Case study: professional growth of elementary school mathematical teachers in aspect of knowledge management

• Main Authors: Huang, Yu-Hsien, 黃育賢
• Other Authors: Chung, Jing
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/3dpcey

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 96 === This research aims at observing the elementary school mathematical teachers participating in professional growth activities in the school in aspect of knowledge management. It also explores the knowledge management strategies implicated in teachers’ general behavior, and the relationship between teachers’ knowledge management and professional growth. The research objects are six teachers in an elementary school participating two kinds of professional growth activities. This research adopts case study method proceeding in the natural situation not offering knowledge management strategies to teachers. The findings from the research are as the following: 1. The advantage of participating professional growth activities in school is that offer chances for teacher to get together, share the mutual idea, and raise the mutual emotion. Professional growth activities can also help teachers to discuss mathematics and classroom management deeply, and raise their professional knowledge. 2. Teacher's behavior implies knowledge management strategies, these strategies include: knowledge acquisition, knowledge storage, knowledge sharing, knowledge application, and knowledge creation. And school support and technology are main knowledge management enablers. 3. Knowledge management has great influence in teachers’ professional growth. Teachers can get professional growth on mathematical content knowledge, pedagogical knowledge, pedagogical mathematics knowledge, student cognitive knowledge, and educational contexts knowledge.