Recognition of Tacit Skills and Knowledge: Sustaining Learning Outcomes in Workplace Environments

Autor/inn/en	Evans, Karen; Kersh, Natasha
Titel	Recognition of Tacit Skills and Knowledge: Sustaining Learning Outcomes in Workplace Environments
Quelle	In: Journal of Workplace Learning, 16 (2004) 12, S.63-74 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620410521521
Schlagwörter	Skills; Outcomes of Education; Foreign Countries; Adult Learning; Work Experience; Recognition (Achievement); Prior Learning; Work Environment; Learning Processes; Case Studies; Models; United Kingdom (London) + Suchen Sie Ihr Suchwort? Skill; Fertigkeit; Lernleistung; Schulerfolg; Ausland; Adulte education; Adult training; Erwachsenenbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Soziale Anerkennung; Vorkenntnisse; Arbeitsmilieu; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Analogiemodell
Abstract	The part played by tacit skills and knowledge in work performance is well recognised but not well understood. These implicit or hidden dimensions of knowledge and skill are key elements of "mastery," which experienced workers draw upon in everyday activities and continuously expand in tackling new or unexpected situations. This paper, based on the ESRC Teaching and Learning Research Network on Workplace Learning, argues that it is important to understand better how tacit forms of key competences can contribute to sustaining learning outcomes in different types of learning environments. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10