Professional development focused on intuition can enhance teacher pedagogical tact

Gerbert Sipman*, Rob Martens, Jürg Thölke, Susan McKenney

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effects on the related classroom outcomes. Interviews with participants and their colleagues elaborated and explained positive changes in awareness of intuitions, and information processing, and classroom impact. This study defines and operationalizes intuitive pedagogical tact and describes meditative and embodied practices for enhancing it.

Original languageEnglish
Article number103442
JournalTeaching and teacher education
Volume106
DOIs
Publication statusPublished - Oct 2021

Keywords

  • Intuition
  • Pedagogical tact
  • Teacher professional development

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