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

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.

A Dual-Role Collaborative Learning Support System for Simultaneous Speaking Acquisition in English and Japanese

“…More specifically, Mitnik, R. et al (2009) claimed that CL is based on the model that knowledge can be created in a population where members actively interact by sharing experiences and take on asymmetry roles. Knowledge management is a dynamic and continuous social process that entails the acquisition, organization, storage and retrieval of knowledge resources, as well as its transmission to user groups with relevant feedback in order to fulfill corporate goals (Ho, T. V. et al, 2015), (Islam, S. et al,2012). CL involves the mutual engagement of all participants in a coordinated effort to solve the problem together (Roschelle, J., & Teasley, S., 1995), which can be inferred everyone may get the same output experience.…”