The aim of this interdisciplinary project is to find the relationship between tacit and explicit pedagogical knowledge and to study the conditions of the self-regulation of their development process (at both the student and in-service teachers). The qualitative methodology (non-structured observation, teacher's biography method, ethnographic interview, case studies of students and their self-reflective reports) topped up with the experiment based on quantitative research procedures will be employed by the research team. Besides the relationship between tacit and explicit pedagogical knowledge the key factors influencing the development of tacit pedagogical knowledge are supposed to be the main outputs of the project. The interventions supporting the self-regulation of the process of the tacit pedagogical knowledge development will be suggested.

Publications