Students undergo a demanding socialization process at the beginning of their practice, which they subjectively perceive. At the time of this socialization process, the process of knowledge sharing begins, and this process must include reflection on and explanation of new pedagogical experience if students are to establish suitable conditions for practice. Not only the training teacher but also others who form the so-called school culture may neglect to address new experiences and provide sufficient support. This research aimed to explore the effects of the school culture on a student’s career at the beginning of her teaching and pedagogical knowledge sharing. Based on the results of the analysis, we answered the following research question: “How does the school culture influence a student’s pedagogical knowledge sharing with her training teacher?” We found that the student’s subjective theories should correspond with the school culture; otherwise, the student may leave the profession earlier. In addition, support from colleagues and sufficient explanation (modelling of the teacher’s thoughts) in school practice create a space to share pedagogical knowledge and clarify the student’s doubts about education. We identified the teacher's career, the school culture, and the training teacher as sources of support for the education student. The data were collected via interviews with the use of the “clean language” method and analysed through open coding.
The aim of this study is to illustrate the pedagogical knowledge through the empirical data from the case study, which emerged in the process of sharing between tutor teacher and future teacher trainee. In the first part, the theoretical basis is defined. Attention is paid to sharing of knowledge, which is realised in the model of apprenticeship. Then the methodology is introduced, the research problem is defined, as well as the design, sample selection, method of data collection and analysis and interpretation. Based on the data analysis, it was found that sharing in the apprenticeship model had an impact on more effective professional preparation. Different experiences of teacher trainer trainers or educators and future teachers often block understanding of the observed or said, because the purpose of sharing is not only to describe what was done in lessons, but in particular to understand what is behind the observed behaviour. Our research has shown that the precondition for sharing is mutual respect and support with regard to the needs of the other. Detailed analysis and description of pedagogical situations enables students to make deeper reflections, which can result in the modification of existing or adopt new elements of practical knowledge to their knowledge base.
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