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SHARING TACIT KNOWLEDGE BETWEEN A STUDENT TEACHER AND A TRAINING TEACHER IN THE COURSE OF PEDAGOGICAL PRACTICE

Katerina Caskova

Abstract

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. The aim of the research is to identify the kind of tacit knowledge they share; the conditions under which they share, and how they share. Results will be illustrated on the data which is gained by an in-depth interview that is based on a method called “clean language”. The reflection of student educating process with a training teacher and a researcher helps student to be more aware of his/her tacit knowledge.

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