Teachers’ intuitive interaction competence and how to learn it

Valle, Anne Marit

doi:10.1080/02619768.2017.1295033

Cited by 8 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Counsellors can also feel pressure from teachers wishing to receive the maximum possible resources in class (Skaalvik and Skaalvik, 2019). More focus on classroom contexts could lead to better teaching and adequate organisations making it easier for the pupils to learn (Valle, 2017). If teachers interaction competence are well developed this could lead to more children not being classified as having special educational needs.…”

Section: Discussionmentioning

confidence: 99%

Counsellors perceptions of the phenomenon of concentration difficulties

Hvidsten¹,

Valle²

2021

Support for Learning

Self Cite

View full text Add to dashboard Cite

Pupils' lack of concentration is a concern in everyday classrooms in Norway as in many other countries. Whereas research has defined different behaviour issues in classroom contexts, there has been less focus on how the counsellors, working at the Educational and Psychological Counselling Service (EPCS), describe different behaviour issues. This article is based on a study that aims to develop a deeper understanding of how the counsellors perceive the term 'concentration difficulties'. Even though the term is widely used in templates and in national strategic documents to describe pupils' disruptive behaviour, few other studies emphasise this perspective. The study has a phenomenological-hermeneutic inspired approach and is based on individual in-depth interviews with counsellors working at the EPCS. The key findings suggest that the counsellors understanding of the term are influenced by their personal perceptions of the term, their education and the way they facilitate adapted learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Counsellors perceptions of the phenomenon of concentration difficulties

Hvidsten¹,

Valle²

2021

Support for Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…In fact, educational research has widely neglected the relevance of intuition for teaching (Harteis & Gruber, 2008). In this respect, even though experts have argued that developing intuitive action should be emphasised more in teacher education (Valle, 2017), education and training have been deficient (Sadler-Smith, 2008). While some experts focus on local intuition (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Tomasino, ). For local intuition, this can be accomplished through practice, reflection and personal development, focusing on the quality of interactions between teachers and pupils (Valle, ). Further, becoming aware of intuitions requires automating routines and practices (Kennedy, ).…”

Section: Literaturementioning

confidence: 99%

The role of intuition in pedagogical tact: Educator views

Sipman

Thölke

Martens

et al. 2019

British Educational Res J

View full text Add to dashboard Cite

Pedagogical tact concerns a teacher's ability to adequately handle complex classroom situations that require immediate action. As such, pedagogical tact can be viewed as an enactment of teachers’ intuition. While most teachers, teacher educators, educational leaders and scholars readily recognise the importance of pedagogical tact (and by extension, intuition), few pre‐service or in‐service programmes devote explicit attention to developing this important teacher quality. This study set out to understand why. Specifically, data were collected to investigate how educators perceive intuition, and its role in teacher pedagogical tact. Ten focus group discussions were held with school board members, teacher educators, school principals, in‐service teachers and pre‐service teachers. Participants recognised two types of intuition commonly described in the literature (local and nonlocal), and affirmed the importance of intuition for teacher pedagogical tact. These educators also noted that teachers are rarely if ever encouraged to make conscious use of their intuition, let alone develop it. There was consensus that teachers differ in how well they are able to tune into their intuition. Though the scale of the study is small, the findings suggest that more attention should be given to developing teacher intuition and pedagogical tact than is currently the case.

show abstract

“…The effectiveness of intuition depends on the extent to which one is able to access and utilize the non-conscious mind (Strick & Dijksterhuis, 2011), and some experts argue that this can be enhanced (e.g., Tamasino, 2011). For local intuition, this can be accomplished through practice, reflection and personal development focusing on the quality of interactions between teachers and pupils (Valle, 2017). Further, becoming aware of intuitions requires automating routines and practices (Kennedy, 2002).…”

Section: Limited Research On Intuition In Teachingmentioning

confidence: 99%

“…In fact, educational research has widely neglected the relevance of intuition for teaching (Harteis & Gruber, 2008). In this respect, even though experts have argued that developing intuitive action should be emphasized more in teacher education (Valle, 2017), education and training have been deficient (Sadler-Smith, 2008). While some experts focus on local intuition (e.g., Iannello et al, 2011), others emphasize the importance of integrating nonlocal forms of intuition in education (e.g., Anthony, 2006).…”

Section: Reflectionsmentioning

confidence: 99%

Enhancing teacher pedagogical tact: a design study

Sipman¹

View full text Add to dashboard Cite

All rights are reserved. No parts of this thesis may be reproduced, stored in a retrieval system or transmitted in any form or by any means without permission of the author. Alle rechten voorbehouden. Niets uit deze uitgave mag worden vermenigvuldigd, in enige vorm of op enige wijze, zonder voorafgaande schriftelijke toestemming van de auteur. DISSERTATIONto obtain the degree of doctor at the University of Twente, on the authority of the Rector Magnificus, prof. dr. ir. A. Veldkamp, on account of the Doctorate Board, to be publicly defended on Thursday July 1 2021 at 16:45 pm

show abstract

Teachers’ intuitive interaction competence and how to learn it

Cited by 8 publications

References 11 publications

Counsellors perceptions of the phenomenon of concentration difficulties

Counsellors perceptions of the phenomenon of concentration difficulties

The role of intuition in pedagogical tact: Educator views

Enhancing teacher pedagogical tact: a design study

Contact Info

Product

Resources

About