The relationship between pre-service teacher PKM competency and knowledge acquisition

Pao Yue-kong Library Electronic Theses Database

The relationship between pre-service teacher PKM competency and knowledge acquisition

 

Author: Cheng, Chi-keung
Title: The relationship between pre-service teacher PKM competency and knowledge acquisition
Degree: M.Sc.
Year: 2009
Subject: Hong Kong Polytechnic University -- Dissertations.
Teachers -- Training of.
Knowledge acquisition (Expert systems)
Knwoledge management.
Department: Dept. of Industrial and Systems Engineering
Pages: 62 leaves : ill. ; 30 cm.
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b2321816
URI: http://theses.lib.polyu.edu.hk/handle/200/3468
Abstract: This study examines the relationship between personnel knowledge management competency of pre-service teachers and their perception on knowledge acquisition. Dorsey's (2000) PKM model is adopted as the theoretical framework of this study. The model emphasizes a range of information skills including retrieving information, evaluating information, organizing information, collaborating around information, analyzing information, securing information and presenting information. With these skills, pre-service teacher knowledge acquisition on classroom instructional domain and school-wide pedagogical domain are expected. A self development questionnaire was developed to collect data from a cross sectional survey. 225 pre-service teachers from the Hong Kong Institute of Education participated in the survey. Exploratory factor analysis was applied to examine the factor structure of the PKM competency model and the knowledge acquisition domains. The extracted scales were examined by the reliability test. Linear regression was applied to explore the predictive power of PKM competency on their knowledge acquisition. Result shows that a four-factors PKM model is identified which consists of retrieving, organizing, analyzing and collaboration skills. Pre-service teacher PKM competency was identified to be a predictor for instructional and pedagogical knowledge acquisition. To cope with the teaching requirement of the curriculum reform, incorporation of PKM skills in teacher education curriculum is recommended to teacher education institute for enhancing pre-service teacher learning effectiveness.

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