How a pre-service teacher acquires tacit knowledge of teaching from practice: the process of becoming a teacher.

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Autor/in	Peng, Yanping
Titel	How a pre-service teacher acquires tacit knowledge of teaching from practice: the process of becoming a teacher.
Quelle	Berlin: Freie Universität Berlin (2016), 220 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Berlin, Freie Universität Berlin, Diss., 2016.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kobv:188-fudissthesis000000101831-7
Schlagwörter	Wissen; Lehrer; Lehrerausbildung; Reflexion (Phil); Dissertation; Dokumentarische Methode; Entwicklung
Abstract	Within various fields of research tacit knowledge has been a topic of interest in the last decades. Researchers from different disciplines are focusing on expanding our knowledge of the concept, thereby making tacit knowledge explicit. Only few have however tried to provide an explanation of the underlying learning mechanisms, in order to gain a better understanding of how tacit knowledge develops in the first place. For this study a practice-led approach has been chosen to investigate how a pre-service teacher acquires her tacit knowledge of teaching in practice. As the development of teaching techniques is part of the training a pre-service teacher receives during his or her trial period, the study is also to be considered as empirically grounded research on the teacher's personal development as a professional; however, its main focus rests on the teacher's development of tacit knowledge. The single case study format has been chosen for this study to give full consideration to the participant's personal development as a professional, of both teaching skills and tacit knowledge. Video-cued narrative reflection was used as method for the data collection, involving the video-taping of teaching sessions and subsequent video-cued interviews with the participant. The method was considered especially suitable for the single case study format as it allowed the participant to review her own teaching sessions on the video material, and reflect on her teaching beyond the limit of pre-chosen focuses though questionnaires etc. The focus was thus on the participant rather than the method, or the researcher. The field research was conducted over the course of the academic year September 2013 to May 2014. With only a few exceptions, research data was collected monthly throughout this period. The subsequent data analysis was performed in a two-step system of (1) formulation interpretation and (2) reflecting interpretation. The method of analysis is also known as documentary method. On the basis of the empirical research data collected in the context of this study and findings of tacit knowledge theory, conclusions can be drawn regarding both tacit knowledge formation and the participant´s professional development. Tacit knowing (knowledge) can be regarded as the coordination of explicit knowing (knowledge). The results of this study contribute to our understanding of tacit teaching knowledge formation through practice and experience. At the beginning of their carrier, pre-service teachers practice their teaching skills, review and reflect on them, and ultimately coordinate the acquired teaching knowledge until teaching becomes intuitive in practice. Once they reach this point, teachers do not need to reflect on the particulars of a teaching session as they have learned to cope intuitively with a wide range of situations they could potentially be confronted with in class. They are however seldom able to articulate the acquired tacit knowledge upon inquiry. Moreover, the research data allows for conclusions regarding the pre-service teacher's development as a professional in the field of instruction. Firstly, the research results support a holistic view on the teachers professional development. While it is true that different techniques and types of knowledge are acquired separately throughout the teacher's professional carrier, it is the coordination of these components which furthers the teacher's development as a professional. Secondly, a teacher's development as a professional is always also a personal context-specific growth that differs from person to person. In the scope of this study, not only knowledge of teaching has a tacit dimension, but also a teacher's beliefs and attitude towards her profession and work. I therefore believe a teacher's development as a professional to be a dynamic process, in which the teacher acquires the tacit knowledge of instruction over time and with experience. The acquisition of tacit knowledge is further influenced by the teacher's personal beliefs about and attitudes towards her work, and should be regarded as a highly individual process. (Orig.)
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2016/4