How efficiently are we using our understanding of the tacit dimension of teaching?

Enow, Linda (2023) How efficiently are we using our understanding of the tacit dimension of teaching? Review of Education, 11 (1). pp. 1-15. ISSN 2049-6613

Preview

Text NU0169_V02.pdf - Published Version Available under License Creative Commons Attribution. Download (295kB) | Preview

Abstract

This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers’ practice, there has been limited research on tacit knowledge in teaching. The nature of teachers’ work generates evidence from observable behaviour and action, and has contributed significantly to contemporary research on practice. Where there is a gap in similar expanse of research is on the understanding of the non-observables and implicit or tacit knowledge which informs practice. This area of tacit knowledge in teaching remains minimally understood and under-researched. The research presented in this paper identifies underlying cognitive processes which inform practice in teaching. For the first time in research on teaching these cognitive processes have been amalgamated to capture what happens beyond that which is observable. A call for unison on the dynamics of implicit and explicit in teaching is urgent to unearth complexity and externalise professional development stages. The findings from this paper will be beneficial to teachers, teacher educators and policy makers.

Item Type:	Article
Divisions:	Faculty of Education > Department of Education, Multi-professional Practice and Early Childhood
Depositing User:	Ms Hazel Barham
Date Deposited:	20 Jul 2023 12:43
Last Modified:	19 Dec 2024 12:12
URI:	https://newman.repository.guildhe.ac.uk/id/eprint/17352

Actions (login required)

Edit Item