Kunnskap i handling Hvordan kan sosiale fellesskap være med på å fremme kunnskap i handling ved å dele og bearbeide erfaringer

Abstract

The purpose of this focus on knowledge in actions where the traditional division between theory and practice is removed. This is knowledge concerning how people act when knowledge and actions become one. There is no clear and precise definition of knowledge in actions. Key words within this tradition are context, experience, intuition, and self-reflection, which are elementary for the development of knowledge. As college teachers we are constantly faced with new challenges. To enhance the level of competence in the organization, it is important to arrange for teachers to share their experiences from daily activities. This can be called a non-scholastic learning process where teachers share both explicit and tacit, non-articulated knowledge. With regards to tacit knowledge, we cannot always put words on why we do what we do. It is therefore important to create a joint meeting place, a practical collective, where people can motivate each other through discussions and positive relationships in order to elucidate tacit knowledge. This can be a delicate learning process. I have a strong interest in contributing towards an increase in knowledge about the theme of knowledge in actions and how an organization can arrange for promoting this knowledge by sharing and working through personal experiences. The study has a qualitative approach with a phenomenological perspective, where I use qualitative research interviews. Seven teachers at the University/College participated in the interviews. After processing the data, I ended up with what Hatch calls a “typological analysis,” where I had divided the data into predetermined categories. The goal of my examination was not universality, representativeness, or generalization, but rather to circle around a phenomenon, gain a deeper understanding, and find meaning in the teachers’ own experiences. The main finds show that all of the teachers who were interviewed found knowledge in actions, and that the concept of tacit knowledge is important as part of their competence. The teachers’ perceived that they use this competence in their daily activities at the University/College. However, for some reason, only academic knowledge has a higher status or is prioritized within the organization. This is reflected in the issues that are brought up in social gatherings and in the minimal emphasis placed on processes intended to extract and exchange experiences where large parts of the knowledge are tacit.

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