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Instuctor intuition in the educational setting
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.Printed Journal
Ketersediaan
| Call Number | Location | Available |
|---|---|---|
| PSB lt.dasar - Pascasarjana | 1 |
| Penerbit | : Academy of Management |
|---|---|
| Edisi | - |
| Subjek | Management Teaching Business education studies |
| ISBN/ISSN | 1537260X |
| Klasifikasi | - |
| Deskripsi Fisik | - |
| Info Detail Spesifik | - |
| Other Version/Related | Tidak tersedia versi lain |
| Lampiran Berkas | Tidak Ada Data |