Assessing Knowledge Management In Teacher Education

Authors

  • SUGUNAH SUPERMANE Institut Pendidikan Guru Kampus Temenggong Ibrahim
  • Ahmad Zainal Institut Pendidikan Guru Kampus Temenggong Ibrahim Jalan datin Halimah, Johor Bahru, Johor.

Keywords:

Knowledge management Exploratory factor analysis (EFA) Teacher education

Abstract

Knowledge management should be the limelight in order to produce more competent teacher educators in Teacher Education Institutes.  Precisely, knowledge management is an information technology competency that should be developed to produce smart and knowledgeable generation. Align with this, approaches on encouraging knowledge management in teacher education are found to be very significant in producing more resourceful teachers.  Despite the significance of knowledge management in teacher education, valid instruments have proven yet to be developed. Hence, the main aim of this study was to develop a valid instrument to assess knowledge management among teacher educators. A survey encompassed 100 teacher educators was carried out in Malaysian Teacher Education Institutes.  An exploratory factor analysis (EFA) was employed to identify the underlying factors. Result of EFA formed Knowledge Management Practice Inventory (KMPI) comprised of 22 items which explained 78.477% of the total cumulative variance.  Based on these findings, KMPI can be used as a valid instrument to assess knowledge management among teacher educators in Teacher Education Institutes.  Besides, it provides comprehensive guidelines for leaders to organize intensive training on knowledge management in Teacher Education Institutes

Published

2020-07-21