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

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

Thang Vinh Ho, Yoshiteru Nakamori, T.B. Ho, Sy-Duc Nguyen
Copyright: © 2015 |Volume: 6 |Issue: 1 |Pages: 19
ISSN: 1947-8208|EISSN: 1947-8216|EISBN13: 9781466678996|DOI: 10.4018/ijkss.2015010105
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MLA

Ho, Thang Vinh, et al. "The Effects of a Knowledge Management-Based Model for Teacher Professional Development in Hands-On Approach." IJKSS vol.6, no.1 2015: pp.60-78. http://doi.org/10.4018/ijkss.2015010105

APA

Ho, T. V., Nakamori, Y., Ho, T., & Nguyen, S. (2015). The Effects of a Knowledge Management-Based Model for Teacher Professional Development in Hands-On Approach. International Journal of Knowledge and Systems Science (IJKSS), 6(1), 60-78. http://doi.org/10.4018/ijkss.2015010105

Chicago

Ho, Thang Vinh, et al. "The Effects of a Knowledge Management-Based Model for Teacher Professional Development in Hands-On Approach," International Journal of Knowledge and Systems Science (IJKSS) 6, no.1: 60-78. http://doi.org/10.4018/ijkss.2015010105

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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.

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