شناسایی عوامل و راهبردهای مؤثر در فرایند شکل‌گیری، آشکارسازی و اشتراک‏گذاری دانش ضمنی معلمان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رشته مطالعات برنامه درسی دانشگاه علامه طباطبائی تهران

2 دانشیار مطالعات برنامه درسی دانشگاه علامه طباطبائی تهران

3 استاد مطالعات برنامه درسی دانشگاه علامه طباطبائی تهران

4 استاد مطالعات برنامه درسی دانشگاه فرهنگیان

5 استادیار مطالعات برنامه درسی دانشگاه علامه طباطبائی تهران

چکیده

هدف پژوهش حاضر، شناسایی عوامل و راهبردهای مؤثر در فرایند شکل­ گیری، آشکارسازی و اشتراک­ گذاری دانش ضمنی معلمان دوره ابتدایی است. برای مطالعه هدف مورد نظر، از رویکرد کیفی و روش داده بنیاد استفاده شد.
مشارکت­ کنندگان این پژوهش شامل 20 معلم باتجربه دوره ابتدایی بالای 15 سال، از شهر یاسوج بودند که به شیوه  نمونه­ گیری هدفمند از نوع نظری انتخاب شدند. داده­ های پژوهش از طریق مصاحبه نیمه ساختاریافته جمع ­آوری شد. روش تحلیل داده ها  بر اساس الگوی کدگذاری سه مرحله­ ای نظریه داده بنیاد انجام گرفت. به طور کلی یافته­ ها نشان داد که برای عوامل مؤثر در فرایند شکل­ گیری دانش ضمنی معلمان ابتدایی 8 مقوله؛ مطالعه و به­ روز کردن دانش و سواد رسانه­ ای، خلاقیت و انعطاف­ پذیری در تدریس، تعامل معلم با همکاران و محیط­ های گوناگون، تجربه­ های عملی و شخصی در گذشته، تجربه­ های عملی کلاس درس، بینش و شهود، چالش ­های کلاس درس، انگیزش درونی و بیرونی و برای ویژگی­ های دانش ضمنی معلمان خبره 9 مقوله، تجربیات معلمان از به­ کارگیری دانش ضمنی در کلاس 8 مقوله و برای راهبردهای آشکارسازی و اشتراک­ گذاری دانش ضمنی معلمان 14 مقوله اصلی استخراج شده است. در انتها مقوله­ های شناسایی شده در قالب مدل مفهومی ارائه شد و نتایج به ­دست آمده از اعتبارسنجی مدل بر اساس نظر متخصصان با استفاده از فن دلفی نشان می­ دهد که این الگو از اعتبار مناسبی برخوردار است.  

کلیدواژه‌ها


Alwani, S. M. (2003). Pattern learning: a way to develop and improve the organization. Management and Development Quarterly, Volume 4, Issue 16. [In Persian].
Bakht, M., Bazar Afshan, M., & Hossein Gholizadeh, R. (2013). Investigating the Relationship between Knowledge Transfer and Performance of Educational Departments of the Second Theoretical High School, Quarterly Journal of Educational and School Studies, Second Year, No. 6, pp. 114-99. [In Persian].
Banks, F., Leach, J., & Moon, B. (2005). Extract from "New understandings of teachers' pedagogic knowledge".  Curriculum Journal, 16(3), 331-340.     
Bates, A. W. (2015). Teaching in in a digital age. Open Education Resources collection.6.
Bazargan, A. (2016). Qualitative and mixed research methods: Common approaches in behavioral sciences. Tehran: Didar Publishing. [In Persian].
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers perceptions of professional identity: An exploratory study from a personal Knowledge perspective. Teaching and teacher education, 16(17), 749-764.
Bell, B., & Gilbert, J. (1994). Teacher Development as Professional, Personal, and Social
Bennet, D., & Bennet, A. (2008). Engaging tacit knowledge in support of organizational learning. The Journal of Information and Knowledge Management Systems, 38 (1), 72-94.
Biasutti, M., & Heba, E. D. (2012). Using Wiki in teacher education: Impact on knowledge Management Processes and student sarisfaction. Computers & Education, 59(3), 861-872.
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and practice. (6), 624-640.
Borg, S. (2003). Teacher cognition in Language teaching: a review of research on wat Language teachers think, know, belive, and do. Language Teaching, 36(2), 81-109.
Borko, H., & Putnam, R. T. (1995). Expanding a teacher's knowledge   bass: A cognitive Psychological perspective on professional development. professional development: New paradigms & practices. New York: Teachers College Press.
Busch, P. A. (2004). Knowledge Management Implications of Articulable Tacit Knowledge: Case Studies on its Diffusion (Adisseertation for degree of Dotor of Philosophy), Macquarie University.  
Chaharbasshloo, H., Gholami Aliasgari, M., Taleb zadeh, M., & Mousapour, N. (2020). Analytical reflection on teachers' practical knowledge: a case study of exemplary teachers in an education reform context. Teaching and Teacher Education.87, 1-15. [In Persian].
Chang, M. Y., Ho, J. S. y., & Lau, P. M. (2009). Knowledge sharing in academic institution: a study of Multimedia University Malaysia. Electronic Journal of knowledge management, 7(3), 313-324.
Chen, M. Y. (2003). Application of teacher Personal knowledge management and teacher's professional development. Secondary Education. 54(6). 170-183.
Chennamaneni, A. (2007). Determinants of knowledge sharing behaviors: Developing and testing an integrated theoretical model.
Chergui, W., Zidat, S., & Marir, F. (2018). An Approach to the Acquisition of Tacit Knowlede Based on an ontological Model. Journal of King Saud university- Computer and Information Sciences.9-12.
Creswell, J. W. (2009). Research design of qualitative, quantitative and combined approaches. (Translated by Alireza Kiamanesh and Maryam Dana Toos). Tehran: University Jihad, Allameh Tabatabai University Branch. [In Persian].
Creswell, J. W., & Plano Clark, W. (2011). Combined Research Methods. (Translated by Alireza Kiamanesh and Javid Sarai). Tehran: Ayiz Publications. [In Persian].
Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: Development. Teaching and Teacher Education, 10(5), 483-497.
Dudley, P. (2013). Teacher learning in Lesson Study: M., Teaching and Teacher Education.34, 107-121. Journal Homepag: www.elsevier.com/locate/tate.
Dunn, T. G., & Lozinski, M. (2005). Tacit knowledge use in classroom management. Paper presented at annual meeting of the American Educational Research Association. Montreal, April.
El-Den, J., & Sriratanaviriyakul, N. (2019). The Role Opininons and Ideas as Types of Tacit Knowledge. Procedia Computer Science 161.23-31.
Elbaz, F. (1983). Teacher Thinking. A syude of practical knowledge. Londres: Croomhelm.
Elliott, J. G., Stemler, S. E., Sternberg, R. J., Grigorenko, E. L., & Hoffman, N. (2011). The Socially Skilled Teacher and the Development of Tacit Knowledge. British Educational Research Journal, 37(1), 83-103.
Enakrire, R. T., & Uloma, N. G. (2012). The Efaect of Tacit Knowledge   for Effective Teaching and Learning Processes among Lecturers at the Delta State University. Abraka.Library Philosophy and Practice (e- journal).790. http:// digitalcommons.unl.edu/libphilprac/.
Evans, L. (2002). What is Teacher Development? Oxford Review of Education, 28(1), 123-137.
Faulkner, J., & Latham, G. (2016). Adventurous Lives: Teacher Qualities for 21st century Learning. Australian. Journal of Teacher Education (online), 41(4), 137-150.
Fernandez, C. (2014). Knowledge base for teaching and Pedagogical content knowledge (pck): some useful models and implication in the 21st century, Volume 60, 79-100.
Fraser, S., Beswik, K., & Crowley, S. (2019). Making tacit knowledge visible: uncovering the knowledge of scince and mathematics teachers. Teaching and Teacher Education. 86, 1-10.
Fundamental Transformation Document of Education. (2014). Tehran: Higher Education Council.
Ghaderi, M., Nosrati, N., & Khosravi, M. (2018). The story of practical discourse in curriculum studies. Tehran: Avaye Noor. [In Persian].
Golombek, P. (2009). Personal practical knowledge in L2 Teacher education, Second language teacher eduation, 155-162.
Green, T. R., & Mishaleen, A. (2016). Professional Development Urban Schools: what Do Teachers Say? University of Phoenix Texas A &M University- San Antonio. Journal of Inquirty & Action in   Educatio, 6(2).
 Griffith, p. L., Kimmel, S. J., & Biscoe, B. (2010). Teacher professional development for at rick preschoolers: Closing the Achivement Gap by Closing the Instruction Gap. Action in Teacher Education. 31(4), 41-43.
Grossman, P. L. (1990). The making of a teacher knowledge andteacher education. New York: Teacher College Press.
Gruber, H., & Duxbury, L. (2001). Does organizational culure affect the sharing of knowledge? Presention Health Canada. Available from: htpp://www.hc - sc.gc.ca/iacbdgiac/kmgs/English/Duxbury_en. PDF.
Gurskey, T. (2002). Professional Development and Teacher Change. Teachers and Teaching: theory and practice, 8(3/4), 381-391.
Hau, Y. S., Kim, B., Lee, H., & Kim, Y. G. (2013). The effects of individual motivations. And social capital on employeesT hacit and explicit Knowledge sharing intenions. Interernational Journal of Information Management, 33(2), 356-366.
Haldin-Herrgard, T. (2004). Diving under the Surface of Tacit Knowledge. In Fifth European Conference on Organizational Knowledge, Learning, and Capabilities. Innskbruck, 2-3 April.
Hargreaves, D. H. (1999). The Knowledge‐creating School. British Journal of Educational Studies, 47(2), 122-144.
Hill, J., & Houghton, P. (2001). A Reflection on Competency – based Education. NO 2p 147- 166.
Hoehle, H., & Pauleen, D. (2008). KM Among Academics: do as I teach not as I do.
Hossein Gholizadeh, R., & Mir Kamali, S. M. (1389). Key factors affecting knowledge sharing, a case study of the Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad. Iranian Journal of Higher Education, 3 (1) pp. 78-61. [In Persian].
Hosseinzadeh Yusefi, G. (2015). Practical manual of Training   Carriculum-4, Set of education textbooks of Training curriculum-4, Farhangian education deputy. [In Persian].
Huang, N. S. (2008). A study on elementary school teachers' knowledge management and teacher's professionalism in Kaohsiung city. NPUE Thesys.
Hung, Y. (2020). Exploration of teachers' personal practical knowledge for teaching controversial public issues in elementary school classrooms. The Journal of Social Studies Research. contents lisets available Science Direct.
Hurest, L. (2010). Identifying Tacit Knowledge Used by Secondary School Teache. (Master of Education Degree in Education Psychology). Universitybof Toledo
Imani, M. (1394). Qualitative research methodology. Qom: Research Center and University. [In Persian].
Jafari, H., Abolghasemi, M., Qahramani, M., Khorasani, A., & Ghobadian, M. (2018). Content factors of professional development of teachers in exceptional schools of the mentally retarded group in Tehran. Exceptional Children Quarterly, 2 (18) .77-86. [In Persian].
Jaohansson, T., & Kroksmark, T. (2004). Teachers'inhuittion-hn- action: How teachers experience action. Reflective Practice. 5(3).357-381.
Jin-Feng, W., Ming-Yan, C., Li-Jie, F., & Jun-Ju, Y. (2016). The Construction of Eenterprise Tacit Knowledge Sharing Stimulation System Oriented to Employee Individual. Procedia Engineering.174, 289-300
Johnson, B., & Christens, L. (2012). Research method in educational sciences: quantitative, qualitative and mixed; Third Edition. Translated by Ali Akbar Khosros Babadi, Kambiz Posheh and Muharram Aghazadeh). Tehran: Ayizh Publications. [In Persian].
Khanifar, H., & Moslemi, N. (2017). Principles and bases of qualitative research methods, a new and applied approach, Tehran: Negah Danesh. [In Persian].
Kohengkul, S., Wongwanich, S., & Wiratchai, N. (2009). Influences of Strategies, knowledge sharing and Knowledge sharing and Knowledge transfer on the success of university – school collaboration in research and development. Research in Higher Education Journal, 5, 1-15.
Koskinen, K., & Vanharanta, H. (2010). The role of tacit Knowledge in innovation processes of small technology   companies, International Journal of   production economics, Vol. 80, 57-64.
Kouwenhoven, W. (2014). Releveant curriculum Design and development in Higher Education.
Kratka, J. (2014). Tacit Knowledge in Stories of Expert Teachers. Procedia Social and Behavioral Services.171, 837-846.
Lang, J. (2004). Managerial concerns in Knowledge Management. Journal of Knowledge Management, Vol.5.pp.143-157.
Liao, S. H. (2004). "Problem solving and knowledge inertia", Expert system with applications 22, 29-317.
Loucks-Horsley, S. (2010). Desingning professional development for teachers of scinse and mathematics, 3rd ed.
Matzler, K., Renzl, B., Mooeadian, T., Von Krogh, G., & Mueller. (2011). Personality traits affective commitment, documentation of Knowledge, and Knowledge sharing International Journal of Human Resource Management, 22(02), 296-310.
Mathers, S. (2021). Using video to assess preschool teachers' pedagogical knowledge: explicit and higher-order knowledge predicts quality. Early Childhood Research Quarterly. 55. 64-78.
Mc Adam, R., Masom, B., & Mc Crory, J. (2007).  Exploring the dichotomies within the tacit   Knowledge literature: towards a process of tacit Knowledge in organizations, Knowledge Management, Vol. 2, 43-59.
Mc Inerney, M. (2011). Tacih knowledge transfer with patent law: Exploring clen technology transfers. Fordhiam Intell. Prop. Media & Ent. LJ, 21, 449.
Mirzaei, K. (2015). Qualitative research: research, research and research writing, Volume One. Tehran: Foujan Publishing. [In Persian].
Nash, C., & Collins, D. (2006). Tacit Knowledge in Expert Coaching: Science or Art? Quest, 58(4), 465-477.
Nonaka, I., Ryoko, T., & Akiya, N. (2000). " A firm as a knowledge – creating entity: a new perspective on the theory of the firm, industrial and corporate chang", Oxford, 9(1): 1-20.
Nonaka, & Takeuchi. (1998). The Knowledge Creating Company, New York: -Oxford University Press.
Olaisen, J., & Revang, O. (2018). Exploring the performanc of tacit knowledge: How to make ordinary people deliver extraordinary results in Teams. International Journal of Information Management.43. 295-304.
 Paulin, D., & suneson, K. (2012). Knowledge transfer, knowledge sharing and knowledge barriers Three Blurry Terms in KM. The Electronic Journal of knowledge management, 10(1), 81-91.
Pinar William, F., & Zhang, H. (2015). Without experience is teacher development possible? Utobiography and Teacher Development in China: subjectivity and culture in Curriculum Reform. Palgrave Macmillan us.
Polanyi, M. F. (2002). Communcative action in practice: Future Search and the pursuit of an open, critical and non- coercive large – group process. Systems Research and Behavioral Science, 19940, 357-366.
Poulson, L. (2001). Paradigm Lost? Subject Knowledge, Primary Teachers and Education Policy. British Journal of Educational Studies, 49(1), 40-55.
Rozenszajn, R., Snapir, Z., & Machluf, Y. (2019). Professional learning and development of Pre-service teachers with different scientific knowledge bases and different teaching training training in the course of their studies. Studies in Educational Evaluation.6. 123-137.
Saadipour, I. (2014). Research methods in psychology and educational sciences. Tehran: Ravan Publishing. - Azizi, Shahriar (1395). Research methods in management with emphasis on practical and statistical examples. Tehran: Samat Publications. [In Persian].
Salimi, Q., Sabbaghian, Z., Danaeifard, H., & Abolghasemi, M. (2011). Knowledge sharing among faculty members in academic settings an interdisciplinary perspective. Quarterly Journal of Interdisciplinary Studies in the Humanities, 3 (2-3) pp. 51-71. [In Persian].
Schön, D. (1983). The Reflective Practitioner: How Professional Think in Action. London: Temple Smith.
Shim, H. S., & Roth, G. L. (2007). Sharing Tacit Knowledge among Expert Teaching Professors and Mentees: Considerations for Career and Technical Education Teacher Educators. Journal of Industrial Teacher Education, 44(4), 5-28.
Shokouhifard, H., Ahanchian, M. R., Shabani Varki, B., & Saeedi, M. (2017). The role of knowledge architecture in promoting the effectiveness of teachers' performance. Bi-Quarterly Journal of Educational Planning Studies, Volume 6, Number 12, pp. 28-11. [In Persian].
Sternberg, R. J. (1998). Enhancing education for immigrants: The role of tacit knowledge. Educational Policy, 12 (6), 705-718.
Strauss, A., & Carbin, J. (1397). Basics of qualitative research; Techniques and stages of producing background theory. (Translated by Ebrahim Afshar). Tehran: Ney Publications. [In Persian].
Suuassee, N., & Sewary, D. A. (2003). An Investigation of knowledge Management Implementation Strategies, Proccedings of SAICSIT, pp.24-36.
Szulanski, G. (2003). The Process of knowledge transfer: A diachronic analysis of sticiness. Organization behavior and Human Decision processes. 82(1), 9-27.
Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher Knowledge and the Knowledge Base of Teaching. International Journal of Educational Research, 35(5), 441-461.
Von, V., & Peng, Y. (2015).  How a Pere- Service teacher acquires Tacit Knowledge of teaching from Practice: The Process of becoming a teacher (Doctoral Dissertation, University Berlin).
Von der, G. (2012). Heiko, Consensus measurement in Delphi studies Re-opinion and implications for future quality assurance, Technological Forecasting & Social Change 79 (2012) 1525–1536.
Wang, S., & Noe, R. A. (2010). Knowledge sharing: A review and directions for future research. Human Resource Management Review. 20(20), 115-131.
Wang, S., & Noe, R. A. (2010). Knowledge sharing: A review and directions for future research. Human Resource Management Review. 20(20), 115-131.
Woo, j., Han, C., Robert, E., Flores, B., & Ellis, C. (2004). Knowledge Map: reusing experts' tacit knowledge in the AEC industry". Automation in Construction 13, pp. 203-207.
Wulf, C. (2008). Mimetic Learning. Designs for Learning, 1(1), 56-67.
Yang, H. L., & Wu, T. C. (2008). Knowledge sharing in an organization. Technological Forecasting and Social Change. 75(8), 1128-1156.
Yassini, A., & Shiri, A. (1393). The effect of teachers' personal motivation and social capital on their desire to share tacit and explicit knowledge. Quarterly Journal of Educational Studies, Third Year, No. 8, pp. 114-87. [In Persian].
Yu, H. (2012). Explorring Teachers' Personal practical knowledge about Teaching Reading Comperehension in English. A study of School of university knowledge at a universityin China. Kristianstad university- School of Teacher   Eduction – English IV, Spring 2011.
Zamani, Z. (2012). Determining the status of tacit and explicit knowledge of middle school teachers of learning theories in the teaching process and the impact of demographic factors on it. Educational Innovations Quarterly, No. 43, pp. 162-139. [In Persian].
Zhao, J. (2010). School knowledge management framework and strategies: The new perspective on teacher professional development. Computers in Human Behavior, 168-175.
Zhong, X., & Qu, K. (2012). Research on the Model Construction of Teachers' Tacit Knowlede Sharing Based on Software. Procedia Engineering.29. 223-228.