Knowledge management from the teacher's perspective
At the National Experimental University of Security. A transformative vision
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The management of knowledge framed within the university educational teaching where learning and transmission of knowledge to students prevails, allows to carry out a deficiency in the management of knowledge inside and outside the classroom. The present research had as objective an approach to knowledge management from the perspective of the teacher of the Universidad Nacional Experimental de La Seguridad. It was qualitative in nature and was framed in the theory of Nonaka and Takeuchi (2007) from the study of the natural context to the application of the instrument, from the epistemological ...
The management of knowledge framed within the university educational teaching where learning and transmission of knowledge to students prevails, allows to carry out a deficiency in the management of knowledge inside and outside the classroom. The present research had as objective an approach to knowledge management from the perspective of the teacher of the Universidad Nacional Experimental de La Seguridad. It was qualitative in nature and was framed in the theory of Nonaka and Takeuchi (2007) from the study of the natural context to the application of the instrument, from the epistemological point of view it is interpretative and experiential. The method was phenomenological, allowing the interpretation of the different specific approaches. The subject of the study consisted of three (3) teachers of the Universidad Nacional Experimental de La Seguridad. The qualitative paradigm and phenomenological method were used. The information was processed using in-depth interviews and observation; the process of analysis and interpretation allowed comparing and contrasting the data obtained.
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