Metaphors in the tacit dimension of student teachers? subjective theories

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F15%3A00081037" target="_blank" >RIV/00216224:14410/15:00081037 - 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

Metaphors in the tacit dimension of student teachers? subjective theories

Popis výsledku v původním jazyce

The paper aims to present the results of a qualitative empirical study that focuses on tacit knowledge and subjective educational theories of student teachers. It tries to describe how a student teacher reflects on the tacit dimension of their subjectivetheory. A single case study research design was used. Five in-depth interviews with one student teacher were conducted. These were guided by the method of ?clean language? that draws on linguistic-experiential phenomenology and originated in cognitive linguistics. The method gives minimal space to conscious content presuppositions of the researcher and provides the interviewee with an opportunity to express their experience from the ?I? perspective. The presented paper will demonstrate with concrete examples how tacit dimension of subjective theory can be grasped through metaphors that a student teacher uses in reflection. Selected criteria which help us identify manifestation of tacit knowledge were used to analyse the data (e.g.

Název v anglickém jazyce

Metaphors in the tacit dimension of student teachers? subjective theories

Popis výsledku anglicky

The paper aims to present the results of a qualitative empirical study that focuses on tacit knowledge and subjective educational theories of student teachers. It tries to describe how a student teacher reflects on the tacit dimension of their subjectivetheory. A single case study research design was used. Five in-depth interviews with one student teacher were conducted. These were guided by the method of ?clean language? that draws on linguistic-experiential phenomenology and originated in cognitive linguistics. The method gives minimal space to conscious content presuppositions of the researcher and provides the interviewee with an opportunity to express their experience from the ?I? perspective. The presented paper will demonstrate with concrete examples how tacit dimension of subjective theory can be grasped through metaphors that a student teacher uses in reflection. Selected criteria which help us identify manifestation of tacit knowledge were used to analyse the data (e.g.

Druh

O - Ostatní výsledky

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

2015

Kód důvěrnosti údajů

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