Document Type : Original Article
Msc Student, Educational Management, Department of Educational Sciences, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran.
Purpose: Knowledge management is not a new issue or concept. For hundreds of years, family business owners have been passing on their knowledge to their children; Professional masters teach their profession to their students with enthusiasm and workers exchange ideas and knowledge at work. In fact, it can be said that the proposition "knowledge is power" has been changed to the proposition "sharing knowledge is power" for a long time. Based on this, the current research aims to investigate the exchange of knowledge among teachers participating in lesson study courses and its effect on innovative teaching in Khorramabad city.
Method: This research is applied in terms of purpose and descriptive-correlative in terms of data collection and structural equations type. The research population consists of 180 participants of lesson study courses in Khorramabad city in the academic year of 1401-1401, and 118 of them were randomly selected as the statistical sample of the study using the Karjesi and Morgan table. In order to survey respondents' opinions about knowledge exchange, the questionnaires used in Ouakouak et al.'s research (2021) were used, and Alizadeh's questionnaire (2008) was used to measure the variable of innovative teaching. Data analysis was done using SPSS and SmartPLS software.
Findings: The analysis of the respondents' demographic information showed that 95 (80.51%) of the respondents were women and 23 (19.41%) of the respondents 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. 65 people (55.09%) had less than 10 ten years of work 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 results of the structural equations of the research showed that the effect of the receiver's oppenness to receive knowledge on the provider's knowledge sharing behavior; Receiver's openness for knowledge sharing on the provider's knowledge sharing behavior; The provider's knowledge sharing behavior on the recipient's knowledge utilization; The provider's knowledge sharing behavior on innovative teaching; The receiver's knowledge utilization on innovative teaching and the provider's knowledge sharing behavior is significant with the mediation of the receiver's knowledge use on innovative teaching. Also, According to the standard coefficients of the path, the direct effect of the provider's knowledge sharing behavior on innovative teaching is 0.397; the amount of indirect effect is 0.126 and its total effect is equal to 0.523. Also, the use of the recipient's knowledge directly explains the changes in teaching innovation to the extent of 0.251 (25.1%).
Conclusion: The findings of this study confirmed the importance of knowledge exchange and innovative teaching. Policymakers of the country's education system should know that due to the paradigm shift from "discovery-based innovation" to "learning-based innovation"; one of the effective ways to achieve the goals of the fundamental transformation document and to create quality and innovation in the educational system is to create interactive environments for creating, sharing and using the knowledge of employees. One of these interactive environments is lesson study courses that can improve 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 main processes of knowledge, i.e. creation, sharing and use. Employees are the human capital of the organization and the creator of its intellectual capital. Therefore, managers should not only encourage employees to gather the knowledge needed for innovation; rather, they should encourage them to donate knowledge to others.