Knowledge management of secondary school teachers: a systematic review

Abstract

The purpose of this article is to analyze the importance of knowledge management in secondary school teachers, extracting information about the characteristics that constitute knowledge. For this purpose, the contributions of researched sources related to the development of teachers' knowledge management were analyzed, identifying its fundamental aspects. The methodology used was carried out with a descriptive level thematic analysis, using the PRISMA Statement method with a systematic review design, using the following search engines: Scopus, ProQuest, Concytec, EBSCO to analyze the information collected on knowledge management. It was concluded that there is evidence that the knowledge management of secondary school teachers promotes the reflection of their pedagogical practice and their active participation in the solution of problems affecting the institution through their proposals in management documents or innovative projects, generating new knowledge in a collaborative way through dialogue and consensus, contributing to their continuing education.