Sharing tacit knowledge between a student teacher and a training teacher.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F15%3A00083717" target="_blank" >RIV/00216224:14410/15:00083717 - isvavai.cz</a>

Výsledek na webu

<a href="http://sgemsocial.org/ssgemlib/spip.php?page=recherche&recherche=10.5593%2FSGEMSOCIAL2015%2FB12" target="_blank" >http://sgemsocial.org/ssgemlib/spip.php?page=recherche&recherche=10.5593%2FSGEMSOCIAL2015%2FB12</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5593/sgemsocial/2015/B12/S3.115" target="_blank" >10.5593/sgemsocial/2015/B12/S3.115</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Sharing tacit knowledge between a student teacher and a training teacher.

Popis výsledku v původním jazyce

One of the important sources of knowledge of the student teacher is not only the theoretical knowledge acquired in the theoretical preparation, but also the practical experience gained during practices. This practical student experience is used when educating without realizing it. Part of the knowledge has a hidden, tacit character. The definition of tacit knowledge is "tacit knowledge is capable of developing, initially not realised or less realised prerequisite to structuring the experience of the students or teachers, tacit knowledge is used to make decisions in situations (especially unexpected) showed when student educates (subjective theories) and interpreted during reflection". Sharing is based on the apprenticeship model. The problem is that the student is not aware of his/her tacit knowledge during the process of education so the researcher and training teacher should help the student to make the tacit knowledge more explicit.

Název v anglickém jazyce

Sharing tacit knowledge between a student teacher and a training teacher.

Popis výsledku anglicky

One of the important sources of knowledge of the student teacher is not only the theoretical knowledge acquired in the theoretical preparation, but also the practical experience gained during practices. This practical student experience is used when educating without realizing it. Part of the knowledge has a hidden, tacit character. The definition of tacit knowledge is "tacit knowledge is capable of developing, initially not realised or less realised prerequisite to structuring the experience of the students or teachers, tacit knowledge is used to make decisions in situations (especially unexpected) showed when student educates (subjective theories) and interpreted during reflection". Sharing is based on the apprenticeship model. The problem is that the student is not aware of his/her tacit knowledge during the process of education so the researcher and training teacher should help the student to make the tacit knowledge more explicit.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název statě ve sborníku

2nd International Multidisciplinary Scientific Conference on Social Science and Arts SGEM 2015 - Conference Proceedings. Volume II, Education and Educational Research

ISBN

9786197105452

ISSN

2367-5659

e-ISSN

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Počet stran výsledku

8

Strana od-do

893-900

Název nakladatele

STEF92 Technology Ltd.,51 "Alexander Malinov"Blvd.

Místo vydání

Sofia

Místo konání akce

Albena, Bulharsko

Datum konání akce

1. 1. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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