Tacit Knowledge of Trainee Teachers in Unexpected Educational Situations

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F14%3A00074224" target="_blank" >RIV/00216224:14410/14:00074224 - 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

Tacit Knowledge of Trainee Teachers in Unexpected Educational Situations

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Tacit Knowledge of Trainee Teachers in Unexpected Educational Situations

Popis výsledku anglicky

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.

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 Education Research, Vol. 61

ISBN

9781612750682

ISSN

2160-1070

e-ISSN

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Počet stran výsledku

8

Strana od-do

264-271

Název nakladatele

IERI

Místo vydání

Newark

Místo konání akce

Shenzhen

Datum konání akce

1. 1. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000345380100046