Exploring a personal knowledge management model of pre-service teachers for effective learning

Research output: Contribution to journalArticle

Abstract

This study examines the relationship between personal knowledge management competency of pre-service teachers and their perception of learning effectiveness. A self- developed questionnaire was designed to collect data from a cross sectional sample. Two hundred twenty-five pre-service teachers from the Hong Kong Institute of Education participated. Structural equation model was applied to explore the predictive power of PKM competency on their perception of learning. A four-factor PKM model, which consists of retrieving, organizing, analyzing, and collaboration skills, is empirically constructed. Pre-service teacher PKM competency is identified to be a predictor for learning effectiveness. Incorporation of PKM skills in teacher education curriculum is recommended to teacher education institutions for enhancing pre-service teacher PKM competency. This study validates an empirical PKM model for predicting their learning effectiveness by developing an instrument with validity and reliability. Copyright © 2012 De La Salle University, Philippines.
Original languageEnglish
Pages (from-to)336-341
JournalThe Asia-Pacific Education Researcher
Volume21
Issue number2
Publication statusPublished - Jul 2012

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knowledge management
teacher
learning
education curriculum
structural model
Hong Kong
education
questionnaire

Citation

Cheng, E. C. K. (2012). Exploring a personal knowledge management model of pre-service teachers for effective learning. The Asia-Pacific Education Researcher, 21(2), 336-341.

Keywords

  • Personal knowledge management
  • Teacher education
  • Pre-service teacher