Sdílení tacitních znalostí ve vzdělávání učitelů jako pohyb od praxe k teorii a zpět
| Title in English | Sharing tacit knowledge in teacher education as a transition from practice to theory and vice-versa |
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| Authors | |
| Year of publication | 2012 |
| Type | Chapter of a book |
| MU Faculty or unit | |
| Citation | |
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| Description | Practical explicit conduct of a student teacher (and teacher) is based on their practical experience which is transformed into tacit knowledge. This knowledge is: a) individual, b) procedural, they answer the question "how" to preform the aktivity, c) the entire answer to this question is however hidden to the student himself (he knows more than he can express), d) linked to the objectives, the achievement of which the student (teacher) considers important, e) based on the solution of practical tasks (situations), f) bound to the context in which they operate. Student (teacher) achieves them entirely independently or with only a little help from others. Tacit knowledge is shaped and developed mainly in the course of teaching practice of students and teachers. Its development facilitates sharing of practical experiences of students (teachers) with their educators. |
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