Title: Creation of a knowledge city in educational institutions: a model for promoting teachers' collective capacity building
Authors: Victoria Konidari, Yvan Abernot
Addresses: Department of Psychology, Sciences of Education, Department of Sciences of Education, University of Provence, Centre de Lambesc 1, Avenue de Verdun, Lambesc 13410, France. ' Department of Psychology, Sciences of Education, Department of Sciences of Education, University of Provence, Centre de Lambesc 1, Avenue de Verdun, Lambesc 13410, France
Abstract: The aim of this paper is to outline a theoretical and methodological framework for the understanding, design and creation of teachers| collective capacity through the implementation of knowledge cities in educational institutions which are registered in the context of a fourth generation of Knowledge Management. The authors suggest four pillars on which collective capacity building should be based. The three principles they identify, which would aid in promoting change are praxeology, action research and accompaniment. These would be the key elements for the implementation of knowledge cities in education. From an anthropological point of view, collective capacity is achievable through and emerges from the inner potential of the organisational members in combination with the internal dynamics and the structure of the knowledge city.
Keywords: collective capacity; identity; knowledge cities; praxeology; educational institutions; teachers; teacher capacity; knowledge management; action research; education; change process; organisational change; context.
International Journal of Learning and Change, 2007 Vol.2 No.1, pp.51 - 69
Published online: 16 Aug 2007 *Full-text access for editors Access for subscribers Purchase this article Comment on this article