A study of the predictive effect of pre-service teacher personal knowledge management competency on their instructional design skills

A study of the predictive effect of pre-service teacher personal knowledge management competency on their instructional design skills

• Cheng, Chi Keung Eric The Hong Kong Institute of Education

Journal of Knowledge Management Practice, 12(3), 2011

The Leadership Alliance Inc.

2011

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Personal Knowledge Management Pre-service Teacher Teacher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper aims to examine the relationship between the personal knowledge management (PKM) competency of pre-service teachers and their instructional design skills. Supporting the sustainable development of teachers as professionals in the knowledge society is a critical issue in teacher education. This study attempts to identify an empirical model and a curriculum framework for nurturing pre-service teachers' PKM competency. Dorsey (2000) PKM skills were adopted for constructing the theoretical framework and the survey instrument. A quasi-experimental research design was used to collect data from pre-service teachers from Hong Kong's largest teacher education institution. A structural equation model was applied to explore the predictive power of PKM competency on their instructional design. Results show that a four-factor PKM competency model, which consists of retrieving, analyzing, organizing and collaborative skills, was identified as a predictor of instructional design. Use of PKM tools, e-learning activities and collaborative action research for developing pre-service teacher PKM competency are recommended to teaching education institute.
[Copyright © The Leadership Alliance Inc.].

• English

Journal Articles

• 17059232

https://bibliography.lib.eduhk.hk/en/bibs/06bcf65f

2015-12-14