Fictional Stories as an Occasion for Narrative Sharing of Tacit Knowledge in Teacher Training

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F14%3A00073738" target="_blank" >RIV/00216224:14410/14:00073738 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Fictional Stories as an Occasion for Narrative Sharing of Tacit Knowledge in Teacher Training

Popis výsledku v původním jazyce

It is recognised that tacit knowledge is not shared as easily as explicit knowledge. However, narrative can provide the much needed bridge between tacit and explicit knowledge. We assume that (future) teachers? narrative is a natural form of sharing their tacit knowledge and experience which can be thereby transmitted without being articulated directly. Tacit knowledge is shared spontaneously during narrative. We are concerned with the possibilities of creating occasions for narrative remembering in thecontext of teacher training at the Faculty of Education. The fictional stories that were used for this purpose contained an educational problem which the students were to discuss. Without any prompts towards storytelling, students often presented theirsolutions to the educational problem through the stories.

Název v anglickém jazyce

Fictional Stories as an Occasion for Narrative Sharing of Tacit Knowledge in Teacher Training

Popis výsledku anglicky

It is recognised that tacit knowledge is not shared as easily as explicit knowledge. However, narrative can provide the much needed bridge between tacit and explicit knowledge. We assume that (future) teachers? narrative is a natural form of sharing their tacit knowledge and experience which can be thereby transmitted without being articulated directly. Tacit knowledge is shared spontaneously during narrative. We are concerned with the possibilities of creating occasions for narrative remembering in thecontext of teacher training at the Faculty of Education. The fictional stories that were used for this purpose contained an educational problem which the students were to discuss. Without any prompts towards storytelling, students often presented theirsolutions to the educational problem through the stories.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA13-20049S" target="_blank" >GA13-20049S: Osvojování tacitních znalostí studenty učitelství v průběhu jejich pedagogické praxe</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Advances in Educational Research: Applied social science, Vol. 52

ISBN

9781612750668

ISSN

2160-1070

e-ISSN

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Počet stran výsledku

6

Strana od-do

273-278

Název nakladatele

IERI

Místo vydání

Newark

Místo konání akce

Singapore

Datum konání akce

1. 1. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000345566600048