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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.
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.