McGill, Michele (2007) Tapping into the tacit: reading teacher anecdotes to tap into tacit pedagogical understandings. The International Journal of Learning, 13 (9). pp. 169-186. ISSN 1447-9494
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Official URL: http://www.learning-journal.com
Reading anecdotes about other teacher s experiences can assist beginning and experienced teachers to access their own tacit knowledge. Reading those anecdotes provides the opportunity to experience vicariously the events,feelings, outcomes and sometimes even emotions of the writer. The benefit of this process is magnified when the readers then begin to consider and apply their understandings of these 'minute passages of a private life' to their current, and sometimes past practices. This paper reports on the findings of a group of beginning and experienced Queensland teachers who were asked to read and then select one anecdote from a set written by beginning and experienced teachers. The 'tales' selected and the implications for exploration of personal pedagogy and practice were clearly linked to their perceived role in the classroom and their 'comfort' within that role now and in the future.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Uncontrolled Keywords:||narrative; pedagogy; personal practice; tacit knowledge|
|Fields of Research (FOR2008):||13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators|
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
|Subjects:||330000 Education > 330300 Professional Development of Teachers|
380000 Behavioural and Cognitive Sciences > 380100 Psychology > 380102 Learning, Memory, Cognition and Language
330000 Education > 330100 Education Studies > 330101 Educational Psychology
|Socio-Economic Objective (SEO2008):||C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development|
|Deposited On:||08 Apr 2010 09:54|
|Last Modified:||08 Feb 2012 10:15|
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