Tacitní znalosti jako most mezi teorií a praxí v pedagogické přípravě budoucích učitelů. Tacit knowledge as a bridge between theory and practice in the domain-general aspect of teacher education.

dc.creator	Švec Vlastimil
dc.date	2012-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:08Z
dc.date.available	2015-07-20T22:11:08Z
dc.identifier	1211-4669
dc.identifier	https://doaj.org/article/e176b6c086064929945be0d7e683172c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14177
dc.description	The paper deals with tacit knowledge in the pedagogical component ofteacher education. Tacit knowledge is seen – metaphorically – as a bridge between theory and practice. In the paper, the concept of tacit knowledge is characterised; it is a concept that has not been much discussed in Czech literature on education. Tacitknowledge is seen as personal and individual; it is developed through the subject’sexperience and has the following characteristics: it is procedural in nature and can be difficult to express, it is relevant for achieving aims that are considered important, it is developed with just little help of others or without such help whatsoever, it is bound to a specific context. In teacher education, a student teacher develops tacit knowledge through dealing with practical situations. In order for tacit knowledge to develop and improve in students, it must first be made explicit. One of the tools that help make tacit knowledge explicit is self-reflection, which however by itself is not enough for the student to realise what his or her behaviour is and how it can be improved. Such aim can be achieved through sharing experience and tacit knowledge between students and teacher educators (mentors, field didacticians, etc).
dc.language	Czech
dc.language	Slovak
dc.publisher	Czech Pedagogical Society
dc.relation	http://www.ped.muni.cz/pedor/archiv/2012/PedOr12_3_Tacitni_Svec.pdf
dc.relation	https://doaj.org/toc/1211-4669
dc.rights	CC BY-NC-ND
dc.source	Pedagogicka Orientace, Vol 22, Iss 3, Pp 387-403 (2012)
dc.subject	theory
dc.subject	practice
dc.subject	tacit knowledge
dc.subject	self-reflection
dc.subject	sharing tacit knowledge
dc.subject	teacher education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Tacitní znalosti jako most mezi teorií a praxí v pedagogické přípravě budoucích učitelů. Tacit knowledge as a bridge between theory and practice in the domain-general aspect of teacher education.
dc.type	article