Tacit Knowledge of Trainee Teachers in Unexpected Educational Situations
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Article in Proceedings |
| Conference | Advances in Education Research, Vol. 61 |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | Tacit knowledge; Narrative; Trainee teachers; Teaching practice |
| Description | In this study I address the formation of trainee teachers’ tacit knowledge, i.e. students of the Faculty of Education. The goal of the paper is to ascertain the influence of unexpected situations on the formation of trainee teachers’ tacit knowledge during their teaching practice. This knowledge and experience is shared through narrative. As a field text I use reflective journals, which the students keep throughout the term, and especially interviews with the students before and after the lesson they taught. The research sample includes 7 first-year students of a Master’s degree study programme at the Faculty of Education, Masaryk University (Brno, Czech Republic). Based on an analysis of the texts, it appears that the key role is in the formation process of tacit knowledge is played by unexpected situations, emotional involvement and previous personal experience which forms the basis for the student’s subjective concept of the educational process. Combinations of these elements appear in the process of formation of tacit knowledge. |
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