Article Abstract

	Title:	The praxeology approach as primer for the implementation of KM in secondary education
	Author:	Konidari Victoria, Abernot Yvan
	Address:	Department Sciences of Education, Centre de Lambesc, University of Provence, Aix-Marseille I, 1, avenue, de Verdun 13410, Lambesc, France. ' Department Sciences of Education, Centre de Lambesc, University of Provence, Aix-Marseille I, 1, avenue, de Verdun 13410, Lambesc, France
	Journal:	International Journal of Knowledge and Learning 2007 - Vol. 3, No.2/3  pp. 245 - 265
	Abstract:	This paper presents a model of teaching Knowledge Management (KM) to teachers of public secondary education using as primer the praxeology approach. The main argument is that any implementation of new learning and knowledge technologies should have as starting point the integrative and interactive axe between context and identities. Our intervention relies on the three basic building blocks of action-research, praxeology and accompanying mentoring. This paper presents also the application of our theoretical model in 11 public secondary education schools in Greece that resulted in an improvement in the function of teachers' teams and also in improvement in both the psychological climate of students' classes and in school climate. Finally, it reveals context and identity as fundamental issues for the success of implementation of KM in education.
	Keywords:	action research; praxeology; accompanying mentoring; secondary education; knowledge management; KM teaching; learning technologies; Greece.
	DOI:	10.1504/IJKL.2007.015554
		Purchase this Paper         Comment on the Paper