Teachers' perceptions on the relationship between community of practice and knowledge management at five primary seed schools of marine education in Keelung, Taiwan
| Autor: | 陳釗文 |
|---|---|
| Rok vydání: | 2008 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 96 In developing marine education curricula, teachers of marine education seed schools in Keelung, Taiwan, explored the new knowledge of marine education through the function of and learning from teachers’ communities of practice. This study aimed at investigating teachers’ perception on the relationship between community of practice and knowledge management. The study employed the quantitative survey method. The research instrument was a self-constructed questionnaire which contained 38 survey questions focusing on three dimensions: school as learning organization, teachers’ community of practice, and knowledge management. The samples were deliberately chosen from five primary seed schools of marine education located at Chung-Cheng District in Keelung, 146 questionnaires were administered in 2008 May, and 137 questionnaires responses were received by the researcher in 2008 May. The response rate was 92.47%, while the useable response rate was 93.83%. The data analysis methods used including factor analyses, ANOVA, aggression, Scheffe’s multi-comparison test and Pearson correlation analyses. The research found that teachers’ perception on the relationship of community of practice and knowledge management were as follows: 1. Teachers’ communities of practice were cultivated at schools characterized as learning organizations. 2. Teachers’ communities of practice would enhance schools’ learning culture as participants of community of practice were more willing to participate with relevant seminars and workshops, shared own expertise with others, and would modify and adjust their teaching practices. 3. The characteristics of the effective teachers’ communities of practice were seen to include the followings: (1) The good atmosphere of community of practice was seen that participants would communicate to solve problems, and could freely share ideas with each other. (2) The best strategies of a community of practice were perceived as using teamwork to develop curricula, sharing experiences and knowledge in formal and informal meetings, and sharing leadership. (3) The good administrative supports were expected to include that school enhancing organizational learning on marine education, arranging regular time for teachers’ formal learning on the field, and providing teachers with marine education resources. 4. The positive relationship between teachers’ community of practice and knowledge management were seen to include the followings: Participants of community of practice could better advance their professional study, could become better developers and practitioners of marine education, and could better manage the relevant documents and information by using information and communication technology. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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