| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 100 === A Study on the Process of Progressing Knowledge-Management in Kindergartens
Lai, Hui-Hua
Department of Early Childhood Education
National Chiayi University
Abstract
The propose of this study was to conceive the process of progressing knowledge management in kindergartens, to investigate the effect of teachers’ professional growth from the knowledge-gaining, the knowledge-sharing, the processes of knowledge-accumulating, and the new-creating of the knowledge. This study carried out in a public kindergarten, was a qualitative research. The interview and the collecting data were to analysis and conclude the result. The result of study were shown as follows:
1. Types of the knowledge-gaining:
(1) The inner types: To gain the knowledge from the Internet, school’s courses for colleagues, teachers, teaching’s administrative records, school’s activities, administrative assignments, and school’s management.
(2) The outer types: To gain the knowledge from the experts, the opportunities for continued study, the scholarly research, and the cooperation with professional institutions.
2. The knowledge sharing in the kindergarten:
(1) The “extent” of knowledge sharing was polyatomic in school, and it includes Taiwan and oversea areas.
(2) The regular and irregular timing of knowledge sharing were in order to set the good system ,and to elevate the ability of the teachers.
(3) The “targets” of knowledge sharing were: teachers, education group, trainees, parents, and children.
(4) The teachers who are prize winner were encouraged to share their achievement.
3. The processes of knowledge accumulating :
A school should have a certain system which could manage and keep the knowledge. The purpose of knowledge accumulating was to obtain teachers’ favor, to acquire the need of knowledge-using, and to achieve school’s purpose.
4. The effect of knowledge new-creating to teachers’ professional growth:
(1) There were some problems of teaching in school though the situation in school was good and hopeful.
(2) The promotion of teachers’ professional growth included five dimensions: administration’s reform, staff management, resources management, electrical management, and study organization.
(3) The program of specialization in school was to elevate and renew teachers’ knowledge.
(4) The popularized idea of school came from the knowledge new-creating.
(5) The knowledge new-creating impelled the atmosphere of learning.
Finally, based on results, a number of suggestions for kindergarten’s teachers, kindergartens, directors of education, administration, and the future research were proposed.
Key words: Kindergarten, Knowledge Management,
Teachers’ Professional Growth.
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