How efficiently are we using our understanding of the tacit dimension of teaching?

Abstract

This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice, there has been limited research on tacit knowledge in teaching. The nature of teachers' work generates evidence from observable behaviour and action, and has contributed significantly to contemporary research on practice. Where there is a gap in similar expanse of research is on the understanding of the non-observables and implicit or tacit knowledge which informs practice. This area of tacit knowledge in teaching remains minimally understood and under-researched. The research presented in this paper identifies underlying cognitive processes which inform practice in teaching. For the first time in research on teaching, these cognitive processes have been amalgamated to capture what happens beyond that which is observable. A call for unison on the dynamics of implicit and explicit knowledge in teaching is urgent to unearth complexity and externalise professional development stages. The findings from this paper will be beneficial to teachers, teacher educators and policymakers. Context and implications Rationale for this study There is a strong body of work on the observable elements of teaching and how observed behaviour contributes to an improved understanding of practice. There is limited insight of the tacit composition of teaching. Why the new findings matter Research into teaching acknowledges the place of tacit knowledge which underpins teacher action. This paper contributes to the field in the identification of cognitive processes which interact and subsequently activate observable teacher action or behaviour. Teacher thinking, evidenced in cognitive processes precedes teacher action and behaviour. Decision making in teaching is foundational, and the interplay of seven cognitive processes which this paper explores, advances understanding of the tacit composition of teaching. Implications for practice This paper impacts on the field of teaching in its ability to externalise the cognitive processes which shape practice. Whilst there is significant provision for the explicit knowledge of practice, there is limited understanding of the implicit constituents of teaching. From this paper, teachers are equipped with the understanding needed to develop the tacit elements of their practice. Another implication is on teacher education in the delivery of an enhanced and holistic preparation of new entrants to the profession. For policymakers, relevant policies which support teachers' development could be informed by knowledge of the tacit composition of teaching.