Kennedy, Judith (2002) Developing intuition in marginal trainees on teaching practice. English Language Teacher Education and Development, Vol.7 . pp. 44-53.

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Abstract

The current approach to teacher professionalism is that articulated and conscious
explication of our actions is all – by examining, reflecting, reframing, considering and
analysing our teaching decisions we will be able to both understand our own actions and
that of our learners and consequently improve on them. But such a conception of
professionalism has its problems because when we look at how experts work we can see
that expertise in whatever skill or profession depends to a large extent on fluid, largely
unconscious performance where it is often not easy to either recall why we did what we
did, or what kind of reasons informed our decisions but we know that it “felt right” and
that “it worked”. Such implicit ways of behaviour are essential in any complex decision
making situation because otherwise of course we would be unable to move forward with
the ease and fluency that are required of a professional.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	Reflective teaching, Teachers -- Training of, Teachers -- Psychological aspects, Intuition
Journal or Publication Title:	English Language Teacher Education and Development
Publisher:	University of Warwick
ISSN:	1365-3741
Official Date:	2002
Dates:	Date Event 2002 Published
Volume:	Vol.7
Page Range:	pp. 44-53
Status:	Peer Reviewed
Access rights to Published version:	Open Access

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