The Construction of In-Service Teachers’ Training Model
Institute of Early Education, Beijing Academy of Educational Sciences, Beijing 100036, China
| Abstract: | In-service teachers need continuous learning and training, but their education and teaching tasks are very heavy. Can teachers not be separated from the classroom and work to learn, to improve the efficiency of both work and learning, so as to achieve a "win-win" situation? The concept of learning organization and knowledge management emphasizes the integration of work and learning, which provides the possibility for this kind of learning. For teachers, if they want to combine work and learning, action research is a good intermediary. Studying in work, learning in studying, thus teachers can achieve professional development. Organizational learning is the most fundamental feature of a learning organization. So it is suggested to apply cooperative action research among teachers. Practice is the carrier of action research and the source of the generation and development of teachers' personal education knowledge. It is suggested to change the formula for teacher growth: experience + reflection + peer mutual assistance = growth. Or it can be said as: teacher's professional growth = practice + action research + organizational learning. Cooperative research based on practice is an ideal model for in-service teacher training based on teachers' personal education knowledge from the perspective of knowledge management. School-based research is one of the important forms of this training model. |
| Keywords: | In-Service Teacher Training; Teacher's Personal Education Knowledge; Knowledge Management |
| DOI: | 10.57237/j.edu.2022.01.003 |
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Received: 1 September 2022
Accepted: 13 October 2022
Published Online: 27 October 2022
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