Exploring teacher awareness of intuition and how it affects classroom practices: conceptual and pragmatic dimensions

References

• Anthony, M., 2006. Representations of integrated intelligence within classical and contemporary depictions of intelligence and their educational implications. Dissertation. The University of the Sunshine Coast.
   Google Scholar
• Baldacchino, L., et al. 2014. Capturing intuition through concurrent protocol analysis. In: M. Sinclair, ed. Handbook of research methods on intuition. Cheltenham: Edward Elgar, 160–175.
   Google Scholar
• Biesta, G., 2013. Receiving the gift of teaching, From ‘learning from’ to ‘being taught by’. Studies in philosophy and education, 32 (5), 449–461. doi:10.1007/s11217-012-9312-9
   Web of Science ®Google Scholar
• Burke, L. and Sadler-Smith, E., 2011. Integrating intuition into higher education, A perspective from business management. In: M. Sinclair, ed. Handbook of intuition research. Cheltenham: Edward Elgar, 237–246.
   Google Scholar
• Childre, D. and Rozman, D., 2002. Overcoming emotional chaos, Eliminate anxiety, lift depression and create security in your life. San Diego: Jodere Group.
   Google Scholar
• Coget, J., 2014. Dialogical inquiry, A qualitative method for studying intuition in the field. In: M. Sinclair, ed. Handbook of research methods on intuition. Cheltenham: Edward Elgar, 176–187.
   Google Scholar
• Coget, J. and Keller, E., 2010. The critical decisions vortex, lessons from the emergency room. Journal of Management Inquiry, 19 (1), 56–67. doi:10.1177/1056492609357009
   Web of Science ®Google Scholar
• Cohen, D., 2006. Family constellations, An innovative systemic phenomenological group process from Germany. The Family Journal, 14 (3), 226–233. doi:10.1177/1066480706287279
   Google Scholar
• Dane, E. and Pratt, M., 2009. Conceptualizing and measuring intuition, A review of recent trends. In: G. Hodgkinson and J. Ford, eds. International review of industrial and organizational psychology. Chichester: Wiley, 1–40.
   Google Scholar
• Dane, E., 2011. Capturing intuitions ‘in flight’, Observations from research on attention and mindfulness. In: M. Sinclair, ed. Handbook of intuition research. Cheltenham: Edward Elgar, 217–226.
   Google Scholar
• Darling-Hammond, L. and Bransford, J., 2000. Preparing teachers for a changing world, What teachers should learn and be able to do. San Francisco: Jossey-Bass.
   Google Scholar
• De Boer, F. and Smaling, A., 2011. Benaderingen in kwalitatief onderzoek, Een inleiding [approaches in qualitative research, an introduction]. The Hague: Boom Lemma.
   Google Scholar
• Di Paolantonio, M., 2019. The malaise of the soul at work, the drive for creativity, self‑actualization, and curiosity in education. Studies in philosophy and Education, 38 (6), 601–617. doi:10.1007/s11217-019-09653-4
   Web of Science ®Google Scholar
• Dijksterhuis, A., 2007. Het slimme onbewuste, Denken met gevoel [The smart unconscious, Thinking with affect]. Amsterdam: Bert Bakker.
   Google Scholar
• Dijksterhuis, A. and Aarts, H., 2010. Goals, attention, and (un)consciousness. Annual Review of Psychology, 61 (1), 467–490. doi:10.1146/annurev.psych.093008.100445
   PubMed Web of Science ®Google Scholar
• Dörfler, V. and Eden, C., 2014. Research on intuition using intuition. In: M. Sinclair, ed. Handbook of research methods on intuition. Cheltenham: Edward Elgar, 264–276.
   Google Scholar
• Dossey, L., 2015. Nonlocal mind, A (fairly) brief history of the term. The journal of science and healing, 11 (2), 89–101.
   Web of Science ®Google Scholar
• Eaude, M., 2014. What makes primary classroom teachers special? Exploring the features of expertise in the primary classroom. Teachers and Teaching: Theory and Practice, 20 (1), 4–18. doi:10.1080/13540602.2013.848513
   Web of Science ®Google Scholar
• Emmer, E. and Stough, L., 2001. Classroom management, A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36 (2), 103–112. doi:10.1207/S15326985EP3602_5
   Web of Science ®Google Scholar
• Epstein, S., 2011. The influence of valence and intensity of affect on intuitive processing. In: M. Sinclair, ed. Handbook of intuition research. Cheltenham: Edward Elgar, 37–51.
   Google Scholar
• Ergas, O., 2019. Education and time, coming to terms with the “insufficiency of now” through mindfulness. Studies in philosophy and education, 38 (2), 113–128. doi:10.1007/s11217-019-09646-3
   Web of Science ®Google Scholar
• Flores, M., 2017. Teaching and developing as a teacher in contradictory times. Teachers and Teaching, 23 (2), 123–126. doi:10.1080/13540602.2017.1248088
   Web of Science ®Google Scholar
• Friesen, N. and Osguthorpe, R., 2018. Tact and the pedagogical triangle, the authenticity of teachers in relation. Teaching and Teacher Education, 70, 255–264. doi:10.1016/j.tate.2017.11.023
   Web of Science ®Google Scholar
• Gallagher, S. and Zahavi, D., 2012. The Phenomenological Mind. New York: Routledge.
   Google Scholar
• Harteis, C. and Gruber, H., 2008. Intuition and professional competence, Intuitive versus rational forecasting of the stock market. Vocations and Learning, Studies in Vocational and Professional Education, 1 (1), 71–85.
   Web of Science ®Google Scholar
• Hester, P., Hendrickson, J., and Gable, R., 2009. Forty years later, The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders. Education & treatment of children, 32 (4), 513–535. doi:10.1353/etc.0.0067
   Google Scholar
• Hofmann, W. and Wilson, T., 2010. Consciousness, introspection, and the adaptive unconscious. In: B. Gawronski and B. Payne, eds. Handbook of implicit social cognition, Measurement, theory and applications. New York: Guilford Press, 1–16.
   Google Scholar
• Hoveid, H. and Honerød-Hoveid, M., 2008. Teachers’ identity, self and the process of learning. Studies in philosophy and education, 27 (2–3), 125–136. doi:10.1007/s11217-007-9095-6
   Web of Science ®Google Scholar
• Iannello, P., Colombo, B., and Antonietti, A., 2014. Non-invasive brain stimulation techniques in the study of intuition. In: M. Sinclair, ed. Handbook of research methods on intuition. Cheltenham: Edward Elgar, 130–146.
   Google Scholar
• Jennings, P. and Greenberg, M., 2009. The prosocial classroom, Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79 (1), 491–525. doi:10.3102/0034654308325693
   Web of Science ®Google Scholar
• Jurg, W. 2010. The perceived usefulness of branding constellations: Unraveling branding systems (Doctoral dissertation). Groningen: Het Noorderlicht.
   Google Scholar
• Kabat-Zinn, J., 2003. Mindfulness-based interventions in context, Past, present, and future. Clinical Psychology, Science and Practice, 10 (2), 144–156. doi:10.1093/clipsy.bpg016
   Web of Science ®Google Scholar
• Kennedy, J., 2002. Developing intuition in marginal trainees on teaching practice. English Language Teacher Education and Development, 7, 44–53.
   Google Scholar
• Korthagen, F., 2017. Inconvenient truths about teacher learning, Towards professional development 3.0. Teachers and Teaching, 23 (4), 387–405.
   Web of Science ®Google Scholar
• Le, T. and Alefaio, D., 2019. Hawaii educators’ experiences in a professional development course on mindfulness. Professional Development in Education, 45 (4), 627–641. doi:10.1080/19415257.2018.1474485
   Web of Science ®Google Scholar
• Marzano, R., Marzano, J., and Pickering, D., 2003. Classroom management that works. Alexandra: ASCD.
   Google Scholar
• McCraty, R. and Zayas, M., 2014. Intuitive intelligence, self-regulation, and lifting consciousness. Global Advances in Health and Medicine, 3 (2), 56–65. doi:10.7453/gahmj.2014.013
   PubMedGoogle Scholar
• Mintzberg, H., Ahlstrand, B., and Lampel, J., 1998. Strategy safari, A guided tour through the wilds of strategic management. New York: Free Press.
   Google Scholar
• Nado, J., 2015. The intuition deniers. Philosophical Studies, 173 (3), 781–800. doi:10.1007/s11098-015-0519-9
   Web of Science ®Google Scholar
• O’Callaghan, C., 2017. Sensing, the senses, and attending. Philosophy and phenomenological research, 2 (2), 485–491. doi:10.1111/phpr.12412
   Google Scholar
• Orchard, J. and Winch, C., 2015. What training do teachers need?, Why theory is necessary to good teaching. IMPACT: Philosophical perspectives on education policy, 22 (22), 1–43. doi:10.1111/2048-416X.2015.12002.x
   Google Scholar
• Pretz, J., 2011. Types of intuition, Inferential and holistic. In: M. Sinclair, ed. Handbook of intuition research. Cheltenham: Edward Elgar, 17–27.
   Google Scholar
• Procee, H., 2006. Reflection in education, A Kantian epistemology. Educational Theory, 56 (3), 237–253. doi:10.1111/j.1741-5446.2006.00225.x
   Google Scholar
• Ritchie, J. and Spencer, L., 1994. Qualitative data analysis for applied policy research. In: A. Bryman and R. Burgess, eds. Analyzing Qualitative Data. London: Routledge, 173–194.
   Google Scholar
• Sadler-Smith, E., 2004. Cognitive style and the management of small and medium-sized enterprises. Organization Studies, 25 (2), 155–181. doi:10.1177/0170840604036914
   Web of Science ®Google Scholar
• Sadler-Smith, E., 2010. The intuitive mind. Chichester: Wiley.
   Google Scholar
• Sadler-Smith, E. and Burke, L., 2009. Fostering intuition in management education, Activities and resources. Journal of Management Education, 33 (2), 239–250. doi:10.1177/1052562907310640
   Google Scholar
• Sadler-Smith, E. and Shefy, E., 2007. Developing intuitive awareness in management education. Academy of Management Learning and Education, 6 (2), 186–205. doi:10.5465/amle.2007.25223458
   Web of Science ®Google Scholar
• Scheffler, I., 1973. Reason and Teaching. Indianapolis: The Bobbs-Merrill Company.
   Google Scholar
• Schwartz, B. and Sharpe, K., 2010. Practical wisdom, The right way to do the right thing. New York: Riverhead Books.
   Google Scholar
• Shiv, B., Loewenstein, G., and Bechara, A., 2005. The dark side of emotion in decision-making, When individuals with decreased emotional reactions make more advantageous decisions. Cognitive Brain Research, 23 (1), 85–92. doi:10.1016/j.cogbrainres.2005.01.006
   PubMedGoogle Scholar
• Sinclair, M., 2011. An integrated framework of intuition. In: M. Sinclair, ed. Handbook of intuition research. Cheltenham: Edward Elgar, 3–16.
   Google Scholar
• Sipman, G., et al., 2019. The role of intuition in pedagogical tact, Educator views. British Educational Research Journal, 45 (6), 1186–1202.
   Google Scholar
• Steele, N., 2010. Three characteristics of effective teachers. Update, Applications of Research in Music Education, 28 (2), 71–78. doi:10.1177/8755123310361769
   Google Scholar
• Strick, M. and Dijksterhuis, A., 2011. Intuition and unconscious thought. In: M. Sinclair, ed. Handbook of intuition research. Cheltenham: Edward Elgar, 28–36.
   Google Scholar
• Subramaniam, et al. 2009. A brain mechanism for facilitation of insight by positive affect. Journal of Cognitive Neuroscience, 21 (3), 412–432. doi:10.1162/jocn.2009.21057
   Web of Science ®Google Scholar
• Thölke, J. and Herder-Wynne, F., 2013. Innovation from inside out, A brief research report. Nijmegen: Hogeschool van Arnhem en Nijmegen.
   Google Scholar
• Tomasino, D., 2011. The heart in intuition, Tools for cultivating intuitive intelligence. In: M. Sinclair, ed. Handbook of intuition research. Cheltenham: Edward Elgar, 247–260.
   Google Scholar
• Valle, A., 2017. Teachers’ intuitive interaction competence and how to learn it. European Journal of Teacher Education, 40 (2), 246–256. doi:10.1080/02619768.2017.1295033
   Web of Science ®Google Scholar
• Van Manen, M., 2015. Pedagogical tact, Knowing what to do when you don’t know what to do. New York: Routledge.
   Google Scholar
• Van Seggelen-damen, I. and Westerveld, J., 2020. The role of intuition in ethical reflection, Exploratory research into ethics reflection groups. Reflective practice, 21 (1), 1–13. doi:10.1080/14623943.2019.1708302
   Web of Science ®Google Scholar
• Vanlommel, K., et al., 2017. Teachers’ decision-making, Data based or intuition driven? International Journal of Educational Research, 83, 75–83. doi:10.1016/j.ijer.2017.02.013
   Web of Science ®Google Scholar
• Vanlommel, K., et al., 2018. Teachers’ high-stakes decision making, How teaching approaches affect rational and intuitive data collection. Teaching and Teacher Education, 71, 108–119. doi:10.1016/j.tate.2017.12.011
   Web of Science ®Google Scholar
• Visscher, A., 2017. Gericht ontwikkelen van leerkrachtkwaliteiten [Focused development of teacher qualities]. University of Twente.
   Google Scholar
• Wolff, C. 2015. Revisiting ‘withitness’: Differences in teachers’ representations, perceptions, and interpretations of classroom management. Dissertation. Open University of the Netherlands.
   Google Scholar