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

本研究的重点是隐性知识，这是大脑研究的启示。本研究通过对教师隐性知识测评案例的分析，为教师实践能力测评提供了具体的方法。首先分析了日本问题教师的评价体系，以及美国国家专业教学标准委员会（NBPTS）的评价体系。麻烦教师的定义是困难的。各学校通过列举问题教师的具体案例来界定问题教师。NBPTS通过多种资源对教师进行评估，例如记录他们课程的录像带，课程计划，学生的课程档案。此外，申请人必须参加评估中心的考试。考试包括面试、小组讨论和角色扮演。行动研究是培养教师隐性知识的一种很好的方法。它使教师更能反思，更自豪，更尊重学生。另一方面，在日本发展起来的课程研究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仅传授教师显性知识的培训方式的局限性，以及教师自身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.