Publication details
„Čistý jazyk“ jako výzkumný nástroj pro detekci tacitních znalostí studentů učitelství
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| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
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| Citation | |
| Description | The presented study aims to investigate tacit knowledge (Polanyi, 1996) in the context of pre-service teacher education. Tacit knowledge is mostly described as procedural, unfinished and hard to communicate (cp. Sternberg, 2004). It is, for example, demonstrated in people’s actions when confronted with unexpected situations. The difficult communicability of tacit knowledge poses a problem for research design. In our study, we use conceptual metaphors (Lakoff & Johnson, 1999) to grasp tacit knowledge. Metaphors are rich and complex in meanings and thus enable the verbalization of tacit knowledge in such a way, that the knowledge still remains tacit on a certain level (Sip, Nehyba, & Svojanovsky, 2015). The aim of the presented study is to illustrate how tacit knowledge is demonstrated in the reflection of a student teacher on their actions in unexpected situations encountered during their teaching practice. Single case study design was used in the study; one student teacher was investigated. The data was collected through five in-depth interviews that made use of the method of “clean language” (Tosey, Lawley, & Meese, 2014). This method enables the interviewee to express themselves through natural metaphors and the researcher to tap into these metaphors and gain a deep understanding of the symbolic world of the respondent. The results of the data analysis and interpretation provide a complex model describing how a student teacher, through metaphors, approaches their actions in different types of unexpected situations. |
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