Table 2 - uploaded by Tania Regina Corredato Periotto
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Frequency distribution in percentile of the Likert scale -implementation of the relative practices to the structuring of organizational processes in the school
Source publication
Knowledge management gains space within the school organization and can contribute satisfactorily to the quality of teaching. The school manager in everyday routine intuitively uses knowledge management practices without exploiting the potentials they offer or allow. In this context, the purpose of this study is to identify the level of implementat...
Contexts in source publication
Context 1
... relative percentage of the alternatives of each question was transformed into a weighted average. When compiling the data and the distribution of the frequency of responses, another variable was observed, that of those who did not respond (n/r), which was also considered in the interpretation and classification of the results that can be observed in Table 2. By analyzing the frequency in more details, it was possible to identify the level of implementation of these practices. ...
Context 2
... relative percentage of the alternatives of each question was transformed into a weighted average. When compiling the data and the distribution of the frequency of responses, another variable was observed, that of those who did not respond (n/r), which was also considered in the interpretation and classification of the results that can be observed in Table 2. By analyzing the frequency in more details, it was possible to identify the level of implementation of these practices. ...
Citations
... However, there are some studies on teacher rotation (Abiante, 2018;Memişoğlu et al., 2015;Turhan & Sevim, 2017;Yapar et al., 2022) in the literature, yet most studies on mobility have examined the mobility of school principals (Hayırlıoğlu & Kanat, 2015;Okçu & Avcı, 2015). Managerial competencies in knowledge management have also been investigated (Corredato Periotto & Wessellenns, 2018;Küçük, 2022;Özgözgü, 2015). The turnover of teachers seems to be a frequent phenomenon both in the international arena and in Türkiye. ...
The purpose of this study was to examine the effects of teacher mobility on knowledge management, based on the experiences of teachers and school principals of primary and secondary schools in Türkiye. The mobility of teachers in Türkiye is fairly high, which makes it significant to study in terms of school management. The analysis of qualitative interviews with thirty participants revealed several meaningful themes pertaining to the advantages and disadvantages of teacher mobility regarding knowledge management as well as strategies to increase the contributions of teachers to knowledge management of the schools that they seek to change. The results of this study contribute to an understanding of the effects of teacher mobility on knowledge management and the importance of school leadership in the process of teacher adaptation to new school environments, topics that are not sufficiently explored in the context of Turkish education.
Keywords: teacher mobility, knowledge management, school leadership
... The need of redefining teachers as professionals deeply involved in innovation has been a matter of widespread and increasing interest over the past decades (Avalos, 2011;Cheng 2012Cheng , 2013Cheng , 2018Cheng, Wu, & Hu., 2017;Cheng & Chu, 2018;Cochran-Smith & Lytle, 1999;Fox & Wilson, 2015;Harris & Jones, 2018;Lin, F., Lin, S., & Huang, 2008;Periotto & Wessellenns, 2018;Rismark & Sølvberg, 2011;Vuorikari, Punie, Gomez, & Van den Brande, 2016;Zhao & Ordóñez de Pablos, 2009;Zhao, 2010), and this topic is expected to receive even more attention in the future because of the covid-19 pandemic. Nonetheless, previous research literature has not investigated the conditions needed to promote a common awareness and self-awareness for innovation amongst teachers. ...
... Conversely, investigations around the topic of innovation in education constantly explores the link between educational innovation and digital technologies, recognizing information and communication technology (ICT) as the growing dimension that opens up a new mentality and to new strategies that may enable educational communities to discover knowledge and develop cross-domain competences (Mioara, 2012). On the other hand, there is a common consensus recognizing sharing and collaboration as elements of a cross-sectorial awareness that can lead to innovation, especially when they are associated with digital patterns and ICT skills within the lifelong learning frame (Avalos, 2011;Boisot & Child, 1999;Bollinger & Smith, 2001;Bucher & Helmond, 2018;Cheng 2012;2013;Cheng et al., 2017;Cheng & Chu, 2018;Cochran-Smith & Lytle, 1999;Fox & Wilson, 2015;Harris & Jones, 2018;Periotto & Wessellenns, 2018;Rismark & Sølvberg, 2011;Von Krogh, 2012;Vuorikari et al., 2016;Zhao & Ordóñez de Pablos, 2009;Zhao, 2010). ...
This chapter's goal is to identify the teacher mental framework oriented to knowledge management (KM) and compatible to the ubiquitous Nonaka's model, regarding the sharing and collaboration practices found in the EU platform eTwinning. The pilot-study shows that when information and communication technology (ICT) skills become standardized, teachers' behavioral attitudes related to sharing and collaboration should be observed from a more holistic perspective. The first part provides a general description of Nonaka's model in connection with the education sector. The second part offers a bird's eye view of the European context framed by EU Acts and frameworks of reference to identify the roots of an emerging teaching profile linked to the awareness of knowledge flow. The third part presents a pilot research involving the idea of innovation related to the growing attitudes of digital collaboration and sharing. Within the eTwinning practice-context, this chapter proposes to switch the general approach from a teacher learning perspective to a teacher “knowledge management” standpoint.
... The need to redefine teachers as 'professionals deeply involved in innovation' has been a matter of widespread and increasing interest over the past few decades (Avalos, 2011;Cheng, 2012;Cheng, 2013;Cheng & Chu, 2018;Cheng et al., 2017;Cochran-smith, 1999;Harris & Jones, 2018;Lin et al., 2008;Periotto & Wessellenns, 2018;Rismark & Astrid M. Sølvberg, 2011;Geeraerts et al., 2016;Zhao, 2010), and this topic is expected to receive even more attention in the future due to the disruptive consequences of the Covid-19 pandemic on education. Nonetheless, the research literature to date has not examined the conditions necessary to foster a shared awareness and self-confidence for innovation among teachers. ...
... ;Bollinger & Smith, 2001;Bucher & Helmond, 2018;Cheng 2012;Cheng et al., 2017;Cheng & Chu, 2018; Cochran-Smith & Lytle, 1999; Fox & Wilson, 2015;Harris & Jones, 2018;Periotto & Wessellenns, 2018;Rismark & Sølvberg, 2011; Von Krogh, 2012;Vuorikari et al., 2016;Zhao, 2010). ...
This chapter discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this chapter proposes a theoretical juxtaposition of the community of inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.
... Despite the timetables and the weekly and monthly schedules, working hours are often experienced as a "multifaceted, dynamic and nonlinear" (Collinson & Cook;2000, p. 23). This heavily affects the objective of school knowledge management, which should instead set up a "school learning system to facilitate teachers' learning so as to improve teacher professional development" (Zhao, 2010, p. 174) and demands teachers, tutors, and school managers' awareness (Corredato Periotto & Wessellenns, 2018;Kools & Stoll, 2016). Conversely, the more a school system relies on non-formal channels and teachers' self-motivation to upgrade professional profiles, the more teachers are demanded to invest their extracurricular time (their free time), often with no overtime compensation or extra benefits, and this is what is currently happening in several national school systems in the EU 2 . ...
... The pervasive expansion of knowledge management approaches is also influencing the educational sector even in lower grades. Although this effect is not yet declared and visible in the same manner in all countries, the nature of teaching is increasingly less routine and more prone to knowledge sharing, collaborative re-contextualization, and experimentation (Avalos, 2011;Cheng 2012Cheng , 2013Cheng , 2018Cheng et al., 2017;Cheng & Chu, 2018;Cochran-Smith & Lytle, 1999;Corredato Periotto & Wessellenns, 2018;Fox & Wilson, 2015;Harris & Jones, 2018;Michos & Hernandez-Leo;Rismark & Sølvberg, 2011;Vuorikari et al., 2016;2020;Zhao, 2009). There is a broad literature spreading the general recognition of the complexity of teacher training and how professional development is a continuous process that can benefit co-learning and knowledge sharing (Avalos, 2010;Cachia et al. 2012;Cheng 2013Cheng , 2018Cochran-Smith & Lytle, 1999;Kolls & Stoll, 2016;Klamma et al. 2009;Lin et al., 2008;Moolenaar, 2012;Parlar et al., 2019;Pateraki, 2018;Rismark & Sølvberg, 2011;Trust et al., 2016;Volungevičienė et al., 2020Zhao, 2010). ...
This chapter deals with the continuous professional development required in the teaching profession with a focus on the European Union, embracing the education sector as a whole socio-anthropological structure with similar needs and expectations. In particular, the topic of professional networking and mobilities, analyzed under the effect of the Erasmus Plus program, emphasizes the need for a new perspective. Social network analysis improves the understanding of particular behavioral patterns promoted by the implementation of European education policies in public education networking. The chapter contributes to policy-makers in the field of education and training in the education sector.
This chapter deals with the continuous professional development required in the teaching profession with a focus on the European Union, embracing the education sector as a whole socio-anthropological structure with similar needs and expectations. In particular, the topic of professional networking and mobilities, analyzed under the effect of the Erasmus Plus program, emphasizes the need for a new perspective. Social network analysis improves the understanding of particular behavioral patterns promoted by the implementation of European education policies in public education networking. The chapter contributes to policymakers in the field of education and training in the education sector.
