Tacit knowledge as a bridge between theory and practice in the domain-general aspect of teacher education
Journal Title: Pedagogicka Orientace - Year 2012, Vol 22, Issue 3
Abstract
The paper deals with tacit knowledge in the pedagogical component of teacher education. Tacit knowledge is seen – metaphorically – as a bridge between theory and practice. In the paper, the concept of tacit knowledge is characterised; it is a concept that has not been much discussed in Czech literature on education. Tacit knowledge is seen as personal and individual; it is developed through the subject’s experience and has the following characteristics: it is procedural in nature and can be difficult to express, it is relevant for achieving aims that are considered important, it is developed with just little help of others or without such help whatsoever, it is bound to a specific context. In teacher education, a student teacher develops tacit knowledge through dealing with practical situations. In order for tacit knowledge to develop and improve in students, it must first be made explicit. One of the tools that help make tacit knowledge explicit is self-reflection, which however by itself is not enough for the student to realise what his or her behaviour is and how it can be improved. Such aim can be achieved through sharing experience and tacit knowledge between students and teacher educators (mentors, field didacticians, etc).
Authors and Affiliations
Vlastimil Švec
Keywords
Related Articles
- EP ID EP103553
- DOI 10.5817/PedOr2012-3-387
- Views 101
- Downloads 0
What is didactics of history (today)?
The paper focuses on the status of the discipline of didactics of history, of school history and in a wider context of field didactics of social sciences and humanities. The difference between a piece of information an...
Between practice and theory in teacher education: notes on the Czech translation of Korthagen et al.’s book
This theoretical paper follows the publication of the Czech translation of the book by F. A. J. Korthagen et al. Linking practice and theory: The pedagogy of realistic teacher education. The paper consists of two parts...
Pragmatism: Philosophical platform for mixed methods research
The paper aims at presenting the philosophy of pragmatism as an epistemological framework for mixed methods research. The author starts with brief characteristics of this relatively recent approach to research in the s...
K metodologickým standardům kvantitativních studií v pedagogice: Jak psát o výzkumných zjištěních?
Techniky změny chování a jejich využití ze strany žáků
Příspěvek pojednává o tom, jakým způsobem se žáci druhého stupně české základní školy mohou podílet na mocenském vyjednávání, které ve školní třídě probíhá mezi nimi a jejich učiteli. Na základě kvalitativní analýzy da...