Abstract:

Three phases (analysis, exploration and implementation) of a PhD regarding the question how to enhance teachers' pedagogical tact in dealing with pupils' behavioral problems will be presented. Pedagogical tact is a key quality of teachers in dealing with pupils (Bors & Stevens, 2013; Van Manen, 2014), which in this study is related to intuition since intuition can facilitate direct-knowing (Sinclair, 2011), problem-solving, decision-making and creativity (Dane & Pratt, 2009), especially in complex situations (Pretz, 2011). Leads how to train these hard to grasp processes were found in the systemic perspective (e.g. Dykstra, 2007; Schreuder, 2013; Bronda, 2014), in which a phenomenological attitude and knowledge about system dynamics help to understand what's needed in difficult educational situations.

An Educational Design Research structure after McKenney and Reeves (2012) is used to develop tools and approaches for the educational field in close collaboration with Boards of Education and a Teacher Training College in Arnhem (NL). During Analysis the needs, wishes and dilemmas of those stakeholders were researched by group sessions consisting a perception poll and a SWOT analysis, and a complementary Systemic Analysis. Hereafter possible solutions were explored by comparing available literature with results of an expert dialogue based on the Delphi technique and expert school visits. The qualitative data collected were analyzed and have led to try-outs with teachers in order to build up a design. The design is implemented in three groups (2 groups of teachers, 1 group of teacher trainees), which are followed by an intake questionnaire, reflection logs and a research workshop. First results of the first iteration will be shared. The conclusions of the research so far will be starting point for an open dialogue.

Keywords:

Pedagogical tact, intuition, educational design research, systemic approach.