INTRODUCTION
This poster is presentation of the methodology of the research project "Acquisition of tacit knowledge of student teachers during their teaching practice" realized in the years 2013-2016 at Department of Education, Faculty of Education, Masaryk University, Brno, Czech Republic.
It focuses on a research on the construction and development of tacit knowledge of student teachers during their teaching practice in schools.
It offers a further contribution to tacit knowledge creation in teacher training courses, aiming to identify what affects the construction and development of tacit knowledge of teacher students.
THE PROJECT ASSUMPTIONS
Tacit knowledge involves two basic components: cognitive (mental picture
of activity) and non-cognitive (motivation to work). Tacit knowledge of student teachers is shaped by the perception and
solution of practical situations, life experiences, experimentation,
improvisation and creating solutions on the basis of the practical
requirements of a given situation. Because of tacit knowledge is developed through a deep personal and
emotional commitment to a problem to be solved, the unexpected
situations have a motivational effect. Even if trainees acquire tacit knowledge independently, relatively
unassisted, it is desirable to provide them with external support and
feedback; the formation of tacit knowledge makes the sharing of
experiences of students with teacher educators or an experienced teacher
trainer at their teaching practice easier.
THE MAIN OBJECTIVES OF THE PROJECT
To find out relations that the following diagram shows:
Student's subjective theory of teaching
The process of formation of tacit knowledge: a mental picture of activity - the motivation work
Actual course of the lesson
Lesson plan
Unexpected situations
THE MAIN OBJECTIVE AND THE METODOLOGY OF THE PROJECT
To find out how the tacit knowledge of the future teacher is created during his/her teaching practice. Based on the nature of the research questions we are choosing qualitative research with these methods:
Research question	Research method	What the method investigates
1. How does a student's subjective theory of teaching change during their teaching practice?	Semi-structured interviews with students	Student's subjective theory of teaching
2. What did the sharing of experiences of students and teachers consist of? How do student teachers and their mentors perceive the sharing of teaching experiences?	Unstructured observations of student and teacher trainer interaction (after selected lessons) Focus group with students and teacher trainers (after a series of lessons)	The development of the sharing of teaching experiences Student and teacher's perception of the effects of sharing teaching experiences
3. What unexpected practical situations did students come across during teaching practice? How did they cope with them?	Focus group with students (after a series of lessons)	Description of unexpected situations and explanation of how solutions were found
4. What did students in the course of self-reflection become gradually aware of?	Content analysis of student's written self-reflection	Student's realisation of (recollections) significant moments in their practical activities
5. Does the preparation of students for their lessons differ from what really happens? If so, what is the difference? How do students explain this difference?	Content analysis of the student's preparation for the lesson Video-stimulated recollection of experiences from lessons	Differences of the lesson plan from what really happened in the lesson Explanation of the differences with the student
THE RESEARCH SAMPLE
Selected students of the fourth year of the Master's programme at the
Faculty of Education of Masaryk University. The sample will be heterogeneous in terms of approbation of subjects:
Science teacher, Teacher of Arts, Teacher of Humanities. For each field of teaching two students will be selected (one male and one
female), a total of 6 students.
ACKNOWLEDGEMENT
The presentation was supported by the Scholarship Fund PdF Mil and by grant GACR (Czech Science Foundation), Reg. No. P407/ 13/20049S.
CONTACT TO THE AUTHOR
prof. PhDr. Vlastimil Švec, CSc.
Masaryk University, Faculty of Department of Education
Porici 31, 603 00 Brno, Czech republic
email: svec@ped.muni.cz
1 Masaryk University, Faculty of Education, Department of Education, Porici 31, 603 00 Brno Masaryk University, Faculty of Education, Institute for Research in School Education, Porici 31, 603 00 Brno
DATA ANALYSIS
It will be based on the design of grounded theory.
A complementary design will be case studies of selected students.
We expect that these will illustrate the results of the analysis of data
obtained through the grounded theory. We search for the relation among students' subjective theory of teaching
and the process of formatin of tacit knowledge: a mental picture of
activity - the motivation to work.