Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Gerbert A. Sipman"'
Publikováno v:
Systemic Practice and Action Research, 35(2), 153-175. Springer New York
Systemic practice and action research. Springer
Sipman, G, Thölke, J, Martens, R L & McKenny, S 2022, ' Can a Systemic-Phenomenological Teacher Professional Development Program Enhance Awareness of Intuitions and Serve Pedagogical Tact? ', Systemic Practice and Action Research, vol. 35, no. 2, pp. 153-175 . https://doi.org/10.1007/s11213-021-09562-z
Systemic practice and action research. Springer
Sipman, G, Thölke, J, Martens, R L & McKenny, S 2022, ' Can a Systemic-Phenomenological Teacher Professional Development Program Enhance Awareness of Intuitions and Serve Pedagogical Tact? ', Systemic Practice and Action Research, vol. 35, no. 2, pp. 153-175 . https://doi.org/10.1007/s11213-021-09562-z
In all levels of education, teachers’ abilities to deal with complex classroom situations in split-seconds concerns pedagogical tact, a crucial quality which relies, in part, on intuition. Developing the ability to appropriately handle the complexi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::826518cfd9b4570bc07c36777c74a16d
https://doi.org/10.1007/s11213-021-09562-z
https://doi.org/10.1007/s11213-021-09562-z
Publikováno v:
Teaching and Teacher Education, 106:103442. Pergamon Press Ltd.
Sipman, G, Martens, R L, Thölke, J & McKenney, S 2021, ' Professional development focused on intuition can enhance teacher pedagogical tact. ', Teaching and Teacher Education, vol. 106, 103442 . https://doi.org/10.1016/j.tate.2021.103442
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Teaching and teacher education, 106:103442. Elsevier
Sipman, G, Martens, R L, Thölke, J & McKenney, S 2021, ' Professional development focused on intuition can enhance teacher pedagogical tact. ', Teaching and Teacher Education, vol. 106, 103442 . https://doi.org/10.1016/j.tate.2021.103442
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Teaching and teacher education, 106:103442. Elsevier
Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuitio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::246731f5a54a8f463e32d2e33abe5d90
https://research.ou.nl/en/publications/b14097fc-cf76-45a3-9077-5077edbafee2
https://research.ou.nl/en/publications/b14097fc-cf76-45a3-9077-5077edbafee2
Publikováno v:
British educational research journal, 45(6), 1186-1202. Routledge
None
None
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, e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7914fdf9826c2541f10678069839bc55
http://www.scopus.com/inward/record.url?scp=85068749312&partnerID=8YFLogxK
http://www.scopus.com/inward/record.url?scp=85068749312&partnerID=8YFLogxK
Publikováno v:
Professional development in education. Routledge
None
None
This study explores teachers’ awareness of intuition, and how that awareness affects their classroom practices both conceptually and pragmatically. Scholars have long supported the notion that intuition is a crucial form of knowing that supports te
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f9b611b7b97c1328d8248ccc747106ad
https://doi.org/10.1080/19415257.2021.1902839
https://doi.org/10.1080/19415257.2021.1902839