The effect of knowledge management process on lifelong learning literacy of foreign language teachers in secondary schools

Abstract

Background and Objectives:In this century, learning and literacy are very important. Literacy is recognized as a lifelong learning process and throughout life as part of the lifelong learning system. The concept of literacy as a basis for lifelong learning is increasingly becoming a fundamental principle of organization for all education as well as a necessity for all and in the context of a fast and unstable world, especially for the deprived people who do not acquire basic skills through formal education are essential. Lifelong learning has a generality that encompasses all levels and stages of age and seeks to connect learning environments outside the school with the learning environment inside the school and remove the artificial boundaries of learning. Lifelong learning means that every environment is potentially a learning environment, and as a result, school and college are no longer the exclusive place of education. As a learning goal in education, society and government are targeted; and in many environments such as home, school, workplace and community, need exists to create effective educational opportunities. Undoubtedly, today's society needs people who can improve their knowledge and have lifelong learning skills in life. Acquiring new and specialized knowledge is a necessity because of rapid changes, therefore lifelong learning literacy and its promotion are considered as an essential capability for employees. The aim of this study was to investigate the effect of knowledge management process on lifelong learning literacy of secondary school teachers in Birjand city. Methods: The sample group included 40 English teachers of secondary school in Birjand City, were selected by convenience sampling method. Experimental group receiving needed instruction, applied knowledge management according Jashpara (2004) model and the control group have not the activity. Lee and Tasay's Lifelong Learning Literacy Questionnaire, (2007) was used as a tool and the data was analyzed using covariance analysis method. Findings: According to the results, knowledge management process had a significant effect on lifelong learning literacy among teachers. Also, knowledge management process had a significant impact on the components of lifelong learning literacy (input, process and output). Conclusion: The results showed that the knowledge management process has a significant effect on teachers' lifelong learning literacy. Knowledge management is more than learning, in other words, knowledge management is lifelong learning. Thus it can be explained that the ability to become a lifelong and independent learner. Also, knowledge management helps people to absorb the necessary knowledge, develop the way and practice and awareness of lifelong learning, provides a basis for the study of individual knowledge and the development of ability, and thus, specialized skills and competitive strength. Increases people. Through knowledge management, teachers are introduced to a variety of electronic content in various courses and new teaching materials and the creation of constructive ideas and opinions of teachers in the successful teaching of the classroom. Meeting the needs of teachers in the field of teaching and sharing resources and teaching manuals and is used by colleagues and administrators in the knowledge management system. Teachers should learn how to enter the information and knowledge created in knowledge management and learn the course materials to create electronic content and work with computers and the Internet so that they can work as capable people in the knowledge management process and teach more efficiently. Accordingly, it is recommended to use knowledge management process in order to develop teachers’ lifelong learning literacy.

Keywords

• knowledge management process
• lifelong learning literacy
• secondary school teachers