Trosopplæringsplanen som kunnskapsressurs – med taus kunnskap som kilde
DOI:
https://doi.org/10.5617/pri.7147Abstract
Trosopplæring i Den norske kirke er formalisert gjennom lokale planer for trosopplæring i hver menighet. Menighetene utarbeider og videreutvikler planene lokalt, på grunnlag av føringer fra sentralt hold. I denne artikkelen bruker jeg SECI-modellen til Nonaka et al. (2000), om kunnskapsutvikling som en dialektisk prosess mellom taus og eksplisitt kunnskap, til å forstå lokale trosopplæringsplaner som systemiske kunnskapsressurser. Ved å analysere rammer, retningslinjer og ressurser for det lokale planarbeidet, viser jeg at det er en mangel på ressurser som utnytter den eksisterende tause kunnskapen i trosopplæringsarbeidet. Evalueringsrutinene er et unntak fra dette. Jeg diskuterer med bakgrunn i SECI-modellen hvordan den lokale trosopplæringsplanen og evalueringsrapportene kan spille en viktigere rolle som kollektive kunnskapsressurser, som blir utvikla og brukt i tverrfaglig samarbeid.
Nøkkelord: trosopplæring, kunnskapsutvikling, SECI, taus kunnskap, planrevisjon, evaluering
Christian education in the Church of Norway is formalised through local curricula in each congregation, documents that are created and maintained locally based on centrally given regulations and resources. The process in which the local curricula are developed, is in this article understood in terms of the SECI model of Nonaka et al. (2000), as a dialectical knowledge creation process between tacit and explicit knowledge. Analysing the regulations and resources for the local curriculum development, I find that there is a lack of resources developing the curriculum based on existing tacit knowledge, except from the given evaluation routines. I also discuss, supported by the SECI model, how the local curriculum and the evaluation reports can play a more important role as shared, collective knowledge assets, developed and used in interdisciplinary/interprofessional cooperation.Keywords: Christian education, knowledge creation, SECI, tacit knowledge, curriculum development, evaluation
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