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- Title
Instructor Intuition in the Educational Setting.
- Authors
Burke, Lisa A.; Sadler-Smith, Eugene
- Abstract
In this paper we reflect upon the significance of instructors' tacit knowledge, and ultimately their intuition, in effective classroom performance. Our aim is to help educators understand their intuition and ultimately enhance their instructional effectiveness by making better classroom decisions on the basis of intuitive judgments. We outline the limits of technical-rationalist approaches and then call upon relevant constructs and processes from the intuitive domain, including tacit knowledge and implicit learning, in order to formulate a working definition of instructor intuition. We also present various types of instructional situations that are suited for intuition, along with the benefits for teaching and learning and the potential limitations. Suggestions are offered such that instructors may learn to capitalize on the advantages of using their intuition, yet minimize the disadvantages, and also on how they may educate the intuitive awareness of their students. In this way, the accumulation of learned knowledge and distilled experience within an educational setting can be more effectively leveraged to enhance the performance of individual students, the instructors themselves, and the educational institutions of which they are a part.
- Subjects
EFFECTIVE teaching; PSYCHOLOGY of teachers; DECISION making; TACIT knowledge; IMPLICIT learning; EXPERIENTIAL learning; INTUITION; TEACHER effectiveness
- Publication
Academy of Management Learning & Education, 2006, Vol 5, Issue 2, p169
- ISSN
1537-260X
- Publication type
Article
- DOI
10.5465/AMLE.2006.21253781