Narratives are not only the carriers of hidden, otherwise incommunicable knowledge but also a medium for the teacher to understand the content (i.e. tacit knowledge). Our goal is to demonstrate how tacit knowledge is shared in the stories of experienced teachers. The teachers were asked to share events which had the greatest influence on their career in education, and which they would tell their future and beginning colleagues. In order for beginning teachers to connect the knowledge of their subject and their teaching knowledge into practically applicable knowledge, much time is required, as well as problem-solving, listening to stories of experienced teachers, which is the focus of this study. This learning usually happens informally when the beginner teacher is not even aware of the learning. Narration is not only a method of transfer of tacit knowledge spontaneously but also a research method because through stories being told we learn about the process of sharing tacit knowledge. In this sense, narration is a research and an intervention method. It appears that stories of experienced teachers can be divided into several groups, as much as tacit knowledge shared within them. This experience supports the initial assumption which is that tacit knowledge is personal, involves emotions and values of the given individual and their sharing presumes reflection. The individual experiences his or her stories in experiential texts and tells stories using the same words he or she uses to reflect on life and explain it to others. Through stories we give moral, practical or aesthetic meaning to situations and are able to better understand ourselves, our broader culture and our knowledge.
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