پديد آورندگان :
ظفري نژاد، عادل دانشگاه علامه طباطبائي تهران , صادقي، عليرضا دانشگاه علامه طباطبائي تهران , ملكي، حسن دانشگاه علامه طباطبائي تهران , موسي پور، نعمت الله دانشگاه فرهنگيان , خسروي، محبوبه دانشگاه علامه طباطبائي تهران
كليدواژه :
آشكارسازي , اشتراكگذاري , دانش ضمني , معلم , دوره ابتدايي
چكيده لاتين :
Tacit knowledge is a type of teacher knowledge. Experts consider tacit knowledge as the most
important type of knowledge that cannot be expressed in official language, has an individual
aspect, and has its roots in individual experiences. Tacit knowledge is the core of teachers'
knowledge structure, and recognizing and managing teachers' tacit knowledge is an executive
guarantee of their professionalism. Research has shown tacit knowledge as an important stimulus
in the process of creativity and innovation that has an effective role in successful teaching, and
quality and effectiveness of teacher performance. It was Michael Polanyi who first introduced the
concept of tacit, or hidden, knowledge, by stating that one knows more than one can say. He
introduced tacit knowledge as an integral part of knowledge, as the fundamental power of the
mind, and as what is commonly found in the field of experiential, cognitive and mental learning.
Polanyi believed that the conversion of tacit knowledge into explicit knowledge is possible through
reflecting on professional experiences and formulating its steps and systematically expressing it.
Payner and Zhang believed that examining teacher knowledge and curriculum can illuminate that
this knowledge is implicit rather than explicit. Teachers as scholars (Tilly, 2000), as compared to
other scholars, are more immersed in tacit knowledge due to nature of their work, which is a
mixture of art and science. Therefore, teachers' tacit knowledge and its effective transmission must
be seriously considered in education. Tacit knowledge is a type of knowledge that is difficult to
express, formulate, and share and, unlike explicit knowledge, which is conscious and can be
expressed in words, it is unconscious. People acquire tacit knowledge more intuitively and in their
interaction with the environment. Teachers' tacit knowledge is formed at the intersection of
teachers' experiences, values, and beliefs and knowledge in the classroom. In other words, tacit
knowledge is the basis of teacher performance in the classroom and can strongly affect teacher behavior and performance. However, it has not received enough attention in the literature.
Therefore, the main objective of this study was to identify the effective factors and effective
strategies in the process of forming, revealing and sharing primary school teachers' tacit knowledge
and to present a conceptual model in this regard. In line with this objective, a qualitative research
approach and a grounded theory method was used for doing this study. Participants of this study
were 20 primary school teachers with more than 15 years of teaching experience, from Yasuj,
Kohgiluyeh and Boyer-Ahmad Province, Iran, who were selected based on purposive sampling.
Research data were collected through conducting semi-structured interviews with participants.
Data analysis was done based on the three-step coding pattern of the grounded theory method. The
overall findings of this study revealed 9 categories in relation to the characteristics of tacit
knowledge of expert teachers, 8 categories in relation to the effective factors in the process of
formation of tacit knowledge of primary school teachers, 8 categories in relation to teachers'
experiences of using tacit knowledge, and 14 categories with regard to strategies for revealing and
sharing tacit knowledge of teachers. Finally, the identified categories were presented in form of a
conceptual model and the validity of the model was assessed and approved based on the opinion
of experts and through the use of the Delphi Technique. Tacit knowledge management and
understanding the way to develop, reveal and share it are vital to success in all organizations.
Considering this, education systems should offer the necessary context for experienced and expert
teachers to make them able to share their tacit knowledge in an open, friendly and informal
environment and on a regular basis and should provide opportunities for teachers' empowerment
through providing opportunities for the exchange of information, experiences and skills between
them. Teachers can also turn their tacit knowledge into tangible, expressive, and shared knowledge
by expressing their lived educational experiences. It should be emphasized here that an education
system can empower teachers and develop their professional knowledge and competencies only
through paying special attention to effective strategies and methods for revealing and sharing tacit
knowledge. Overall, tacit knowledge can serve as an effective factor for developing teachers'
creativity and promoting their self-efficacy when teachers are able to reveal and share their tacit
knowledge with their colleagues.
