تحلیل رابطه‌ دادوستد دانش و تدریس نوآورانه در دوره‌های درس‌پژوهی شهرستان خرم‌آباد

Purpose: Knowledge management is not a new issue or concept. For hundreds of years, family business owners have been passing down their knowledge to their children. Professional masters teach their craft to their students with enthusiasm, and workers exchange ideas and knowledge in the workplace. In fact, it can be said that the concept of "knowledge is power" has evolved into the idea that "sharing knowledge is power" for quite some time. Based on this, the current research aims to investigate the exchange of knowledge among teachers participating in lesson study courses and its impact on innovative teaching in Khorramabad city.
Method: This research is applied in terms of its purpose and uses descriptive-correlative methods for data collection and structural equations for analysis. The research population consists of 180 participants who took part in lesson study courses in Khorramabad city during the academic year 2021-2022. From this population, 118 participants were randomly selected as the statistical sample for the study, using the Karjesi and Morgan table. In order to gather respondents' opinions on knowledge exchange, the questionnaires from Ouakouak et al.'s research (2021) were utilized, and Alizadeh's questionnaire (2008) was employed to measure the variable of innovative teaching. Data analysis was conducted using SPSS and SmartPLS software.
Findings: The analysis of the respondents' demographic information revealed that 95 (80.51%) of the respondents were women and 23 (19.41%) were men. In terms of educational qualifications,
74 people (62.71%) had a bachelor's degree, 42 people (35.59%) had a master's degree, and 2 people (1.70%) had a doctorate degree. In terms of work experience, 65 people (55.09%) had less than 10 years of experience, 26 people (22.03%) had 11 to 20 years of experience, and 27 people (22.88%) had more than 21 years of experience. The analysis of the descriptive indices of the research variables revealed that the average scores for the receiver's openness to receive knowledge, receiver's openness to share knowledge, provider's knowledge sharing behavior, the receiver's knowledge utilization,
and innovative teaching are 3.878, 3.725, 4.228, 3.975, and 4.384, respectively. The results of the structural equation modeling in the research indicated that the receiver's openness to receiving knowledge had a significant effect (0.292) on the provider's knowledge sharing behavior. The value of the t-statistic is 2.428. Therefore, with 95% confidence, we can conclude that the receiver's openness to receiving has a positive and significant effect on the provider's knowledge-sharing behavior. The impact of the receiver's willingness to share knowledge on the provider's knowledge-sharing behavior has been measured at 0.407. The value of the t-statistic is 3.808. Therefore, with 95% confidence, it can be said that the acceptance rate of the receiver's openness to share knowledge has a positive and significant effect on the provider's knowledge-sharing behavior. The impact of the provider's knowledge-sharing behavior on the receiver's knowledge utilization is 0.504. The value of the
t-statistic is 7.572. Therefore, with 95% confidence, it can be said that the provider's knowledge sharing behavior has a positive and significant impact on the receiver's knowledge utilization. The impact of the provider's knowledge-sharing behavior on innovative teaching is 0.397. The value of the t-statistic is 4.011. Therefore, with 95% confidence, we can conclude that the provider's knowledge sharing behavior has a positive and significant impact on innovative teaching. The impact of the receiver's utilization of knowledge on innovative teaching is 0.251. The value of the t-statistic is 2.489. Therefore, with 95% confidence, it can be concluded that the receiver's utilization of knowledge has a positive and significant impact on innovative teaching.
Conclusion: The findings of this study confirmed the significance of knowledge exchange and innovative teaching. Policymakers in the country's education system should be aware that the shift from "discovery-based innovation" to "learning-based innovation" requires the creation of interactive environments for generating, sharing, and utilizing employee knowledge. This is an effective approach to achieving the objectives outlined in the fundamental transformation document and fostering quality and innovation in the educational system. One of these interactive environments is lesson study courses, which can enhance the innovative behavior of employees. In fact, employees, as producers and consumers of knowledge, facilitate the process of knowledge management and play an important role in the primary processes of knowledge, namely creation, sharing, and use. Employees are the human capital of the organization and the creators of its intellectual capital. Therefore, managers should not only encourage employees to acquire the knowledge needed for innovation, but also to share their knowledge with others.