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Intuitive Practitioner
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This volume investigates, both conceptually and empirically, the role of intuition in professional practice and its significance for professional development, especially within the world of education. The relationship between rationale or explicit ways of knowing and learning and inarticulate, intuitive or implicit ones is explored in the context of professional practice and development. The tendencay to interpret "reflection" solely in terms of articulation is questioned and the value of other forms of reflection is reasserted. The working relationship between reason and intuition is illustrated in a variety of case studies in distinctive educational and professional settings. From this reassessment of intuition, practical lessons for the initial training and continuing professional development of educators and others are highlighted and extracted.
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Table of Contents

Introduction Part one: Perspectives on intuition in professional learning and practice Intuition and the crisis in teacher professionalism The anatomy of intuition Trusting your own judgement Part two: Intuition and initial teacher education Learning to teach intuitive skills and reasoned objectivity Awareness and intuition how student teachers read their own lessons The role of intuition in mentoring and supporting beginning teachers Elaborated intuition and task-based English language teacher education Part three: Intuition and continuing professional development The development of professional intuition The formal and the intuitive in science and medicine Complex decision-making in the classroom the teacher as an intuitive practitioner Developing intuition through management education Part four: Intuition and assessment Assessment and intuition Measurement, judgement, criteria and expertise intuition in assessment from three different subject perspectives Intuition and the development of academic literacy Part five: The intuitive practitioner: A critical overview The intuitive practitioner a critical overview Conclusion Index.

About the Author

The editors and contributors are all staff and associates of the University of Bristol Graduate School of Education with exception of Michael Eraut of the School of Education at the University of Sussex. Between them, they bring together expertise in, on the one hand, researching and theorising teacher thinking and teacher education, and, on the other, in the practice of teacher training and teaching itself.

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