Explain the pattern of development of the teacher-student approach in sharing tacit knowledge

The aim of this study is to explain the feasibility of the teacher-student approach for the transfer and sharing of tacit knowledge in teacher education, Shahid Beheshti University: Therefore, using dynamic modeling method, the status of knowledge sharing components with the teacher-student approach has been. The model consists of 3 rings; The first circle: knowledge production, dissemination, organization and application of knowledge; The second: culture-building, policy-making, structuring the teacher-student approach, resources (finance, software and hardware, ICT) and human resources; The third is trust, communication skills, goal setting, performance appraisal, emotional commitment, self-efficacy for knowledge-based educational and research system.

The sample consists of 265 faculty members and 248 doctoral students of who have been selected by classification

The type is descriptive survey. In the framework of the conceptual model of the research, 15 hypotheses have been tested. For the validity of the questionnaire, the opinions and suggestions of experts in the field of educational sciences were used.by calculating the reliability of the questionnaire using Cronbach's alpha coefficient, the numerical value of 0.899 professors and 0.890 doctoral students was obtained, which showed the acceptable reliability of the questionnaire. The data analysis method was based on the use of statistical inferential tests such as Kolmograph-Smirnov test, one-sample t-test and exploratory analysis.

The results showed that it is possible to implement a person-student approach to transfer and share knowledge in from the perspective of faculty members and doctoral students (p = 0.001). The research findings also showed that the components were in good condition.

According to the analysis of hypotheses and their results, it can be said; The main hypothesis of the research is that the implementation of the teacher-student approach from the perspective of faculty members with a standard deviation of 0.458, 32.52 and students with a standard deviation of 0.521, 11.75 causes the sharing and transfer of teacher-student knowledge at a higher level. This finding is consistent with the findings of Susan (2016), Zeid al-Hamdan et al. (2014), Batina and Harm (2014), Moore et al. (2014), Patel et al. (2011), Vicki et al. (2008), Chao et al. (2011), Gholipour and Hashemi (2015), Mohammadi and Amini (2015), each of which is consistent with the impact of teacher-student programs. Also, the results of the tests of human resources components show that from the perspective of faculty members and students, all components are in a good position in feasibility and provide the conditions for implementing the teacher-student approach to Shahid Beheshti University. The results of this research are based on 4 components of the knowledge base, 5 components of the teacher-student approach and 6 sub-components of human resources. And then this possibility leads to the improvement of the professor-student relationship (professor-student relationship) and veteran and experienced faculty members can take a big step towards the needs and training of new faculty members because there is really formal and transparent training for faculty members. There is no new science, especially in the field of communication with students, class management style, etc. In addition, according to the findings of this study, because the faculty members themselves have a direct role of professor, it shows that the university has an informal structure in the implementation of the teacher-student method program, which is the largest Advantage to accept new methods such as mentoring and other new methods in the field of human resources and higher education. Finally, considering the results of the research, it seems that the possibility of implementing the teacher-student approach, which is currently being done in the form of an informal structure in the model university, has the potential to become a formal structure. A method that may lead to satisfactory results for both professors and students and a growth model, development for Shahid Beheshti University.
The results showed that it is possible to implement a person-student approach to transfer and share knowledge in from the perspective of faculty members and doctoral students (p = 0.001). The research findings also showed that the components were in good condition.