The Action Research on Promoting Teachers Knowledge Management from Computerized Teaching Portfolios. =.05
The Action Research on Promoting Teachers Knowledge Management from Computerized Teaching Portfolios. Abstract The purposes of this study were to investigate:1.the present situation of teachers computerized teaching portfolios. 2.teachers points of view on knowledge management theories applied to the teaching portfolios. 3.the process of applying knowledge management theories to computerizing teaching portfolios. 4.the researchers introspection and improvement in the process of computerizing teaching portfolios and managing knowledge. Also, The researcher tried to construct efficient developing strategies for teachers knowledge management and professional development with the aid of computerized teaching portfolios, and hoped to offer elementary school teachers some advice and reference to promote their specialties and improve their teaching. This was an action research. The objects were teachers selected from an urban elementary school in Shulin City, Taipei. The instruments were Questionnaire on Teachers Engagement in Computerized Teaching Portfolios (QTECTP) and Questionnaire on Teachers Point of View on the Knowledge Management Theory Applied to the Teaching Portfolios (QTPVKMTATP). The level of significance of QTECTP and QTPVKMTATP was.05 by using two-way ANOVA. The qualitative data of teachers engaging in computerized teaching portfolios and knowledge management got from Semi-Structured Interview, Record of Case Study and Teacher s Teaching Diary were analyzed. In the process of research, the researcher proceeded with computerizing teaching portfolios and simultaneously introspected and self-criticized to improve the teaching. The results of this study were listed as follows: 1.In the process of applying knowledge management theories to establishing computerized teaching portfolios, the viewpoints on collecting, storing, sharing, applying and creating teaching material tend to the positive. 2.Computerized teaching portfolios are feasible strategies for facilitating teachers ability of knowledge management.
The suggestions of this study were listed as follows: 1.To promote teachers E-ability and capacity of knowledge management. 2.To improve the environment and equipment for teachers to establish computerized teaching portfolios. 3.To encourage teachers to establish computerized teaching portfolios. 4.To implement the concrete strategy of teachers knowledge management. 5.To establish an information platform of teaching portfolios and knowledge management. 6.To construct a mechanism of sharing knowledge. 7.To mold a campus culture of knowledge-sharing. Key wordsteaching Portfolios, Computerized Teaching Portfolios, Teachers Knowledge Management.
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2-1. 30 2-2 Earl 31 2-3. 32 2-4 Lewin. 41 2-5 Altrichter... 41 2-6. 42 2-7. 43 2-8. 44 2-9. 45 3-1. 49 3-2. 51 3-3. 54 3-4.... 55 4-1. 70 4-2. 70 4-3. 80 4-4. 81 2-1. 24 2-2. 24 2-3. 27 2-4. 28 2-5. 28 2-6. 34 3-1. 56 3-2. 56 3-3. 61 4-1. 63
4-2. 64 4-3. 65 4-4. 66 4-5. 67 4-6. 69 4-7. 71 4-8. 71 4-9. 72 4-10. 72 4-11. 73 4-12. 73 4-13. 74 4-14. 75 4-15. 76 4-16. 77 4-17. 78 4-18. 79 4-19. 80 4-20. 81 4-21. 82 4-22. 82 4-23. 83 4-24. 83 4-25. 83 4-26. 87 4-27. 89 4-28. 90 4-29. 91
e 2001 knowledge-based management 2003 2002 ( 2001)1996 (UNESCO) (Learning: the Treasure Within) (Learning to know) (Learning to do) (Learning to live together) (Learning to be ) 1998 (Learn how to learn ) ( 1995)
e teaching portfolio Lee Shulman1992 2003a 2002 2002 Shulman 2001 2000 2001
2002 - - / 2003b