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

0 0 1 166 951 JAIST 7 2 1115 14.0 Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Century;} 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 .