STUDY ON A MODEL FOR TEACHER PROFESSIONAL DEVELOPMENT IN VIETNAM BASED ON KNOWLEDGE MANAGEMENT

Thang Vinh Ho, Yoshiteru Nakamori, Bao Tu Ho, dam Si Ho

Abstract


The purposes of the study are to propose a new effective model for teacher professional development and examine the model’s effectiveness in Vietnam condition. As the first step of the study, the paper proposed a teacher professional development model, which is based on knowledge management in blended learning environment and pointed out how to validate it. The model is designed based on four knowledge management processes namely knowledge co-creation, knowledge internalization, knowledge sharing and knowledge evaluation. The knowledge in the model is co-created by the participatory method of learning community members. The teacher professional development process is based on the constructive approach that including activities as follows: self-paced learning, knowledge sharing, observational learning, peer evaluation, reflection, group discussion, and feedback, etc. The learners will receive the on going supporting, mentoring and coaching processes among community members. As the result, a lifelong professional learning community and a secondary school teacher network are established and developed.


Keywords


Teacher professional development (TPD); blended learning (BL); knowledge management (KM); learning community; teacher network.

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