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.
|Publication status||Published - 2014|
CitationCheng, C. K. E. (2014, December). Exploring a personal knowledge management model of pre-service teachers for effective learning. Sharing sessions conducted at The Hong Kong Institute of Education, Hong Kong, China.
- Teaching Development Grant (TDG)
- TDG project code: T0131
- Period: TDG 2013-2014
- No. of participants: 10
- Teaching Development Grant (TDG) Output