TY - JOUR
T1 - Exploring teacher awareness of intuition and how it affects classroom practices
T2 - Conceptual and pragmatic dimensions
AU - Sipman, Gerbert A.
AU - Martens, Rob
AU - Thölke, Jürg
AU - McKenney, Susan
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024/7/3
Y1 - 2024/7/3
N2 - This study explores teachers’ awareness of intuition, and how that awareness affects their classroom practices both conceptually and pragmatically. Scholars have long supported the notion that intuition is a crucial form of knowing that supports teaching. Teachers rely heavily on their intuition to deal with complex classroom situations, especially those that require on-thespot problem solving, decision-making, and creativity. Yet, how they do so has rarely been the topic of empirical investigation. In this study, qualitative data were gathered from two groups of in-service teachers (17 in total) while they participated in a professional development programme designed to improve their awareness of intuitions through meditative and embodied exercises. Reflection log entries revealed that teachers’ awareness of intuitions includes preparing for, sensing, and considering intuitive signals. Furthermore, participants perceived increased awareness of intuitions as well as perceived positive effects on individual pupils, groups of pupils, and on themselves. This study reveals teacher experiences in their journey to becoming aware of their intuition, developing it, and putting it to use in the classroom. Recommendations are given for further inquiry into the crucial teacher quality of intuition.
AB - This study explores teachers’ awareness of intuition, and how that awareness affects their classroom practices both conceptually and pragmatically. Scholars have long supported the notion that intuition is a crucial form of knowing that supports teaching. Teachers rely heavily on their intuition to deal with complex classroom situations, especially those that require on-thespot problem solving, decision-making, and creativity. Yet, how they do so has rarely been the topic of empirical investigation. In this study, qualitative data were gathered from two groups of in-service teachers (17 in total) while they participated in a professional development programme designed to improve their awareness of intuitions through meditative and embodied exercises. Reflection log entries revealed that teachers’ awareness of intuitions includes preparing for, sensing, and considering intuitive signals. Furthermore, participants perceived increased awareness of intuitions as well as perceived positive effects on individual pupils, groups of pupils, and on themselves. This study reveals teacher experiences in their journey to becoming aware of their intuition, developing it, and putting it to use in the classroom. Recommendations are given for further inquiry into the crucial teacher quality of intuition.
KW - 22/1 OA procedure
KW - Intuition
KW - Meditation
KW - Embodied exercises
KW - Teacher professional development
U2 - 10.1080/19415257.2021.1902839
DO - 10.1080/19415257.2021.1902839
M3 - Article
SN - 1941-5257
VL - 50
SP - 746
EP - 759
JO - Professional development in education
JF - Professional development in education
IS - 4
ER -