Comunidades de Práctica - una Innovación en la Gestión del Conocimiento

Godói-de-Sousa, Edileusa; Nakata, Lina Eiko

doi:10.4067/s0718-27242013000300011

Cited by 1 publication

(1 citation statement)

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“…It can be understood also as a set of accumulated knowledge by people that the organization is composed of, synergistically organized to foster innovation in the organization [32]. Thus, an institution learns in an effective manner by allowing support to achieve a significant and transcendent change in its patterns and actions in response to the dynamic needs of its educational community [33].…”

Section: Metacognition and Organizational Learningmentioning

confidence: 99%

Institutional Metacognition as an Improvement Tool for Educational Management

Cornejo¹,

Céspedes²,

FelipeRodriguez-Rojas³

2018

Open and Equal Access for Learning in School Management

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A theoretical article is presented in order to describe and analyze an innovative methodology for educational management called institutional metacognition (IM), and it's defined as a reflective and participatory process of an educative community to face conflicts, applying techniques that generate a conscious, dialogical and collaboratory learning in educational organizations. This perspective is relevant to school management field, because it implies the need to build a new vision of the school as an organization that not only teaches but also learns and therefore delivers new tools to current social needs of communication and participation that are stressed nowadays in educational organizations. This process can be used as a management tool for organizational change, to promote an effective learning, and to improve coexistence in schools; it would be used to manage organizational change, and it allows monitoring and accomplishing activities and conflicts that may occur. The characteristics of IM help to improve managing the organizational process when it is visualized as a part of improvement cycle. It presents benefits to collaborative learning, diversity, conflicts mediation and participatory diagnostics. On the other hand, there are challenges that hinder their application to improve relationships, both internally, as a new and unknown tool, and externally related to features of educational institutions.

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Section: Metacognition and Organizational Learningmentioning

confidence: 99%