| Summary: | 碩士 === 中華大學 === 工業管理學系 === 105 === The main purpose of this study was to analyze the relationships between knowledge management and evaluation of teacher professional development.This study applied qualitative methods,including interview,observation and literature review to analyze knowledge management oriented evaluation of teacher professional development. Based on results of the survey, the conclusions of this study are summarized as follows:
1.Teachers get systematic knowledge from the knowledge management and the evaluation of teacher professional development.
2.Through the process of teachers’ self evaluation, teachers could stimulate their introspection and improve their teaching techniques and increase professional knowledge.
3.During the teaching observation, teachers can carry out the goal of knowledge sharing and innovation.
4.Using Teaching portfolio evaluation increases knowledge sharing, imformative communication and knowledge storage among teachers.
5.Through promoting knowledge management and building intramural knowledge sharing platform, the professional image of teachers could be created and improved future competition.
6.Teacher professional learning community should be combined with knowledge management and the evaluation of teacher professional development in order to encourage teachers’ professional sharing culture.
Finally, based on the data analysis, conclusions were drawn and some suggestionswere made for educational authorities,schools,teachers,and future studies to improve school administration.
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