• 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