The goal of this study is to highlight the importance of the narrative type of knowledge, its relation to tacit knowledge and to outline the specifics of tacit knowledge in the narrative form in the context of teaching. Stories are parts of our identity and culture. We assume that social knowledge (skills) are a specific type of tacit knowledge. This type of knowledge poses difficulties for knowledge management because it is difficult to communicate using propositions and rules. On the other hand, this knowledge is not completely incommunicable – it can be easily transferred using narratives. Also when teaching, we tell stories which are a primary tool for educators. Through stories we safely live through dilemmas, experience, hurtful situations and thus understand what constitutes value and truth in our culture. A story and subsequent discussion offers re-living an experience and a new framing of the tacit image of other people’s practice. Through stories we give moral, practical or aesthetic meaning to situations and are able to better understand ourselves, our culture and our knowledge. Teacher experience is ungraspable tacit knowledge gained over years of interaction with pupils and through solving a variety of problems and situations. This teacher knowledge forms the best prerequisite for developing the quality of a school. Whether consciously or unconsciously, experienced teachers transfer their knowledge and experience onto their colleagues who based on this information are able to avoid some situations, foresee them as well as deal with them directly.
Jana Kratka, Masaryk University, Czech Republic
Stream: Adult and lifelong learning
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