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

This study examines the relationship between personal knowledge management (PKM) competency of pre-service teachers and their perception on knowledge acquisition. Rapid advance in technology and communications have greatly accelerated the emergence of new knowledge. It creates an impact to pre-service teachers learning and their future teaching. To equip them with information skills and cognitive skills, and to develop their metacognitive competency are radical factors for coping with this challenge. PKM is related with learners' effective learning {Davenport, 1997; Frand & Hixon, 1999), and it is focused on how individual learners apply knowledge processes to support their day-to-day learning activities {Wright, 2005). The assumption of the study is that PKM contributes to pre¬service teacher knowledge acquisition, and in which their learning effectiveness will be achieved. Dorsey's (2000) PKM model is adopted as the theoretical framework of this study. A self development questionnaire was developed to collect data from a cross sectional survey. 225 pre-service teachers from the Hong Kong Institute of Education participated in the survey. Structural equation model was applied to explore the predictive power of PKM competency on their knowledge acquisition. Result shows that a four-factors PKM model is identified which consists of retrieving, organizing, analyzing and collaboration skills. Pre-service teacher PKM competency was identified to be a predictor for knowledge acquisition. This study validates an empirical PKM model for predicting knowledge acquisition by developing an instrument with validity and reliability. Incorporation of PKM skills in teacher education curriculum is recommended.