The contribution of intuitive thinking to the growth in teaching abilities
Katholieke Universiteit Nijmegen
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Faculteit der Sociale Wetenschappen
It is commonly accepted that the use of teaching abilities in pre-active teaching contributes to the growth in the cognitive structure of teaching abilities, which in turns increases the availability of teaching abilities in future pre-active as well as in interactive teaching. However, in interactive teaching the teacher is often confronted with startling unexpected teaching learning situations, which did not occur previously in the same way. The teacher must respond immediately, without conscious deliberation, and yet the use of teaching routines is inappropriate. The analytic mode of thought, which is common in pre-active teaching, is no longer adequate here. Intuitive thinking is appropriate because unprejudiced and empathetic perception of the situation makes it possible to form an image in which the cognitive structure of teaching abilities is present in the mode of simultaneous, non-verbal, and subconscious significances. The behavioral response of the teacher reflects the richness of significances in the image. However, intuitive thinking only contributes to the growth in the cognitive structure of teaching abilities if verification of the behavioral reaction in terms of logical, verbalized justification takes place.
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