In all levels of education, teachers’ abilities to deal with complex classroom situations in split-seconds concerns pedagogical tact, a crucial quality which relies, in part, on intuition. Developing the ability to appropriately handle the complexity of classroom situations requires a systemic approach. This study aimed to explore the experiences in and effects of a systemic-phenomenological professional development program for enhancing teacher abilities to handle complex (classroom) situations through conscious attention for intuition. In the present study, 64 teachers from primary, secondary, and higher education participated in a 12 week professional development program featuring systemic-phenomenological exercises, such as meditations and embodied simulations. By increasing understanding of the complexity of social systems and sensitizing awareness of intuitive signals, the program aimed to improve teachers’ use of intuition, and through that, their handling of classroom situations. Data were gathered through participant reflection logs and focus group discussions, which were analysed both deductively and inductively. The findings suggest that the program helped heighten teacher awareness of intuitions, and individual awareness in the classroom, yielding positive effects on teacher abilities to take appropriate split-second action in complex classroom situations. While further research is needed, the results of this study include practices for enhancing teacher awareness of intuition through systemic-phenomenological exercises which proved to be promising, and a taxonomy of effects related to pedagogical tact in the classroom.

在各级教育中，教师在瞬间处理复杂教室情况的能力与教学技巧有关，而教学技巧是一种至关重要的素质，在某种程度上取决于直觉。发展适当处理教室情况复杂性的能力需要系统的方法。这项研究旨在探索系统现象学专业发展计划的经验和效果，该计划旨在通过有意识地注意直觉来增强教师处理复杂（课堂）情况的能力。在本研究中，来自小学，中学和高等教育的64位教师参加了为期12周的专业发展计划，该计划以系统性的现象学练习为特色，例如冥想和具体化的模拟。通过增加对社会系统复杂性的理解并提高对直观信号的认识，该计划旨在改善教师对直觉的利用，并由此改善他们对课堂情况的处理。通过参与者反思日志和焦点小组讨论收集数据，然后对这些数据进行演绎和归纳分析。研究结果表明，该计划有助于提高教师的直觉意识和课堂上的个人意识，对教师在复杂的课堂情况下采取适当的瞬间行动产生积极影响。尽管还需要进一步的研究，但这项研究的结果包括通过系统的现象学练习来增强教师对直觉的认识的实践，事实证明这是有前途的，