Tacitní znalosti v metaforách studentky učitelství

Title: Tacitní znalosti v metaforách studentky učitelství
Variant title:
  • Tacit knowledge in the metaphors of a pre-service teacher
Source document: Studia paedagogica. 2016, vol. 21, iss. 1, pp. [57]-85
Extent
[57]-85
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
V předloženém textu se nejdříve zabýváme terminologickým vyjasněním tacitních znalostí tak, aby je bylo možné následně výzkumně uchopit. Tacitní znalosti vymezujeme v kontrastu ke znalostem explicitním na základě dvou kritérií – míry artikulovatelnosti a míry uvědomovanosti znalosti. Jako stěžejní prvek pro výzkum tacitních znalostí byly použity metafory. Metodologie výzkumu je založená na designu případové studie jednoho případu – studentky učitelství Aleny. Při získávání empirických dat byl použit netradiční z působ vedení kvalitativního hloubkového rozhovoru zvaný "čistý jazyk". V analýze dat hledáme odpověď na otázku, jakým z působem se tacitní znalosti projevují v kontextu metaforických vyjádření studentky, přičemž ve výsledku identifikujeme čtyři různé projevy: 1) kumulace metafor a významů, se kterými jsou provázané; 2) transformace metafory a z působený dopad na podobu metaforické krajiny; 3) specifická verbální vyjádření, která doprovázejí snahu formulovat znalost skrze metafory; 4) méně uvědomované vzorce metafor, které ovlivňují pojetí výuky a jednání ve třídě. Ve světle výzkumných nálezů v závěru textu vznášíme návrh na kladení většího důrazu na záměrné ovlivňování tacitních znalostí skrze facilitaci metafor spíše než na snahu o odhalování tacitních znalostí. Taktéž poukazujeme na užitečnost využití osobních metafor studentů ve vysokoškolské výuce při snaze z prostředkovat jim teoretické konstrukty pedagogické vědy.
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 methodology 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.
Note
Studie byla zpracována v rámci řešení grantového projektu GA ČR 13-200496 Osvojování tacitních znalostí studenty učitelství v průběhu jejich pedagogické praxe.
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