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

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.