Tacit Knowledge And Study Of The Professional Development Of Teachers

In the United Kingdom, represented by well-known philosopher, thinker Polanyi on tacit knowledge through research, revealed in the concrete practice of scientific research, there are a lot of uncertainty, it is difficult to implicit elements.Tacit knowledge in the professional development of teachers in the impact of play can not be ignored, thus the need to explore, reflect, enhance and integrate the tacit knowledge of teachers in order to promote professional development of teachers. The promotion of teaching objectives, teaching methods and teaching organizational tacit knowledge based on education, teacher training model. Science teachers self-reflection.In teacher professional development, tacit knowledge inspired us to focus on teacher training to change the past, knowledge of the narrow way of learning, the development of learning communities of teachers, through observation, narrative and other qualitative methods to promote Dominance of tacit knowledge, the promotion of teachers to share teaching practice knowledge and experience, while also stimulating the cooperation, consultation silent culture of learning to play the role of learning mechanism will be gradually completed entry beginning teacher education, and support for each of their personal knowledge of the identity of a gradual shift to the expert teachers. This article from the tacit knowledge of teachers start to explore how the characteristics of Normal University for specialized training for teachers.The purpose of this study using the literature research, Literature research, interviews research, empirical research methods, both at home and abroad in research conducted on the basis of the results of comprehensive analysis, to explore and reveal the tacit knowledge in the existing teacher training system problems and the reasons for the situation, further studied the problem of the professionalization of teacher training. This paper is divided into four major parts: Introduction; a research overview; Second, tacit knowledge and the professional development of teachers of the theoretical basis; Third, tacit knowledge and the professional development of teachers Research; four, tacit knowledge in the professional development of teachers in applications.