Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/30919
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Sociologija / Sociology (S005)
Author(s): Budėjienė, Aušra
Title: Neišreikštinių ir išreikštinių žinių derinimas socialinio darbo mokomosios praktikos procese
Other Title: The transfero of the tacit knowledge in the process of social work training practice
Is part of: Socialinis darbas. Patirtis ir metodai = Social work. Experience and methods. Kaunas : Vytauto Didžiojo universiteto leidykla, 2011, [T.] 8(2)
Extent: p. 135-147
Date: 2011
Keywords: Socialinis darbas;Mokomoji praktika;Išreikštinės žinios;Neišreikštinės žinios;Social work;Training practice
Abstract: Straipsnyje aptariami socialinių darbuotojų praktinei veiklai svarbių teorinių ir praktinių žinių formavimosi aspektai, neišreikštinių ir išreikštinių žinių rūšys, jų integracinės sąsajos ir reikšmė mokymo/si procese. Socialinių darbuotojų rengėjams svarbu paaiškinti, kaip sąmoningai atpažinti, gebėti kontroliuoti socialinio darbo teorijos ir praktikos susitikimą; netipinėse, nuolat kintančiose situacijose gebėti interpretuoti, kūrybingai taikyti abstrakčias teorijas; reflektuoti praktinę veiklą; profesionaliai veikti, įgyti kompetencijų ir įvardyti veikloje taikomas žinias
The paper aims to reveal the significance of tacit knowledge in the process of training practice of social workers by defining the concepts of the implicit and tacit knowledge and reviewing questions, which arise while teaching social workers practical activities. Social worker operates in uncertain constantly changing situation, when success depends on the client himself/herself and on various external circumstances. While training social workers or developing the skills for those who are already working, dilemma or practical problem arises as theoretical social work knowledge comparing to knowledge acquired during practice often seem to be distant, foreign and unrecognizable and both who learn and who work find difficult to relate them. The educators of social workers must answer many HOW?: be able purposely recognize and be able to control the encounter of theory and practice in the social work practice; be able interpret and creatively apply abstract theory – theoretical knowledge in atypical constantly changing situations; reflect practical activity; act professionally and deliberately – know the activities, obtain competencies and identify knowledge used in practice; use and manage not only theoretical, but also tacit knowledge. Explicit and tacit knowledge is important in the practical activity training process as in order to know how to act theoretical know how knowledge is required. In the higher education school lectors and tutors deliver explicit-declarative or theoretical knowledge for the future social workers. The practice supervisor-mentor is responsible for delivering tacit-procedural knowledge related to practical activity. Tacit knowledge in the university is also delivered during practicum, group seminars and individual consultations with tutor. In order to develop professional language, it is important to understand various categories of knowledge and how they are related. [...]
Internet: https://www.vdu.lt/cris/bitstream/20.500.12259/30919/1/ISSN2029-0470_2011_N_8_2.PG_135-147.pdf
https://hdl.handle.net/20.500.12259/30919
Affiliation(s): Socialinio darbo katedra
Vytauto Didžiojo universitetas
Appears in Collections:Socialinis darbas. Patirtis ir metodai / Social Work. Experience and Methods 2011, nr. 8(2)
Universiteto mokslo publikacijos / University Research Publications

Files in This Item:
Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

47
checked on Jun 6, 2021

Download(s)

100
checked on Jun 6, 2021

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.