Education resting on a scientific foundation and proven experience – is that really possible?
According to the Swedish Education Act education in Sweden shall rest on a scientific foundation and proven experience. But why? Is this enough for us to develop and improve school education? Anette will pay special attention to the importance of developing both tacit and explicit knowledge. What happens if we ignore tacit knowledge? What do we risk? How can teachers develop their professional knowledge and their teaching if we take in account both tacit and explicit knowledge? These questions will be discussed with concrete examples, research results and philosophy.
Anette Jahnke is a project leader, senior lecturer and writer. She works at the research institute Ifous and at Gothenburg university. At Ifous she leads R&D-projects and at the university she teaches in action research. Anette has been a project leader of different national professional development programs. She has a background as a mathematician and as a teacher in upper secondary school. At the National Agency she has been working as an expert in curriculum development for pre-school, elementary school and upper-secondary school. She as a PhD in studies of professional practices from Nord University, Norway, and fil. lic. in mathematics from Chalmers University of Technology.
What does it mean to master something as a teacher? How do we get there? In education, we often talk about explicit knowledge such as facts, understanding, skills or abilities. But explicit knowledge is based on tacit knowledge created in the practice we are engaged in. Anette will discuss teacher’s professional knowledge with focus on the importance and characteristics of tacit knowledge. The talk will also address the importance of collaborative work and learning for the development of teacher’s tacit knowledge.
Practice-centered school research and class-room oriented development in action at Ifous
Anette will give a presentation of the work of Ifous and its long term R&D programs where educational practitioners collaborate with researchers in order to improve the practice and strengthen the teaching profession. Ifous is an independent (non-profit) institute with the objective to promote implementation of research findings in schools and pre-schools and to stimulate new research focusing on teaching and learning processes with school practitioners as active participants. Anette will especially address the program model for the R&D programs: The methods used, how they are financed, what it entails to participate as a teacher, a school leader, a representative of the local education authority or as a researcher.
Let’s talk about tacit knowledge in education
What does it mean to master something as a student or as a teacher? In education we often talk about explicit knowledge such as facts, understanding, skills or abilities. But explicit knowledge is based on tacit knowledge created in the practice we are engaged in. Anette Jahnke will address the characteristics of tacit knowledge by using examples from mathematics. Anette will in her talk relate to both student’s knowledge of mathematics and teacher’s professional knowledge. The importance of collaborative work and learning for the development of teacher’s tacit knowledge will be especially discussed.