The Teacher/ Researcher and the Role of Pre-understanding: A Personal Analysis
The acknowledgement of pre-understanding is imperative within research and/or teaching. Pre-understanding consists of both explicit and tacit knowledge that can best be understood as two levels or planes; namely, firsthand and second-hand pre-understanding. First-hand pre-understanding, acquired th...
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| Format: | Article |
| Language: | English |
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Tuwhera Open Access Publisher
2011-10-01
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| Series: | New Zealand Journal of Teachers' Work |
| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/550 |
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| Summary: | The acknowledgement of pre-understanding is imperative within research and/or teaching. Pre-understanding consists of both explicit and tacit knowledge that can best be understood as two levels or planes; namely, firsthand and second-hand pre-understanding. First-hand pre-understanding, acquired through personal experience, is distinct from second-hand which is collected through the pre-understanding of other people (intermediaries). Preunderstanding includes knowledge within a certain disposition which surfaces while collecting, analyzing and processing information within one’s role as teacher and/or researcher. To fully comprehend pre-understanding, three distinct elements including membership (teaching fraternity), experience, and education and training are explored using personal experiences.
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| ISSN: | 1176-6662 |