تدوین مدل ارتقای توانایی‌های مدیریت دانش شخصی (PKM) معلمان: کاربردی از روش داده بنیاد

محورهای موضوعی : آموزش و پرورش

پریوش محمدی قشلاق ¹ (استادیارگروه علوم تربیتی ، دانشگاه آزاد اسلامی ،واحد مهاباد، مهاباد ، ایران)
میرمحمد سیدعباس زاده ² (استادگروه علوم تربیتی ، دانشگاه ارومیه ،ارومیه ، ایران)

تاریخ دریافت : 1399/01/22 تاریخ پذیرش : 1399/01/22 تاریخ انتشار : 1401/01/01

کلید واژه: مدیریت دانش شخصی, مهارتهای ارتباطی و بازیابی درخود, توانایی تحلیل و ارائه اطلاعات,

چکیده مقاله :

مقدمه و هدف: هدف از تحقیق حاضر ارائه مدلی به‌منظور ارتقای توانایی‌های مدیریت دانش شخصی (PKM) معلمان :کاربردی از روش داده بنیاد بوده است.  روش شناسی پژوهش: برای تحقق هدف تحقیق حاضراز رویکرد پژوهش کیفی و به‌صورت مشخص از روش داده بنیاد استفاده شده است. جامعه آماری شامل مدیران سازمان آموزش‌وپرورش استان­های آذربایجان غربی و شرقی و خبرگان مطرح دانشگاهی دارای زمینه علمی مرتبط با مدیریت دانش است که درساخت مدل تحقیق از بین آنها ده نفربا استفاده از اصل اشباع به عنوان نمونه انتخاب و با ترکیب روش‌های هدفمند قضاوتی و روش گلوله برفی گزینش شده اند. ابزار گردآوری داده‌ها مصاحبه‌های نیمه ساختاریافته و میدان نگاری بوده است که پس از جمع‌آوری، با استفاده از نرم افزار Maxqda نسخه 10 کدگذاری و تحلیل شده‌اند.تجزیه و تحلیل داده ها با شیوه های از کدگذاری باز، محوری و انتخابی بر اساس نظریه داده بنیاد صورت گرفته است. بر این اساس، 284 کدباز اولیه، 152کد انتخابی و 31 کد مستخرج نهایی در قالب 11 مفهوم و 6 مقوله اصلی دسته‌بندی‌شده است پس از طی این مراحل، مدلی به‌منظور ارتقای توانایی‌های مدیریت دانش شخصی معلمان ارائه‌شده است. یافته­ ها: یافته های تحقیق نشان می دهد که اجزای اصلی مدل مدیریت دانش شخصی معلمان (PKM) شامل؛ " ایجاد مهارت‌های ارتباطی و بازیابی در خود "،" توانایی تحلیل و ارائه اطلاعات" است که شرایط علی حاکم بر آن عوامل سازمانی و عوامل فردی، شرایط زمینه­ای سبک رهبری و ساختار سازمانی ، شرایط مداخله­گر ویژگی‌های محیط اقتصادی و ویژگی‌های فرهنگی  ،کنش ها و راهبردهای حاکم بر آن شامل راهبردهای تشویقی و منفعلانه و پیامد های ناشی از مدیریت دانش شخصی معلمان شامل  جو سازمانی و پیامد های سازمانی مثبت است . بحث و نتیجه ­گیری: نتایج حاصل از پژوهش حاکی از اهمیت اجزای اصلی و ابعادشناخته شده مدیریت دانش شخصی معلمان در کاربرد مهارت‌های آموختن یادگیری برای کسب دانش است بنابراین باید این عوامل را به برنامه آموزشی معلمان تزریق کرد تا توانایی‌های آنان در زمینه مدیریت دانش شخصی ارتقای یابد.  

چکیده انگلیسی:

Introduction: The present study aims to provide a model for promoting the abilities of personal knowledge management (PKM) in teachers; it could be considered as an applied and data-based research. research methodology. To realize the purpose of this research, qualitative research approach and especially grounded theory approach has been used. The statistical population includes the managers of Education and Training Organization in the East and west Azerbyjan and also notable experts from universities in the fields related to knowledge management. To design the research model, ten people were selected by using saturation principle and combining judgmental and snow-ball methods. Data collection tool was semi-structured interviews and surveys, which were analyzed and codified by Maxqda software, version 10. The analysis of the data was conducted through open, axial, and selective coding based on grounded theory. Accordingly, 284 primary open codes, 152 selective codes, and 31 final extracted codes in the form of 11 concepts and 6 main categories were classified. After these stages, a model was proposed for promoting the abilities of personal knowledge management of teachers.. Findings: The findings of the research show that the main components of personal knowledge management(PKM) include; "creating communication and retrieval skills in oneself" and "the ability to analyze and present the information". Its determining casual conditions are the organizational and individual factors. The contextual conditions are leadership skills and organizational structure. The intervening conditions are economic environmental features and cultural features. The determining strategies include rewarding and passive strategies. The consequences of teachers' personal knowledge management are positive organizational atmosphere and positive organizational results.. Conclusion: The findings of the present study emphasize the importance of the main components and identified dimensions of teachers' personal knowledge management for the application of learning skills in acquiring knowledge; therefore, these factors should be included in teachers' educational program in order to promote their abilities in the field of personal knowledge Management.

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