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.