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Tacit Knowledge in Learning to Teach: What Are the Possibilities for Student Teachers? Thesis

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Tacit Knowledge in Learning to Teach: What Are the Possibilities for Student Teachers? Thesis Open Research Online The Open University’s repository of research publications and other research outputs Tacit Knowledge in Learning to Teach: What are the Possibilities for Student Teachers? Thesis How to cite: Warren-Lee, Nicola (2017). Tacit Knowledge in Learning to Teach: What are the Possibilities for Student Teachers? EdD thesis The Open University. For guidance on citations see FAQs. c 2017 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000ce9d Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk X4794201 The Open University Doctorate in Education Tacit knowledge and learning to teach: what are the possibilities for student teachers? Nicola Warren-Lee MEd, PGCE, BSc (Hons) 31st January 2017 1 X4794201 Blank Page 2 X4794201 Contents Abstract .............................................................................................................................................................. 7 Figures and tables ..................................................................................................................................... 9 Acknowledgements ............................................................................................................................................ 10 1. Chapter One Introduction ........................................................................... 11 1.1. Background and context .......................................................................................................................11 1.2. The qualification of teachers in England .....................................................................................13 1.3. The importance of mentors within Initial Teacher Education (ITE) ...............................14 1.4. Student teacher knowledge ...............................................................................................................17 1.5. The research questions .......................................................................................................................20 1.6. Research rational and relevance ...... ..............................................................................................20 1.7. Thesis overview ........................................................................................................................................21 2. Chapter Two Literature Review .................................................................24 2.1. Tacit knowledge .....................................................................................................................................24 2.2. Tacit knowledge in teaching ...........................................................................................................28 2.2.1. Different types of professional knowledge ..........................................................28 2.2.2. The importance of tacit knowledge in teaching ...............................................32 2.2.3. The link between tacit teaching knowledge and skill ....................................35 2.2.4. How can student teachers benefit from learning about tacit knowledge? ............................................................................................................38 2.3. Learning from experienced teachers ..........................................................................................41 2.3.1. The impact of mentoring on student teachers seeking to access tacit knowledge............................................................................................................. 44 3 X4794201 2.3.2. A strategy to learn from experienced teachers................................................47 2.4. Making the tacit explicit .................................................................................................................49 2.5. How my research follows on from the literature ..............................................................51 3. Chapter Three Methodology ................................................................................54 3.1. Theoretical position ......................................................................................................................................54 3.2. The Research Process ....................................................................................................................................................................................................58 3.3. Methodological approach .........................................................................................................................61 3.3.1. Case study .....................................................................................................................................61 3.3.2. The selected cases ...................................................................................................................65 3.4. Data and data collecting tools ..............................................................................................................66 3.4.1. Initial study ..................................................................................................................................66 3.4.2. Main study ...................................................................................................................................71 3.5. Research participants..................................................................................................................................80 3.6. Validity and reliability .................................................................................................................................83 3.6.1. Triangulation ...............................................................................................................................86 3.6.2. My role as researcher..............................................................................................................87 3.6.3. Generalisability ..........................................................................................................................90 3.7. Ethical issues ..................................................................................................................................................92 3.8. Data analysis framework .........................................................................................................................96 3.8.1. Thematic analysis ...................................................................................................................97 3.8.2. The use of thematic analysis in my research...............................................................99 3.9. Limitations of research design .............................................................................................................108 3.9.1. Case study ...................................................................................................................................108 3.9.2. Questionnaire ..........................................................................................................................109 3.9.3. Focus group ..............................................................................................................................110 4 X4794201 4. Chapter Four Presentation and analysis of research .............................................112 4.1. Case studies ...................................................................................................................................................113 4.1.1. Case study one: Will (student teacher) and Claire (mentor) ............................113 4.1.2. Case study two: Adam (student teacher) and Stephen (mentor) ..................119 4.1.3. Case study three: Laura (student teacher) and Stephen (mentor) ................125 4.1.4. Case study four: Rebecca (student teacher) and Stacey (mentor) ................130 4.1.5. TK accessed throughout the case studies ...................................................................134 4.1.6. Case studies summary ..........................................................................................................138 4.2. Questionnaires .............................................................................................................................................139 4.2.1. Mentor questionnaire ...........................................................................................................140 4.2.2. Student teacher questionnaire .........................................................................................144 4.3. Focus group ....................................................................................................................................................148 4.3.1. The role of TK ............................................................................................................................149 4.3.2. Ways to access TK and factors which encourage STs to develop their understanding of TK ............................................................................................................................150 4.4. Chapter summary .......................................................................................................................................152
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