Assessing unqualified in‐service teacher training in Brazil using knowledge management theory: a case study

Abstract

Knowledge management has been largely used and applied within for‐profit organisations. However, knowledge management is a managerial tool that can also be used to assess the knowledge creation and flow within social initiatives. Presents the Proformação program, analysing it as a case study and using the knowledge management theory to assess it. The proformação program aims to train in‐service unqualified teachers in the Brazilian K‐12 public schools, so as to give them skills and expertise to develop their mission better. Most of these teachers are located in the poorest Brazilian regions, mainly in the rural areas, so the project is based both on distance training and mentoring approach. Along with a more consolidated and traditional model used for a descriptive case study, addresses an innovative way of assessing knowledge creation and transmission, based on the “knowledge spiral” and the SECI methodology. Finally, the main purpose of this case study is to subsidize policy‐makers so as to understand better how to deploy huge training endeavours successfully, avoiding the pitfalls and drawbacks inherent in these kind of initiatives and understanding how to manage better the knowledge creation and flow among the involved players.

Citation

Joia, L.A. (2002), "Assessing unqualified in‐service teacher training in Brazil using knowledge management theory: a case study", Journal of Knowledge Management, Vol. 6 No. 1, pp. 74-86. https://doi.org/10.1108/13673270210417718