TY - JOUR

T1 - The socially skilled teacher and the development of tacit knowledge

AU - Elliott, Julian G.

AU - Stemler, Steven E.

AU - Sternberg, Robert J.

AU - Grigorenko, Elena L.

AU - Hoffman, Newman

PY - 2011/2

Y1 - 2011/2

N2 - Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify 'bad' responses, but there was little difference in relation to the identification of 'good' responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.

AB - Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify 'bad' responses, but there was little difference in relation to the identification of 'good' responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.

UR - http://www.scopus.com/inward/record.url?scp=78650163012&partnerID=8YFLogxK

U2 - 10.1080/01411920903420016

DO - 10.1080/01411920903420016

M3 - Article

AN - SCOPUS:78650163012

VL - 37

SP - 83

EP - 103

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 1

ER -