Implicit Knowledge – a New Phenomenon in Teacher Education

This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff . Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.

REFERENCES:

• Bohm, D., (1992): Rozvíjení významu. Praha.
• Connelly, F. M.; Clandinin, D. J., He, M. F., (1997): Teachers’ Personal Practical Knowledge on the Professional Knowledge Landscape, “Teaching and Teacher Education“, Vol. 13, no 7, pp. 665–674.
• Hall, J. R.; Hall, S., (1986): The Teacher Educator as Collaborator in Clasroom Research: profiteer or Co-learner? Paper presented at the annual conference of the South Pacific Association for Teacher Education. Western Australia, Perth, 1986 (http://home.istar.ca/~jnewman/Paper2.html).
• Jofili, Z.; Watts, M., (1995): “Changing Teachers’ Thinking Through Critical Constructivism and Critical Action Research”, Teachers and Teaching: theory and practice, vol. 1, no 2, pp. 213–227.
• Johnston, S. (1992): “Images: a Way of Understanding the Practical Knowledge of Student Teachers”, Teaching and Teacher Education, vol. 8, no 2, pp. 123–136.
• Kettle, B., Sellars, N. (1996): “The Development of Student Teachers’ Practical Theory of Teaching”, Teaching and Teacher Education, vol. 12, no 1, pp. 1–24.
• Marland, P. W. (1995): “Implicit Theories of Teaching.” In: Anderson, L. W. (ed). International Encyclopedia of Teaching and Teacher Education. Oxford, pp. 131–136.
• Patočka, J. (1995): Tělo, společenství, jazyk, svět. Praha.
• Polanyi, M. (1967): The Tacit Dimension. New York.
• Richardson, V. (1996): “The Role of Attitudes and Beliefs in Learning to Teach.” In: Sikula, J. (ed.) Handbook of Research on Teacher Education. New York, pp. 102– 119
• Sternberg, R. J. (1999): “Epilogue: What Do We Know About Tacit Knowledge?” In: Sternberg, R. J.; Horvath, J. A. (eds.) Tacit Knowledge in Professional Practice. London. 1999.
• Stuchlíková, I., Švec, V., Vyskočilová, E. “Diskuse (nejen) o pedagogických implicitních znalostech.” In: Švec, V. (ed) Od implicitních teorií výuky k implicitním pedagogickým znalostem. Brno, pp. 71–78.
• Sveiby, K. E. (1997): The New Organizational Wealth: Managing and Measuring Knowledge-based Assets. San Francisco.
• Švec, V. (2004): “Experience of Student Teachers as a Source of their Pedagogical Knowledge,” The New Educational Review, vol. 4, no 3–4 (4), pp. 57–69.
• Švec, V. (ed) (2005a): Od implicitních teorií výuky k implicitním pedagogickým znalostem. Brno.
• Švec, V. (2005b): “Studium implicitních pedagogických znalostí jako inspirace pro osobnostní přípravu učitelů.” In: Švec, V. (ed.) Od implicitních teorií výuky k implicitním pedagogickým znalostem. Brno, pp. 27–40.
• Švec, V. (2006): “Od znalostí k pedagogické kondici: Nový vhled do pedagogické přípravy studentů učitelství?” Pedagogika, no 1, pp. 91–102.
• Torff , B. (1999): “Tacit Knowledge in Teaching: Folk Pedagogy and Teacher Education.” In: Sternberg, R. J.; Horvath, J. A. (eds.) Tacit Knowledge in Professional Practice. London, pp. 195–213.
• Vyskočil, I. (2000): “Úvodem”. In: Vyskočilová, E., Slavíková, E. (ed.) Psychosomatický základ veřejného vystupování, jeho studium a výzkum. Praha, pp. 4–8.
• Vyskočilová, E. (2002): “Psychosomatická kondice jako základ schopnosti vychovávat.” In: Švec, V. a kol. Cesty k učitelské profesi: utváření a rozvíjení pedagogických dovedností. Brno, pp. 13–35.