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

Gerbert Sipman*, Jurg Thölke, R.L. Martens, Susan McKenny

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Web of Science)


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 teaching. Teachers rely heavily on their intuition to deal with complex classroom situations, especially those that require on-the-spot problem solving, decision-making, and creativity. Yet, how they do so has rarely been the topic of empirical investigation. In this study, qualitative data were gathered from two groups of in-service teachers (17 in total) while they participated in a professional development programme designed to improve their awareness of intuitions through meditative and embodied exercises. Reflection log entries revealed that teachers’ awareness of intuitions includes preparing for, sensing, and considering intuitive signals. Furthermore, participants perceived increased awareness of intuitions as well as perceived positive effects on individual pupils, groups of pupils, and on themselves. This study reveals teacher experiences in their journey to becoming aware of their intuition, developing it, and putting it to use in the classroom. Recommendations are given for further inquiry into the crucial teacher quality of intuition.
Original languageEnglish
Number of pages14
JournalProfessional Development in Education
Publication statusE-pub ahead of print - 18 Mar 2021


  • Intuition
  • embodied exercises
  • meditative exercises
  • teacher Professional Development


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