School knowledge management framework and strategies: The new perspective on teacher professional development

Zhao, Jingyuan

doi:10.1016/j.chb.2009.10.009

Cited by 71 publications

(38 citation statements)

References 7 publications

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“…While the concept of knowledge management has been examined extensively within the business context, very little is known about how the knowledge management process may benefit educational institutions [16]. School knowledge management is involved in the process of knowledge acquisition, accumulation, sharing, transformation, application, innovation, integration and diffusion, which is impacted by school leadership, organizational culture, information technologies, performance management, and other enablers [17]. The results of this study revealed that even though the teachers were open to renew themselves professionally through a knowledge management process, they are still using traditional methods to solve their problems.…”

Section: Resultsmentioning

confidence: 99%

Investigation of the Knowledge Management Process of Schools in Turkey

Celep

Konaklı

2013

IFIP Advances in Information and Communication Technology

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Abstract. The aim of this study was to identify the opinions of administrators and teachers about the knowledge management process in primary, secondary and high schools. The population of the study was teachers who work in primary, secondary and high schools in Kocaeli, Izmit. The sample of the study was 270 teachers that were randomly selected. The Knowledge Management Process in Schools Scale that was developed by the researcher was used to collect data. The reliability rate of the scale is 0.96 Cronbach Alpha. The Knowledge Management Process in Schools Scale's Descriptive Factor Analysis results revealed that the scale was comprised of six factors. These factors were: obtaining knowledge; using knowledge; learning knowledge; sharing knowledge; evaluating knowledge; and administrative support. The results of the study revealed that administrative support played an important role in the knowledge management process, and the participants' opinions varied according to their years in service, age and gender.

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Section: Resultsmentioning

confidence: 99%

Investigation of the Knowledge Management Process of Schools in Turkey

Celep

Konaklı

2013

IFIP Advances in Information and Communication Technology

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“…A estratégia da GCE poderá ser o desenvolvimento profissional dos professores, havendo uma relação entre os métodos e as estratégias da escola com a atuação do profissional da educação (ZHAO, 2010).…”

Section: A Gestão Do Conhecimento E a Educação Especialunclassified

“…Segundo Zhao (2010), obtém-se com esse processo uma sistematização de cooperação entre os colaboradores da organização escolar, facilitando a difusão do conhecimento, a troca de experiências de aprendizagem, promovendo um desenvolvimento profissional em parceria e colaboração. Sabendo-se que uma das funções do educador especial no contexto escolar é promover uma comunicação entre os profissionais da educação, com relação ao desempenho, a habilidade, a capacidade e a competência do aluno com NEE, no sentido de garantir que o ensino e a aprendizagem sejam um processo adequado às especificidades do aluno, e as normas da escola (MEC, 2015).…”

Section: Artigos Originais Negrini E Fornounclassified

A Interdisciplinaridade No Processo De Inclusão: A Formação Do Educador Especial Na Perspectiva Da Gestão Do Conhecimento

Negrini¹,

Forno

2017

Rev. CESUMAR

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RESUMO:Este artigo tem como objetivo investigar a relação da formação de profissionais da Educação Especial e a interdisciplinaridade quanto à inclusão. Definindo-se a interdisciplinaridade como uma variável relevante no atendimento educacional especializado, bem como, pertencente ao desenvolvimento da gestão do conhecimento no contexto escolar. Por meio de uma abordagem qualitativa e da análise de conteúdo foram estudadas cinco ementas de disciplinas de um curso de Educação Especial, de descrições presentes em políticas públicas acerca do papel e das ações do educador especial, bem como, da descrição de três educadoras especiais acerca das suas percepções da interdisciplinaridade em sua formação. Observou-se que a interdisciplinaridade faz-se presente nas relações da prática educacional do educador especial, quanto ao modo de percepcionar às intervenções pedagógicas, e em relação ao modo de organizar e desenvolver o planejamento do atendimento e da avaliação dos alunos com necessidades educativas especiais. PALAVRAS-CHAVE: INTERDISCIPLINARIT Y WITHIN THE INCLUSION PROCESS: THE FORMATION OF THE SPECIAL EDUCATOR FROM THE POINT OF VIEW OF KNOWLEDGE MANAGEMENT ABSTRACT:The relationship between the formation of Special Education personnel and interdisciplinarity with regard to inclusion is provided. Interdisciplinarity may be defined as a variable which is relevant in specialized educational attendance and which belongs to the development of knowledge management within the school *

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“…Nonaka & Takeuchi, 1995[8]; Zack, 1999[6]; Zhao, 2010 [9]), a knowledge management model has been designed (Figure 1). This model demonstrates how a state key lab should manage its knowledge to make its benefit maximize.…”

Section: B Process Of Knowledge Management Within a State Key Labmentioning

confidence: 99%