2015
Metaphors in the tacit dimension of student teachers’ subjective theories
SVOJANOVSKÝ, Petr; Jan NEHYBA; Vlastimil ŠVEC; Blanka PRAVDOVÁ; Jakub LANC et al.Basic information
Original name
Metaphors in the tacit dimension of student teachers’ subjective theories
Name in Czech
Metafory v tacitní dimenzi subjektivního pojetí výuky studentů učitelství
Authors
Edition
17th Biennial International Study Association of Teachers and Teaching Conference (ISATT). 13-17 July 2015, University of Auckland, New Zealand. 2015
Other information
Language
English
Type of outcome
Presentations at conferences
Field of Study
50300 5.3 Education
Country of publisher
Czech Republic
Confidentiality degree
is not subject to a state or trade secret
RIV identification code
RIV/00216224:14410/15:00081037
Organization unit
Faculty of Education
Keywords (in Czech)
tacitní dimenze subjektivního pojetí výuky; metafory; čistý jazyk; reflexe
Keywords in English
tacit dimension of subjective theories; metaphors; clean language; reflection
Changed: 23/3/2016 11:44, Mgr. Petr Svojanovský, Ph.D.
Abstract
In the original language
The paper aims to present the results of a qualitative empirical study that focuses on tacit knowledge and subjective educational theories of student teachers. It tries to describe how a student teacher reflects on the tacit dimension of their subjective theory. A single case study research design was used. Five in-depth interviews with one student teacher were conducted. These were guided by the method of “clean language” that draws on linguistic-experiential phenomenology and originated in cognitive linguistics. The method gives minimal space to conscious content presuppositions of the researcher and provides the interviewee with an opportunity to express their experience from the “I” perspective. The presented paper will demonstrate with concrete examples how tacit dimension of subjective theory can be grasped through metaphors that a student teacher uses in reflection. Selected criteria which help us identify manifestation of tacit knowledge were used to analyse the data (e.g. gestures, displays of surprise or metacomments that were connected to the core metaphor). The analysis revealed how a student teacher organizes all the key categories of their subjective theory through a core metaphor. It appears that some parts of their subjective theory as expressed through the core metaphor were tacit and the metaphor enabled the student to approach this tacit dimension without making it directly explicit. The paper will further investigate how metaphors can be used for facilitating the formation of the tacit dimension of student teachers’ subjective theories in pre-service teacher education.
Links
| GA13-20049S, research and development project |
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