ABSTRACT

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-the-spot 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.

摘要

这项研究探讨了教师的直觉意识，以及这种意识如何从概念上和实际上影响他们的课堂实践。长期以来，学者一直支持直觉是知识的一种重要形式，这种知识可以支持教学。教师在很大程度上依靠自己的直觉来应对复杂的课堂情况，尤其是那些需要现场解决问题，决策和创造力的情况。然而，他们如何做到这一点很少成为实证研究的主题。在这项研究中，定性数据是从两组在职教师（总共17名）中收集的，他们参加了旨在通过冥想和具体化练习提高他们对直觉的认识的专业发展计划。反思记录显示，教师对直觉的认识包括准备，感应，并考虑直观信号。此外，参与者感觉到对直觉的意识增强，并且感觉到对单个学生，一组学生以及他们自己的积极影响。这项研究揭示了教师在意识到自己的直觉，发展直觉并将其投入课堂使用的过程中的经验。提出了一些建议，以进一步探究直觉的关键教师的素质。