Talking Intuition into Consciousness: A Discursive Approach to Evolving an Understanding
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| Title: | Talking Intuition into Consciousness: A Discursive Approach to Evolving an Understanding |
|---|---|
| Language: | English |
| Authors: | Richard S. Pinner (ORCID |
| Source: | Journal for the Psychology of Language Learning. 2023 5(2):21-33. |
| Availability: | International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Intuition, Teacher Student Relationship, Interaction, Decision Making, Discourse Analysis, Professional Development, Language Teachers, Language Acquisition |
| ISSN: | 2642-7001 |
| Abstract: | This paper utilises discursive puzzling to examine the interplay of intuition, student-teacher interactions and feedback for practitioner research in language teaching. The authors, both educators and researchers, utilise dialogue to unravel the subtleties of these components in the teaching-learning dynamic, which we discuss as a process of co-creation. We initially scrutinize the role of intuition, revealing its significance in quick decision-making and its alignment with expert thinking. Through the discussion, we came to recognise the crucial dimension of feedback, which we recognise comes from a variety of sources, and we discuss how it shapes educators' intuitive processes. We also discuss the convergence of teaching and research, examining the blurred boundaries between them, which we found to be especially true for exploratory practice. Through this discursive analysis, we found that practitioner research enriches teaching by fostering continuous learning, transforming it into a sustainable form of professional development, where educators and learners mutually contribute. In this way, teaching and researching also lead to learning and development, thus becoming its own reward. This analysis underscores the multifaceted nature of intuition in language teaching and research. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1415601 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1415601 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 21 Subjects: – SubjectFull: Intuition Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Interaction Type: general – SubjectFull: Decision Making Type: general – SubjectFull: Discourse Analysis Type: general – SubjectFull: Professional Development Type: general – SubjectFull: Language Teachers Type: general – SubjectFull: Language Acquisition Type: general Titles: – TitleFull: Talking Intuition into Consciousness: A Discursive Approach to Evolving an Understanding Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Richard S. Pinner – PersonEntity: Name: NameFull: Judith Hanks IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-electronic Value: 2642-7001 Numbering: – Type: volume Value: 5 – Type: issue Value: 2 Titles: – TitleFull: Journal for the Psychology of Language Learning Type: main |
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