English abstract
This study aims at investigating the practice reality of educational knowledge creation process according to Nonaka and Takeuchi's knowledge-Creation process (SECT) by science student teachers in the College of Education in Sultan Qaboos University. The sample of study consists of seven female science teachers student of the science education program offering at the Faculty of Education. The study is a qualitative type based on case study that provides great flexibility in the collection of data and provides deep study of the realities of the knowledge-creating process. Data was collected using field and classroom observations, individual and collective interviews, and analysis of participants' portfolios.
The data was analyzed from two dimensions. The first one is the social context. It includes a description of the professional societies of the sample of the study. This includes the training schools, the relations between the participants, and the relations with the science unit in the Department of Curriculum and Instruction College of Education. The study pointed out the importance of the social dimension in the prevailing values, rules and laws governing behaviours that influence promoting or hindering the circulation of educational, knowledge-creating process in the professional societies of the student teachers.
The second dimension is concerned with the individual context. It includes a presentation of the personal history for five participants of the sample of the study. It provides a description of the reality of the knowledge creating operations and the unique techniques of each participant in the creation of the educational, professional knowledge. The study highlighted the impact of the individual characteristics of the student teacher, the personal experiences, the teaching beliefs and, the circulation of knowledge and its production of each student teacher. This refers to the influence of the personal educational knowledge on the educational professional practices of each student teacher. The study concluded that sharing knowledge does exist at great extent, without any cognitive justification for this knowledge. Additionally, the study found that individuals, or focus groups creating knowledge do exist, but not as a society creating professional knowledge.
