Designing and validation of teachers’ tacit knowledge sharing and decryption model to improve their professional competencies

Document Type : Research Paper

Authors

1 PhD Student of Curriculum Planning, Allameh Tabatabaei University, Tehran, Iran

2 Associate Professor of Curriculum Planning, Allameh Tabatabaei University, Tehran, Iran

3 Professor of Curriculum Planning, Allameh Tabatabaei University, Tehran, Iran

4 Professor of Curriculum Planning, Hormozgan University, Hormozgan, Iran

5 Assistant Professor of Curriculum Planning, Allameh Tabatabaei University, Tehran, Iran

Abstract

AbstractAbstract
This study was conducted to design and validate a model for disclosing and sharing teachers’ tacit knowledge in order to improve their professional competencies in the form of a conceptual model. A qualitative approach and the grounded theory method were used for this purpose. The participants of this research included 20 experienced elementary school teachers with over 15 years of experience from Yasuj, Iran, who were selected through theoretical purposive sampling. Research data were collected through semi-structured interviews. The data analysis method was based on the three-step coding pattern of the grounded theory. Based on the results of this study, 34 main categories were extracted, including ten concerned with the tacit knowledge formation process, 14 with the tacit knowledge disclosure and sharing strategies, and ten with the disclosure and sharing consequences. Finally, after extracting the main categories and determining the central category in the selective coding stage, a paradigm model was developed that entailed conditions, processes, interactions and consequences. The results obtained from the validation of the model based on expert opinions and the Delphi technique demonstrate the good validity of this model.
Keywords: Disclosure, sharing, tacit knowledge of teachers, professional competency

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