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Tacit Knowledge for the Training of pre-service Industrial Design and Technology Teachers in Australia
Design & Technology
Pages 60 (15060 words)
INTRODUCTION Background A lot has been heard and talked about tacit knowledge in the field of teaching and teacher training. According to Chandra and Chalmers (2008, p.8), the knowledge contains certain tacit aspects that cannot be codified but are only transmitted through personal experience or training.
Various educational theories have cited tacit knowledge as the sole means of learning to teach but this has been a topic of debate and controversy throughout the history (Thompson and Thompson, 1996, p.10). Ma (1999, p.15) debating on one of the educational theories stated that the traditional epistemology is about teaching which include the concepts of objectivist, behaviourist, and positivist. Even though, as stated by Ball (2000, p.243), that each of these concepts visualise a different teaching method, the concepts centre on the idea of delivering the content from a tacit point-of-view. In other words, the traditional teaching epistemology focuses on articulating the tacit knowledge rather than to prompt the pre-service teachers to respond or act in a particular manner (Ball, 2000, p.244). Over the past few years, attention to research on teacher training and education has shifted away from behaviours or skills teaching to the knowledge and beliefs of the teachers i.e. the tacit knowledge (Lampert, 2001, p.127). This shift occurred because of dissatisfied teachers that deliver the teaching contents in a mechanistic manner. ...
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