Perkongsian Pengetahuan Tasit Guru Kebitaraan Bahasa Melayu Sekolah Menengah Harian (Kluster Kecemerlangan)
Keywords:
sharing of tacit knowledge, Pedagogy and Content Knowledge, Technology Pedagogy Content Knowledge, Malay Language niche teacherAbstract
Perkongsian pengetahuan tasit dalam bidang pengurusan pendidikan kurang mendapat liputan para penyelidik tempatan disebabkan kesukaran untuk mengenal pasti sifat pengetahuan tasit. Di sekolah, guru kurang menyedari kelebihan pengetahuan tasit sebagai inspirasi dalam pengajaran dan oleh itu tidak mampu mengurus pengetahuan tasit mereka dengan baik. Bagi merapatkan lompang ini, kajian ini dijalankan untuk meneroka perkongsian pengetahuan tasit guru kebitaraan Bahasa Melayu di sekolah kluster kecemerlangan. Sebanyak enam kes dikaji dengan menggunakan pendekatan kajian kes fenomenologi, bersama kaedah temu bual semi berstruktur, pemerhatian dan catatan lapangan. Pemilihan peserta kajian secara bertujuan dikendalikan untuk menjawab dua persoalan kajian. Perubahan bentuk pengetahuan tasit diuji dengan Teori Penciptaan Pengetahuan Organisasi (Nonaka, 1994). Hasil kajian ini mendapati pengetahuan tasit guru berubah dari pengetahuan tasit menjadi pengetahuan eksplisit manakala pengetahuan tasit peribadi berubah menjadi pengetahuan tasit orang lain. Dalam pada itu, pengetahuan tasit guru diperoleh dalam bentuk pengetahuan dan kemahiran khusus berserta pengalaman mengajar setelah beberapa tahun guru berkhidmat. Seterusnya, kemahiran guru dalam Pengetahuan Pedagogi Isi Kandungan (PPIK) lebih baik berbanding dengan kemahiran dalam Pengetahuan Teknologi Pedagogi Isi Kandungan (PTPK). Lanjutan daripada itu, didapati pengetahuan tasit guru dari segi teknik dan kaedah pembelajaran lebih mudah diekstrak ke bentuk pengetahuan eksplisit berbanding dengan pengalaman guru. Manakala, penggunaan alat teknologi dalam PTPK hanya elemen tambahan untuk melengkapi keperluan untuk kemahiran PPIK guru. Kajian ini membawa implikasi dari aspek mengurus pengetahuan tasit diri dan mengesan pengetahuan tasit orang lain; menjadikan pengetahuan tasit sebagai sumber kreativiti pengajaran dan pembelajaran; serta kualiti guru. Dari perspektif jangka panjang, perkongsian merupakan strategi proaktif untuk mengurus pengetahuan tasit pendidikan dengan sistematik.
The sharing of tacit knowledge in the field of educational management is less widely covered by local researchers due to the difficulty of identifing the nature of tacit knowledge. In schools, teachers are less aware of the advantage of tacit knowledge as inspiration in teaching and therefore are unable to manage their tacit knowledge well. To bridge this gap, this study aims to explore the tacit knowledge sharing of Malay Language niche teacher in the cluster school in excellence. A total of six cases were studied using a phenomenology case study approach with semistructured interview, observation, and field notes. Purposive sampling was intended to be used to answer the four research questions. Changes in the form of tacit knowledge has been interpreted by using the Theory of Organizational Knowledge Creation (Nonaka, 1994). It was found that tacit knowledge had changed from tacit knowledge to explicit knowledge while personal tacit knowledge reformed as others’ tacit knowledge. Teachers’ tacit knowledge is found in the form of specialized knowledge and skills as well as teaching experience after several years of service as a teacher. Besides, it was found that teachers’ skills in Pedagogy and Content Knowledge (PPIK) are better than the skills in Technology Pedagogy Content Knowledge (PTPK). Teachers’ tacit knowledge in terms of learning techniques and methods is more easily extracted into the form of explicit knowledge than teachers’ experience. The use of technological tools in PTPK is only an additional element to complement their PPIK skills needs. This study has implications from the aspect of managing one’s own tacit knowledge and tracking the tacit knowledge of others; making tacit knowledge as a source of teaching and learning creativity; as well as the quality of teachers. From the long-term perspective, sharing is the proactive strategy for managing the educational tacit knowledge systematically.
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