**2.3. Professional development**

Because the definition of KM within education varies, the author must distinguish the following concepts: KM as a strategy focused on corporate objectives, such as continuous improved performance [5]; KM as a process of retrieval, sharing, utilization, storage, and generation of

Knowledge retrieval is the collection of knowledge for planning, decision-making, and problem-solving. It involves capturing existing knowledge through its formalized representation and acquiring needed knowledge and information. For teachers, it is the process of accessing

Knowledge sharing is the extent to which people share their knowledge and experience. Knowledge sharing involves the knowledge flow from one community to another and the transmission of organizational knowledge to those who need it [4]. All implicit or explicit teacher knowledge must be circulated and transmitted through relevant pipelines to form a team's working rules; and KM can help with this process. Through the diffusion of knowledge, explicit knowledge stored in the database and tacit knowledge in the minds of the

Knowledge utilization is the extent to which teachers apply knowledge to make decisions, take informed action, and modify their behaviors to achieve goals or change organizational

Knowledge storage is the preservation of knowledge within the school system and those activities that maintain that preservation. It involves the process of document codification for information retrieval and knowledge creation. Acquired and stored knowledge can spread to

Knowledge generation is the discovery of new knowledge through lessons, creative thinking, research, experimentation, and innovative development. It means that school members organize their knowledge to generate new ideas to be applied specifically to schoolwork or

In schools, KM assists organizations in measuring, storing, and effectively using knowledge. KM increases problem-solving capabilities and the ability to make improvements [5]. The KM approach in schools enables teachers to develop practices to collect and share information to

Through effective instructional supervision, principals can help teachers retrieve, share, utilize, store, and generate knowledge. KM not only provides a platform for teachers to discuss teaching ideas and share educational resources but also stores the expertise of experienced teachers. This increases teachers' effectiveness and professional development, supports the development of a knowledge community in schools, and fosters a culture of learning [5].

KM processes promote mutual understanding among teachers of school practices and the power and accountability hierarchies. Therefore, it creates human, internal, and external capital. In summary, KM processes empower teachers to act and communicate effectively by

practices. It is the integration of acquired knowledge into the organization [16].

become common knowledge for school members. KM also solves this problem.

knowledge based on the knowledge life cycle [15, 16].

56 Contemporary Pedagogies in Teacher Education and Development

knowledge from an external environment [16].

improve teaching and learning outcomes [16].

equipping them with required knowledge [17].

depositors can be shared [5].

problem-solving.

Teacher knowledge contributes substantially to effective teaching and creates more accepting students [18, 19]. Research on teacher expertise underlines the importance of professional development for mastery of tasks typical of the profession [4]. A frequently cited heuristic to classify components of teachers' professional development was provided by Desimone [20]. The classification has greatly influenced the understanding of teachers' professional development.

Professional development is a key to reforms in teaching and learning. Recent research agrees that the following characteristics of professional development are critical to improving teacher effectiveness and increasing student achievement: (1) content focus, (2) active learning, (3) coherence, (4) duration, and (5) collective participation. Studies acknowledge these as critical components of effective professional development [4, 20].

The content focus of teacher development may be the most influential component. Evidence from the past 20 years links activities focused on content to student comprehension of that content. With increases in teacher knowledge and skills come improvements in practice and increases in student achievement. This evidence comes from case studies, national teacher questionnaire analyses, experiments, longitudinal studies of teachers, and experimental designs [4, 20].

Opportunities for teachers to engage in active learning also influence the effectiveness of professional development [4]. Active learning, as opposed to passive learning typically characterized by lectures, can take a number of forms, including teacher observation, followed by interactive feedback; reviewing relevant student work; and leading discussions [18].

Coherence is the extent to which teacher learning is consistent with teachers' knowledge and beliefs. The consistency of school, district, and state policies with what is taught in professional development defines coherence [20].

Research shows that intellectual change necessitates professional-development activities of sufficient duration, including both the time over which the activity is performed (e.g., 1 day or one semester) and the number of hours spent performing the activity each time. Research has not indicated ideal durations but has supported activities that spread over a semester [20].

Another component of development is collective participation. This can be accomplished through cooperation of teachers from the same school, grade, or department. Such arrangements promote interaction and discourse, which can be powerful forms of teacher learning [4].

Teachers' professional development and their teaching effectiveness can de predicted by teachers' KM behaviors [17, 21, 22]. The better teachers' KM is, the better their professional development and teaching effectiveness. Therefore, if teachers' KM behaviors improve, their professional development and effectiveness will also improve. If teachers can continually update their own knowledge through personal and school KM behaviors, they also improve professional quality and ability.
