Analysis of Knowledge Management Components in the Content Analysis of Primary Education Textbooks: A Case Study (Farhangian University)

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran

2 Taecher, Khoi, Iran.

3 student of elementary education, Khoi, Iran.

Abstract

The aim of this study was to identify knowledge management indicators in order to the content analysis of elementary school textbooks. The research approach was qualitative and of the type of content analysis method with comparative analysis. The study population consisted of students of Farhangian University of Shahid Motahari Khoy, 19 of whom were selected by purposeful sampling of the index cases in the academic year 1399-1400 and semi-organized interviews were conducted to reach data saturation. To ensure and validate the accuracy of the data, the method of rich data description and researcher self-review was used. The findings showed that knowledge management in the content analysis process has four pervasive themes such as organizational culture(analysis discourse, syntax, standardization), activity process(knowledge networking, modeling, self-teaching), Policy(teaching research, knowledge personalization, skill program), and technology(focal classes, core of professors, Knowledge-building workshops) obtained through the classification of 142 primary codes. The results showed that knowledge management as a connecting point of activities and interactions in the content analysis process, should be used in the framework of educational activities.

Keywords

Quarterly Journal of Education Studies
Volume 10, Issue 37
June 2024
Pages 69-81

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