The Intuitive Practitioner : On the Value of Not Always Knowing What One Is Doing

Claxton, Guy, Atkinson, Terry

ISBN 10: 0335203620 / ISBN 13: 9780335203628

Published by McGraw-Hill Education, 2000

About this Item

Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Seller Inventory # 8149031-6

Bibliographic Details

• Title: The Intuitive Practitioner : On the Value of Not Always Knowing What One Is Doing
• Publisher: McGraw-Hill Education
• Publication Date: 2000
• Language: English
• ISBN 10: 0335203620
• ISBN 13: 9780335203628
• Binding: Soft cover
• Edition: 1st Edition.
• Condition: Very Good
• Weight: 0.5 pounds

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.