Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions-Reference-Cited by-同舟云学术

Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions

Published:2021-03-18 Issue: Volume: Page:1-14
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

Sipman Gerbert¹^ORCID,Martens Rob²,Thölke Jürg³,McKenney Susan⁴

Affiliation:

1. Department of Education, HAN University of Applied Sciences, Arnhem, The Netherlands

2. Department of Conditions for Lifelong Learning, Open University of the Netherlands, Heerlen, The Netherlands

3. Department of Creative Business, InHolland University of Applied Sciences, Diemen, The Netherlands

4. Faculty of Behavioural, Management and Social Sciences, University of Twente;, The Netherlands

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19415257.2021.1902839

Reference65 articles.

1. Anthony, M., 2006. Representations of integrated intelligence within classical and contemporary depictions of intelligence and their educational implications. Dissertation. The University of the Sunshine Coast.

2. Capturing intuition through concurrent protocol analysis

3. Receiving the Gift of Teaching: From ‘Learning From’ to ‘Being Taught By’

4. Integrating Intuition in Higher Education: A Perspective from Business Management

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2. Building Intuitive Capabilities in University Settings;Change: The Magazine of Higher Learning;2022-03-04

3. Professional development focused on intuition can enhance teacher pedagogical tact;Teaching and Teacher Education;2021-10

4. Can a Systemic-Phenomenological Teacher Professional Development Program Enhance Awareness of Intuitions and Serve Pedagogical Tact?;Systemic Practice and Action Research;2021-04-02