A Study Of The Predictive Effect Of Pre-Service Teacher Essay

ABSTRACTThis stem aims to evidence the relationship in the midst of the in-person association perplexity (PKM) dexterity of pre-service instructors and their instructional program aptitudes. Supporting the sustainable maturement of instructors as captains in the familiarity nightclub is a critical manage in instructor rearing. This claim attempts to pick come forward an confirmable imitate and a program modelling for nurturing pre-service teachers PKM efficiency. Dorsey (2000) PKM skills were adopted for take a shiting the theoretical modeling and the spate instrument. A quasi-experimental investigate inclination was use to collect entropy from pre-service teachers from Hong Kongs largest teacher pedagogics institution. A structural equation model was applied to explore the prognosticative power of PKM strength on their instructional concept. Results show that a four- reckon PKM talent model, which consists of retrieving, analyzing, organizing and cooperative skills, was identified as a soothsayer of instructional spirit. Use of PKM tools, e- acquaintance activities and collaborative doing inquiry for evolution pre-service teacher PKM competency argon recommended to instruction fosterage institute.Keywords ain association management, Pre-service teacher, Teacher nurture institutionRapid advances in technology and communication theory have greatly accelerated the exit of discipline. The increases in the amounts and formats of acquaintance available do not automatically arrive at students more than informed or acquaintanceable, if a apprentice poopnot manage and meld the accumulation of info by dint of their daily cause and watch to construct cognition in a systematic fashion. This competency is referred by almost literary productionss (Frand & Hixon, 1999 Dorsey, 2000 Wright, 2005) as personal fellowship management (PKM) competency. Developing apprentices with PKM competency is not plainly a l ifelong education issue, it is besides an important teacher education issue in terms of sustaining a free-enterprise(a) human capital in the friendship economy. Teacher take onment is viewed as an ongoing lifelong schooling deal as teachers strive to learn how to teach learner to learn how to learn (Cochran-Smith & Lytle, 1999).The recent education reforms in Hong Kong (Education Commission, 2000) address this lifelong education issue by proposing a learnedness to learn slogan in the polity document. The policy suggests that teachers should split student breeding competence for getting familiarity through and through various methods. To develop students with knowledge scholarship skills, teachers should too be equipped with the competency for knowledge acquisition. However, since publication of the policy write up entitled Information Technology for learn in a New sequence Five-year Strategy that launched IT in education in Hong Kong (EMB, 1998), the Education off ice staff has not addressed this issue in any teacher professional development policy documents. upstart calls for consultation on e- acquire from the Education Bureau likewise generated additional demand for underdeveloped teacher instruction literacy capable of bread and butter student eruditeness (EMB, 2004).If the government and teacher education institutions really want to develop competent teachers for the knowledge society, they may experience injecting the elements of personal knowledge management (PKM) into the teacher education curriculum for developing pre-service teachers teaching competency. However, little studies on teacher education were attempted to examine the rank of PKM on teacher encyclopedism and discussed the possibilities of injecting the element of PKM model into teacher education curriculum. This hire aims to construct an empirical model for examining the predictive effect of pre-service teachers PKM competency on their instructional devise skill s and to discuss a personal knowledge management curriculum framework for teacher education institutions.Literature ReviewA review of the literature related to knowledge management suggests that the development of personal knowledge management (PKM) could be a core of enhancing pre-service teacher professional competency in managing personal knowledge for coping with the acceleration of emerging information. Frand & Hixon (1999) define PKM as a conceptual framework to organize and blend important information such that it becomes severalize of an various(prenominal)s personal knowledge base. Dorsey (2000) emphasizes the importance of injecting PKM into an educational framework for undergrad education in nightclub to tie the gap between ecumenic education and other subject disciplines. PKM could serve as a framework for incorporate general education and majors and as an nestle to technology integration initiatives through prohibited the curriculum. PKM provides learners wit h some(prenominal) a common language and a common understanding of the intellectual and interoperable processes necessary for the acquisition of information and its sequent transformation into knowledge. The significance of exploring PKM may put forward to human cognitive capabilities (Sheridan, 2008).Scholars tend to create mentally PKM as a mickle of information skills (Frand & Hixon, 1999 Avery et al, 2001), though there is no measuring stick definition or model for PKM. after Frand & Hixon (1999) outlined five PKM techniques as searching, classifying, storing distributing, evaluating and integrating skills, Dorsey and colleagues (Avery et al, 2001) broadened the Frand & Hixon PKM framework well beyond its formulation. commutation to PKM, as clarified by Dorsey, argon 7 information skills which when exercised together argon integral to effective knowledge work. These seven PKM skills are retrieving, evaluating, organizing, analyzing, presenting and securing information an d collaboration for creating knowledge. Recently, Pettenati and Cigognini (2009) assort PKM skills under three intertwined macro-competence categories creation, organization and sharing.PKM can also be carryd as an intertwined macro-competency. Wright (2005) proposes a PKM model that links distinctive types of problem-solvingactivities with particular(prenominal) cognitive andmetacognitive, information, social and learning competencies. As a learning competency, PKM enables learners to apply a set of learning skills that are inseparable to lifelong learning for information processing, knowledge application and decision- reservation. As a cognitive and metacognitve competency, it enables learners to apply complex thinking skills to forge problems. It is knowledge concerning the learners suffer cognitive processes or anything related to them (Flavell, 1976, p232). As an information competency, it enables learners to link technology tools with a set of information skills, thus pr oviding an intentionality that moves the cogitate from the technology more immediately to the information.As a social competency, its fundamental principles let in enabling learners to understand others ideas, develop and conform to through on shared practices, pretend win-win relationships, and settle conflicts. PKM integrates human cognitive and metacognitive competency (Sheridan, 2008), social competency (Wright, 2005 Pettenati & Cigognini, 2009) and informational competency (Tsui, 2002). Wright (2007) has essential a PKM Planning Guide for developing knowledge worker PKM competency. The guide is found on his research findings that the four interrelated competencies are activated in order to purpose PKM training. The training process encourages participants to gleam on their knowledge activities and focus on areas for improvement. If learners know how to control this process, they can ascribe information into personal knowledge, creating a buns for effective learnin g.Utilizing PKM for acquiring knowledge refers to a compendium of information management processes that an individual learner needs to carry out in order to gather, classify, store, search, and retrieve information in his daily activities (Tsui, 2002 Grundspenkis, 2007). In teacher education, knowledge acquisition focuses on the process how teacher apply PKM to support their casual teaching and learning activities instructional design. instructional design is closely related to PKM which is also whizz of the major learning tasks for pre-service teachers. instructional design is a process that involves determine the current status and needs of the learner, formation the end object of instruction, and creating instructionaland learning strategies to help virtuosoself teaching and learning.There are a wide range of instructional design models, many of them based on the ADDIE model (Seels & Glasgow, 1998 Molenda, M., 2003 Strickland, A.W. 2006) which includes the following phases a nalysis, design, development, go crosswaysation, and military rank. This acronym stands for the 5 phases contained in the model. Knowledge acquisition for instructional design is conceptualized as identifying learner entry skills, formulating instructional objectives, raise and design specifications, creating instructional or training materials, making recommendations and preparing a hold report for lesson instruction execution.As instructional design is one of the list components of teacher professional competence, and assistances to implement a clean curriculum in the information age of the twenty-first century, exploring the predictive relationships of PKM competency on knowledge acquisition for instructional design becomes key to the development of teacher education.Research methodologyIt appears that PKM competency can expand individuals knowledge and enhance their learning competency (Davenport, 1997, p146 Frand & Hixon, 1999). It provides learners with a bell ring ered, reflective and adaptable cognitive framework for inquiry and problem solving. In this study, knowledge acquisition will be conceptualized as the knowledge required for carrying out instructional design. This study attempts to answer the following research questions 1. What is the empirical doer construction of PKM competency for pre-service teachers?2. Is there any relationship between the PKM competency of pre-service teachers and their knowledge acquisition for instructional design? This study adopted Dorsey (2000) PKM skills to conceptualize PKM as a competency for acquiring knowledge (see figure 1). A quasi-experimental research design was utilize in this study to determine the relationship between PKM skills and knowledge acquisition for instructional design. The exogenous variables were pre-service teachers perceptions of their PKM skills. The endogenetic variable is knowledge acquisition for instructional design. Aself-response quantitative questionnaire was devised to collect info from the pre-service teachers of Hong Kongs largest teacher education institution. count on 1 Theoretical Framework Of The call forThe operationalized definitions of Dorsey (2000) PKM skills are as follows1. Retrieving skill is the cap office of learners to retrieve information from relational databases, electronic library databases, websites, threaded discussion groups, preserve chats, and moderated andunmoderated lists.2. Evaluating skill is the great power to make judgments on both the quality and relevance of information to be retrieved, organized, and analyzed.3. Organizing skill is the ability to make the information ones consume by applying ordering and connecting principles that relate new information to old information.4. Collaborating skill is the abilityto understand others ideas, develop and follow through on shared practices, build win-win relationships, and resolve conflicts between these underlying principles.5. Analyzing skill is the ability to extract meaning from data and win over information into knowledge.6. Presenting skill is the ability to familiarize with the work of communications specialists, graphic designers, and editors.7. Securing skill is the ability to develop and implement practices that help to ensure the confidentiality, integrity and actual cosmea of information.This study adopted ADDIE instructional design model to conceptualize instructional design as a multiple competencies that involves analysis, design, development, implementation, and evaluation of a lesson (Molenda, 2003 Strickland, 2006). The acronym ADDIE stands for the 5 phases contained in the model. Pre-service teachers learning on instructional design is conceptualized by the knowledge and experiences they come across in the 5 phases of ADDIE model including analysis, design, development, implementation and evaluation.The learning outcomes include know how to analyse learner characteristics and task to be learned and identify learner ent ry skills to design learning objectives and choose an instructional approach to develop instructional or training materials implement the lesson and deliver the instructional materials and to evaluate the lesson plan and recommend the materials achieved the desired goals. The teaching experience that they had gained include determining the current assign and needs of the learner, defining the end goal of instruction, and creating some instructional and learning strategies to facilitate teaching and learning. Instructional design is operationalized to the knowledge foridentifying learner entry skillsformulating instructional obJectives, test and designs specificationscreating instructional or training materialsand making recommendations and preparing a project report for lesson implementation (Seels & Glasgow, 1998 Molenda, M., 2003 Strickland, A.W. 2006).The questionnaire was based on a issuance of scales constructed to measure the variables of PKM skills and instructional design. In order to develop valid items for these scales, the researcher conducted a content analysis on the PKM literature of Dorsey (2000), Skyrme (1999). Hyams (2000), and on the instruction design literature of Seels & Glasgow (1998), Molenda, M. (2003) and Strickland, A.W. (2006). The questionnaire consists of two sections. Section 1 was utilize to measure the effectiveness of knowledge acquisition for instructional design based on 4 items. Section 2 contains 21 items designed to measure the teachers perceptions of their seven PKM skills. Likert 6 point scales were utilise in both sections to measure the variables. Likert scales are commonly used in attitudinal research. The Likert scale assumes that the difference between answering moderate strongly, and allot is the alike as between answering agree and neither agree nor disagree (Likert 1932, quoted in Gay, 1992). The data was collected directly from target subjects using the questionnaire.225 pre-service teachers responded to the survey. Data was collected directly from them by content of the questionnaire. The subjects in the study were pre-service teachers from Hong Kongs largest teacher education institution. random sampling was used to collect data from the population. Exploratory factor analysis was carried out on variables using principal factor axis analysis to confirm the constructed harshness of the tools (see table 1). The study is interested in a theoretical solution uncontaminated by unique and error variant and is designed with a framework on the basis of underlying constructs that are pass judgment to produce sources on the observed variables. mind axis factor (PAF) analysis, which aims to reveal the underlying factors that produce the correlation or correlations among a set of indicators with the assumption of an implicit underlying factor model, was applied separately to the items from the learning processes and learning outcomes. Promax rotation, a method of oblique rotation which assumes that the resulting factors are correlated with one other, was applied to extract the factors. An eigenvalue greater than one was used to determine the appropriate government issue of factors for the factor solutions. A Structural compare Model (SEM) was then applied toexamine the factor structures and the paths among the variables, using Lisrel 8.3 (Joreskog & Sorbom, 1999). SEM is a collection of statistical techniques that allows the examination of a set of relationships between exogenous variables and endogenous variables.FindingsThe results of beta factor analysis, presented in Table 1, clearly suggest a four- factor structure for exogenous variables that are both through empirical observation feasible and theoretically acceptable. An eigenvaluegreater than one was used to determine the appropriate number of factors for the factor analysis solution. Items were extracted with factor effects greater than 0.6 across and at bottom factors. The numbers of factor solutio ns extracted from a Promax rotation theoretically afforded the most meaningful interpretation. The process used to identify and tag the factors that emerged was based on examining the derivation of the highest loading items on each of the factors. The reliability coefficients of the scales ranged from 0.792-0.821, which was judged capable for this study. The results of descriptive statistics show that the scale means of all the variables are higher than 4.27 within the 6 point-scale, reflecting the participants tendency to slightly agree with all the items. The reliability coefficient (Alphas) of the scale for instructional design is 0.854, its scale mean is 4.33 (sd = 0.691).