Original article | TAY Journal 2023, Vol. 7(2) 551-569
Levels of Classroom Teachers' Use of Tacit Knowledge
Ali Yıldız
pp. 551 - 569 | DOI: https://doi.org/10.29329/tayjournal.2023.543.09 | Manu. Number: tay journal.2023.024
Published online: July 31, 2023 | Number of Views: 5 | Number of Download: 144
Abstract
The purpose of the study is to explore the levels of tacit knowledge used by classroom teachers. In this study, case study approach, one of the qualitative research designs, was used. The study group consists of a total of 14 classroom teachers, 10 females and 4 males, who have a master's degree in classroom education at a state university. As a data collection tool, an opinion form consisting of four open-ended questions about tacit knowledge prepared by the researcher was used. In addition, semi-structured interviews were conducted with 7 participants who volunteered and had time about their answers to 4 questions. The fact that 3 of the 14 primary school teachers who made up the study group stated that "I heard it for the first time" and the other 3 participants said "I heard it before but I didn't know what it was" only proves that they were not aware of the classification of knowledge as tacit and explicit. This does not mean that 6 respondents (42.8%) did not know tacit knowledge. In this study, it has been shown that classroom teachers have a significant level of tacit knowledge about classroom management, students' learning, teacher behavior in classroom, cooking, and driving cars. Furthermore, a significant percentage (92.9%) of the participants stated that they believed the tacit knowledge gained by teacher candidates throughout their undergraduate education was necessary and valuable for the teaching profession.
Keywords: Classroom teachers, tacit knowledge, level of use
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