachers, which were some guidance and reference for the teacher´s personal knowledge management.
Keywords :
educational administrative data processing; knowledge management; teaching; classrooms; educational narrative writing; knowledge industry; knowledge resource; knowledge resource sorting; knowledge sharing awareness; knowledge workers; lesson plan making; reflection-mining tacit knowledge; teacher personal knowledge management strategies; teacher professional development enhancement; teaching material accumulation; teaching material collection; Libraries; explicit knowledge; knowledge management tools; knowledge sharing; tacit knowledge; teacher´s personal knowledge management;
fLanguage :
English
Publisher :
ieee
Conference_Titel :
Information Technology in Medicine and Education (ITME), 2012 International Symposium on
Conference_Location :
Hokodate, Hokkaido
Print_ISBN :
978-1-4673-2109-9
Type :
conf
DOI :
10.1109/ITiME.2012.6291325
Filename :
6291325
Link To Document :
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