Sharing pedagogical knowledge between student teacher and her training teacher in the course of pedagogical practice

Abstract

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.