Teacher Knowledge Management Community.docVIP

 PAGE \* MERGEFORMAT 29 Teacher Knowledge Management Community Knowledge Management Thought and Practice of the first germination in the context of digital technology, business management, knowledge management, 1997, suddenly emerged from the global academic community and become a hot business and technology leadership issues [1]. Because it “is not only a knowledge society and the information explosion in theory and in practice the response, but also the organization of knowledge is increasingly becoming a key driving force behind the success of the reality of reflection.” [2] knowledge management highlighted the organization of knowledge recognition, knowledge-based incentive program development, implementation of the strategy to promote knowledge sharing and so on. School choice, organization and dissemination of knowledge, an important place, teachers groups, not only bear the above features, they are also the main body of knowledge innovation, their own professional development is through knowledge of the inside and outside of the process can be achieved. Therefore, the use of the concept of knowledge management to promote school-based teacher professional development is a new paradigm of school management. In addition to groups of teachers based on school-based communities of practice, but also there are various inter-school interaction between the professional community. This article focuses on the training institution for the organization to explore the form of teacher professional community of knowledge management. 1, teachers thought the value of the Community Knowledge Management Teachers, community organizations, knowledge management refers to the context of the teacher’s knowledge generation, exchange, share, conversion and other activities. Knowledge management activities of teachers not only changed the concept of knowledge, learning concept, but also promotes knowledge management capabilities of individual teachers.