Becoming a Teacher: The Dance Between Tacit and Explicit Knowledge

Table of contents
Introduction
	Early and late modernity: Compositions of thought and action
	Transitional phase positions
	Early and late modernity: Metaphors that shape the understanding of knowledge
	Continuity between metaphorical expression and literal description
	Shortcomings of the traditional conception of tacit knowledge
	Chapter structure and content
First Chapter: Philosophical foundations of research in tacit knowledge: knowledge, figurative language and metaphor
	1.1 Summary of Chapter 1
	1.2 Methodology of the theoretical chapter: Ideal type and compositions of thought and action
	1.3 Knowledge and the role of figurative language in its explication
		1.3.1 Knowledge as information
		1.3.2 Knowledge as learning from intersubjective negotiation and sharing of knowledge structure
		1.3.3 Knowledge as the unifying of a knowledge field and tacit knowledge
		1.3.4 Figurative language and metaphor: Their role in the explication process of intuition
		1.3.5 Metaphorisation, phenomenological analysis and development of the metaphorical landscape
	1.4 Coda of Chapter 1
Second Chapter: Metaphor, Embodiment and Tacit Learning
	2.1 What do we mean by embodied?
	2.2 What are embodied metaphors?
	2.3 Language: Metaphors embody the abstract in the physical domain
	2.4 Psychology: Mental metaphors have form
	2.5 Physiology: The body can be a metaphor
	2.6 Material: Metaphors can be physicalised
	2.7 What difference does it make that metaphor is embodied?
		2.7.1 Linguistic embodiment
		2.7.2 Psychological embodiment
		2.7.3 Physiological embodiment
		2.7.4 Material embodiment
	2.8 Relationship to tacit learning
Third Chapter: Clean Language Interviewing Making qualitative research interviews verifiable
	3.1 Interviewee biases
	3.2 Interviewer priming
	3.3 Why are interviewer-introduced metaphors so important?
	3.4 Clean Language
	3.5 Need for a ‘cleanness’ rating
	3.6 Other features of Clean Language interviewing
		3.6.1 Researching metaphors and mental models
		3.6.2 Gather in-depth data
	3.7 Tacit knowledge research
Fourth Chapter: Research Methodology
	4.1 Rudimentary Definition Elements of Tacit Knowledge
	4.2 Research Participants and Criteria for their Selection
	4.3 The Process of Acquiring Data
	4.4 Methods of Data Collection
Fifth Chapter: Clean Language as a data collection tool
	5.1 Conducting interviews using Clean Language
	5.2 Analysis of conducting research interviews
	5.3 Phases in the analysis
	5.4 Qualitative analysis
		5.4.1 Categorization of questions
		5.4.2 Discussion on the categorization of questions
		5.4.3 Categorization of comments
		5.4.4 Discusion of the categorization of comments
	5.5 Quantitative analysis
		5.5.1 Discussion of the quantitative analysis
	5.6 Conclusion
Sixth Chapter: Tacit knowledge of student teachers and teachers from a research perspective: An overview study
	6.1 Towards a definition of tacit knowledge
	6.2 Reviewing aims and methodology
	6.3 Results of the review
		6.3.1 How is tacit knowledge and practical knowledge conceptualized?
		6.3.2 What aims or research questions guide the authors of these studies?
		6.3.3 What research methods do the authors apply and what researchsamples do they use?
		6.3.4 What are the conclusions of the research studies?
	6.4 Discussion and conclusions
Seventh Chapter: Metaphorization in the process of making tacit knowledge explicit
	7.1 The content of tacit knowledge made explicit
	7.2 Evidence of making tacit knowledge explicit
	7.3 Interaction between metaphorization-literalization and backward metaphorization in the process of making tacit knowledge explicit
	7.4 Conclusion
Eighth Chapter: The conception of teaching in student teachers: Common topics and individual challenges
	8.1 Teacher’s/student’s conception of teaching
	8.2 Sources and data analysis
	8.3 Results of the analysis
		8.3.1 Concept of pupils
		8.3.2 Motivation as a common topic
		8.3.3 Individual challenges
	8.4 Discussion and conclusions
Nineth Chapter: Unexpected Situations During Student Teacher Practice
	9.1 A preliminary definition: From an episodic situation to an unexpected situation
	9.2 What happens in the mind during an unexpected situation?
	9.3 Methodology
	9.4 Types of unexpected situations
		9.4.1 Unpleasant unexpected situations affecting more people
		9.4.2 Unpleasant unexpected situations that affect only the student
		9.4.3 Pleasant unexpected situations
	9.5 Discussion of the typology of unexpected situations
	9.6 Dealing with unexpected situations
	9.7 Circumstances for the emergence of unexpected situations
	9.8 Immediate reactions to unexpected situations
	9.9 S trategies for dealing with unexpected situations
	9.10 Discussion on dealing with unexpected situation strategies
	9.11 Conclusion
Tenth Chapter: Forming Tacit Knowledge - A student teacher during teaching practice
	10.1 Research goals and design
	10.2 Research results
		10.2.1 Jaroslava’s conception of teaching in the process of forming her TK
		10.2.2 Forming TK by addressing unexpected situations in communication with pupils
		10.2.3 Didactic situations reflected by the student as the source of her TK
		10.2.4 Uncovering elements of TK through stimulated recall
	10.3 Conclusion
Eleventh Chapter: Sharing Tacit Knowledge — Student Teacher and Teacher Trainer
	11.1 Traineeship as a Way of Sharing Tacit Knowledge
	11.2 Cornerstones of the research
	11.3 Research Methodology
	11.4 Research Results
	11.5 Outcome Summary and Conclusion
Conclusion
Summary
List of Abbreviations
References
List of Tables and Figures
Name Index
Subject index
About authors