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Tacitní znalosti vzniklé ze sdílení mezi cvičnou učitelkou a studentkou učitelství.

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Title in English Tacit knowledge arising from the sharing between a training teacher and a student teacher.

CÁSKOVÁ Kateřina

Year of publication 2016
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

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Description In the paper, will be presented the methodology and results of case study of qualitative research investigation focused on the process of sharing the tacit knowledge between a student teaching and its training teacher. Specifically, it is the tacit knowledge of the detection, which arose from the process of sharing. Sharing tacit knowledge is based on their mutual cooperation and shall be conducted in a model of collaborative apprenticeship (Van Velzen et al., 2012). Training teacher approaches his experiential background in accordance with the positive development of the student teacher. Data was colected by in-depth interviews inspired by the method of clean language (Lawley & Tompkins, 2000). The research revealed three categories of tacit knowledge, which have a different meaning for the student on the base of the subjective theory (Mareš, 2013). The first category is the tacit knowledge, which was not disclosed, but also shared, this means that it is part of not only the student's thinking, but it manifests itself in his acting. The second category is a category that is part of the student's thinking, and student has a positive attitude with this category, but is not demonstrated in his acting. The third category is the category that is in student thinking, but the student has opposite view to the category. Each category will be demonstrated on the examples from the interviews.
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