e-Pedagogium 2018, 18(4):41-56 | DOI: 10.5507/epd.2018.044

Sharing pedagogical knowledge between student teacher and her training teacher in the course of pedagogical practice

Kateřina Cásková, Štefan Chudý
doc. Mgr. Štefan Chudý, Ph.D., Mgr. Kateřina Cásková, Institute of Education and Social Studies, Faculty of Education, Palacký University in Olomouc, Žižkovo náměstí 5, 771 40 Olomouc, Czech Republic

The aim of this study is to illustrate the pedagogical knowledge through the empirical data from the case study, which emerged in the process of sharing between tutor teacher and future teacher trainee. In the first part, the theoretical basis is defined. Attention is paid to sharing of knowledge, which is realised in the model of apprenticeship. Then the methodology is introduced, the research problem is defined, as well as the design, sample selection, method of data collection and analysis and interpretation. Based on the data analysis, it was found that sharing in the apprenticeship model had an impact on more effective professional preparation. Different experiences of teacher trainer trainers or educators and future teachers often block understanding of the observed or said, because the purpose of sharing is not only to describe what was done in lessons, but in particular to understand what is behind the observed behaviour. Our research has shown that the precondition for sharing is mutual respect and support with regard to the needs of the other. Detailed analysis and description of pedagogical situations enables students to make deeper reflections, which can result in the modification of existing or adopt new elements of practical knowledge to their knowledge base.

Keywords: pedagogical knowledge, sharing pedagogical knowledge, apprenticeship, clean language

Published: December 1, 2018  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Cásková, K., & Chudý, Š. (2018). Sharing pedagogical knowledge between student teacher and her training teacher in the course of pedagogical practice. e-Pedagogium, 18(4), 41-56. doi: 10.5507/epd.2018.044
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Cangelosi, J. S. (1994). Strategie řízení třídy. Praha: Portál.
    2. Cásková, K. (2014). Sharing tacit knowledge among teacher students and their educators during pedagogical practice. In Švec, V. (Ed.), Knowledge Base of Teaching, p. 97-115. Brno: Masaryk University.
    3. Cásková, Kateřina (2015). Sharing tacit knowledge between a student teacher and a teacher trainer. In 2nd International Multidisciplinary Scientific Conference on Social Science and Arts SGEM 2015. Volume II, Education and Educational Research. with. 893-900. Sofia: STEF92. Go to original source...
    4. Collins, A., Holum, A., & Brown, JS, (1991). Cognitive apprenticeship: Making thinking visible. American Educator, Winter. Available from http://www.21learn.org/arch/articles/brown_seely.html.
    5. Čáp, J. & Mareš, J. (2001). Psychologie pro učitele. Praha: Portál.
    6. Elliott, B. & Calderhead, J. (1994). Mentoring for teacher development: Possibilities and caveats. In McIntyre, D., Hagger, H. & Wilkin, M. (Eds.), Mentoring: perspectives on school-based teacher education, p. 169-189, London: Kogan Page.
    7. Eraut, M. (1994). Developing professional knowledge and competence. London: The Falmer Press.
    8. Glazer, E., M., & Hannafin, M., J. (2006). The collaborative apprenticeship model: Situated in school settings. Teaching and Teacher Education, 22, 179-193. Go to original source...
    9. Janík T. (2005). Znalost jako klíčová kategorie učitelského vzdělávání. Brno: Paido.
    10. Korthagen, F. et al. (2011). Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. Brno: Paido.
    11. Lawley, J., & amp; Tompkins, P. (2000). Methaphor in Mind: Transformation through Symbolic Modeling. The Developing Company Press.
    12. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
    13. Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.
    14. Mareš, J., Slavík, J., Svatoš, T., & Švec, V. (1996). Učitelovo pojetí výuky. Brno: Masarykova univerzita.
    15. Minaříková, E., & Pravdová, B. (2017). Pojetí výuky studentů učitelství. Společná témata a individuální výzvy. In Švec, V. et al. Studenti učitelství mezi tacitními a explicitními znalostmi. Brno: Masarykova univerzita.
    16. Píšová, M. (2005). Klinický rok: procesy profesního rozvoje studentů učitelství a jejich podpora. Pardubice: Univerzita Pardubice.
    17. Pravdová, B. (2014). Já jako učitel: profesní sebepojetí studenta učitelství. Brno: Munipress. Go to original source...
    18. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J. (Ed.) Handbook of research on teacher education. New York: Macmillan.
    19. Rimmele, R. (2002). Videograph. Multimedia Player zur Kodierung von Videos. Kiel: IPN.
    20. Shulman, L., S. (1996). 'Just in case …': Reflections on learning from experience. In Colbert, J. A., Desberg, P., & Trimble, K. D. (1996). The case for education: Contemporary approaches for using case methods. Boston: Allyn and Bacon.
    21. Shulman L., S. & Shulman J., H. (2004). How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36(2), 257-271. Go to original source...
    22. Švaříček, R., Šeďová, K. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
    23. Švec, V. (1999). Pedagogická příprava budoucích učitelů: problémy a inspirace. Brno: Paido.
    24. Tosey P. C., Lawley, J. & Meese, R. (2014). Methaphor through Clean Language: An innovation in qualitative research. British Journal of Management, 25(3): 629-646. Go to original source...
    25. Varela, F. J., Thompson, E., & Rosch, E. (1993). The embodied mind: Cognitive science and human experience. Cambridge, Mass: MIT Press.
    26. Velzen, C., Volman, M., Brekelmans, M., White, S. (2012). Guided work-based learning: Sharing practical teaching knowledge with student teachers. Teaching and Teacher Education, 28, 229-239. Go to original source...

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content