By Eric C. K. Cheng

ISBN-10: 9812872329

ISBN-13: 9789812872326

ISBN-10: 9812872337

ISBN-13: 9789812872333

​This ebook introduces the applying of data administration (KM) theories, practices, and instruments in class association for sustainable improvement. faculties in Asia Pacific have lengthy confronted numerous demanding situations when it comes to sustainable improvement lower than the schooling reforms and curriculum reforms to fulfill the calls for of an information society. faculties are necessarily anticipated to strengthen human capital for the data society in the aggressive worldwide economic system, and to engage with its coverage atmosphere and know the way to leverage pedagogical wisdom. The excessive velocity of enlargement swap and enlargement of information have dramatically effect the advance of suppleness of instructor and faculty works. the character of instructor paintings turns into more and more much less regimen, extra analytical, and disruptive but frequently include a feeling of urgency and wish to be extra collaborative. academics not just require info and knowledge, but in addition wisdom and adventure of person, in addition they have to collaborative activity execution, determination making and challenge fixing. aiding institution leaders and academics to regulate their wisdom and develop into “know how” to deal with the swap is important.

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Management Learning, 36(1), 49–68. Davenport, T. , & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Boston: Harvard Business School Press. Davenport, T. , & Beers, M. (1998). Successful knowledge management projects. Sloan Management Review, 39(2), 43–57. Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393–405. Gherardi, S. (2000). Practice-based theorizing on learning and knowing in organizations.

The CoP also helps to connect the shared domain to the organisation’s strategic focus, to encourage the members to move forward with the agenda, as well as remain focused on the shared domain. 3 Applying CoPs in Schools In an educational setting, Wenger’s (1998) CoP framework emphasises the importance of collaborative learning among teachers and the contribution of knowledge sharing for professional development (Kirschner and Lai 2007; Cheng 2009). Teacher learning occurs within the context of social relationship with other members of the CoP who have shared interest and common concern from the realm of practices.

G. Mayer et al. 1995; Dirks and Ferrin 2001). Teachers require the existence of trust in order to respond openly and share their knowledge (Gruenfeld et al. 1996). School leaders should promote trust in their schools by first fostering trust between themselves and their teachers. The literature on trust supports the view that when there is a higher level of trust, people are more likely to share knowledge (Zand 1972; Andrews and Delahay 2000) and to absorb knowledge (Mayer et al. 1995). Effective knowledge transfer between people requires mutual trust (Politis 2003; 28 3 Managing Culture for Knowledge Management Implementation Panteli and Sockalingam 2005).

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Knowledge Management for School Education by Eric C. K. Cheng

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