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 © 2011 TLA, Inc.
|Journal||Journal of Knowledge Management Practice|
|Publication status||Published - Sept 2011|
CitationCheng, E. (2011). A study of the predictive effect of pre-service teacher personal knowledge management competency on their instructional design skills. Journal of Knowledge Management Practice, 12(3). Retrieved June 21, 2016, from http://www.tlainc.com/articl271.htm
- Personal knowledge management
- Pre-service teacher
- Teacher education