2000
DOI: 10.1348/000709900158001
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Non‐formal learning and tacit knowledge in professional work

Abstract: The author's typology of non-formal learning distinguishes between implicit learning, reactive on-the-spot learning and deliberative learning. The significance of the last is commonly overemphasized. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinized actions and the tacit rules that underpin intuitive decision-making. They come together when professio… Show more

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Cited by 1,526 publications
(1,310 citation statements)
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References 28 publications
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“…The assumed influence of mentoring dialogues about specific lessons on pre-service teachers' learning is consistent with the premise that knowledge is situated in and grows out of a context (e.g. Eraut, 2000). In the professional context of teaching, this means that teachers' knowledge and skills are event-structured, context-based, and practice-oriented in nature (e.g.…”
Section: Introductionsupporting
confidence: 64%
See 1 more Smart Citation
“…The assumed influence of mentoring dialogues about specific lessons on pre-service teachers' learning is consistent with the premise that knowledge is situated in and grows out of a context (e.g. Eraut, 2000). In the professional context of teaching, this means that teachers' knowledge and skills are event-structured, context-based, and practice-oriented in nature (e.g.…”
Section: Introductionsupporting
confidence: 64%
“…As a consequence, during the past several years the importance of field experiences as a proportion of the overall time invested in initial teacher education has increased, both in North America and Europe (Wilson, Floden, & Ferrini-Mundy, 2002). This development can be attributed to increasing evidence and recognition of the value of learning in the workplace (Eraut, 2000;Garrick, 1998), criticism regarding the practical relevance of theory in teacher education programmes (Darling-Hammond, 2000), teacher shortages many countries are faced with (Buchberger, Campos, Kallos, & Stephenson, 2000;Villani, 2002), and the idea that teacher education is less expensive if carried out in the workplace (Caldwell & Carter, 1993).…”
Section: Introductionmentioning
confidence: 99%
“…All this alludes to multiple flows of knowledge taking place (often ad-hoc, unintended and beyond the formal programme parameters) between attendees, across sectors, and geographical, professional and organisational boundaries. Akin to the hidden curriculum in education these knowledge flows suggest knowledge exchange evades formal control (31,32). Delegates also valued session leads joining the round-table discussions and taking part in the group work for more in-depth conversations.…”
Section: Facilitated Round-table Discussionmentioning
confidence: 99%
“…from primary schools to universities. Formal learning tends to be guided by a teacher or trainer, there is an external specification of outcomes, and the aim is to attain an officially recognised degree or diploma (Eraut 2000). Non-formal learning is also the product of an intentional, organized and systematic educational activity aimed at improving skills or competences.…”
Section: Introductionmentioning
confidence: 99%