Publication details

Tacitní znalosti v metaforách studentky učitelství

Title in English Tacit knowledge in the metaphors of a pre-service teacher


Year of publication 2016
Type Article in Periodical
Magazine / Source Studia paedagogica
MU Faculty or unit

Faculty of Education

Field Pedagogy and education
Keywords tacit knowledge; types of tacit knowledge; manifestations of tacit knowledge; metaphors; clean language
Description This paper first defines tacit knowledge so that it can be properly researched in the first place. Our definition of tacit knowledge—which differentiates it from explicit knowledge—is based on two criteria: the degree to which it is articulated and the degree to which it is acknowledged. The paper uses metaphors as a key tool for research of tacit knowledge. Its methodolog y is based on the design of a case study of a pre-service teacher called Alena. The empirical data were collected through an uncommon type of qualitative deep interview, which is known as clean language. Our analysis shows that Alena’s tacit knowledge is manifested in four ways: through (i) accumulation of metaphors and their meanings; (ii) transformation of metaphors and the influence of this on the metaphorical landscape; (iii) specific utterances which accompany attempts at expressing knowledge through metaphors; (iv) less acknowledged patterns of metaphors which influence education and action in the classroom. In the light of these findings, the paper emphasises conscious influencing of tacit knowledge through facilitation of metaphors rather than attempting to uncover tacit knowledge. The paper concludes by noting that student metaphors are beneficial in university education for mediation of educational theoretical constructs.
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