A Study of The Evaluation of The Tacit Knowledge in Teacher's Ability

这项研究的重点是隐性知识，这是大脑研究揭示的。为了探索教师实践能力的具体方法，本研究通过对一些教师隐性知识评价案例的分析，首先分析了日本的问题教师评价体系，以及日本国家专业教学标准委员会(NBPTS)的评价体系。很难将其定义为麻烦教师。NBPTS通过列出一些具体的问题教师案例来定义问题教师。NBPTS通过多种来源来评价教师，如记录他们课程的录像带、课程的教案、学生在课程上的档案。此外，申请者还必须参加评估中心的考试。考试包括面谈、小组讨论、轮换，行动研究是开发隐性知识的一种很好的教师培训方法。它使教师更能反思、更自豪、更尊重学生。另一方面，发端于日本的课程研究法正在成为开发隐性知识的流行方法。这两种培训方式都显示了单纯传授教师显性知识的培训方法的局限性，以及教师提高隐性知识的必要性。

This study focuses on the tacit knowledge, which the brain research is revealing. In order to develop the concrete method for a practical ability of a teacher, this study analyzed some cases of evaluation on the teachers' tacit Knowledge.At first, I analyzed the evaluation system for trouble teachers in Japan, and the evaluation system of Nation Board for Professional Teaching Standards (NBPTS). Definition as trouble teachers is difficult. Each school boar define trouble teachers by listing some concrete cases of trouble teachers.NBPTS evaluates teachers by many kinds of sources, such as a video tape which records their lesson, a lesson plan for the lesson, portfolios of students on the lesson. Furthermore, applicants have to take an examination on evaluation center. The examination includes a interview, group discussion, a roll play.To develop tacit knowledge, the action research is a good training method for teachers. It makes teachers more reflective, prouder, respectful of students. On the other hand, the lesson study which was developed in Japan is becoming popular method for developing tacit knowledge. Both training method show the limitation of the training method which instructs teachers explicit knowledge only, and the necessity of teachers improve their tacit knowledge by themselves.