INTUITIVE PRACTITIONER (Paperback)

ATKINSON

ISBN 10: 0335203620 / ISBN 13: 9780335203628

Published by Open University Press, Milton Keynes, 2000

About this Item

Paperback. Much of the time, experienced professionals in both education and other fields cannot explain what they are doing, or tell you what they know; and students cannot articulate their learning. Yet professional development and practice are often discussed as if conscious understanding and deliberation are of the essence. The Intuitive Practitioner tackles this apparent paradox head on, and explores the dynamic relationship between reason and intuition in the context of professional practice. Focusing mainly on the professional world of the teacher, but with illustrative discussions of medical and business practice, the contributors delicately unpick the vexed and neglected nature of intuition, and demonstrate the vital role it plays in the development of professional judgement and expertise. This book investigates the role of intuition in professional and its significance fro professional development, within the world of education. The relationship between rational or explicit ways of knowing and learning and inarticulate, intuitive or implicit ones is explored in the context of professional practice and development. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Seller Inventory # 9780335203628

Bibliographic Details

• Title: INTUITIVE PRACTITIONER (Paperback)
• Publisher: Open University Press, Milton Keynes
• Publication Date: 2000
• Language: English
• ISBN 10: 0335203620
• ISBN 13: 9780335203628
• Binding: Paperback
• Edition: 1st Edition
• Condition: new

About this title

Synopsis

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.

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.