This Master Thesis is called “The Teachers Feeling for Learning”. As the title refers to, it is about teaching with a focus on senses and especially intuition. In a creative learning proces there will be situations, where the teacher will have to act with the students in the process. Some of the actions can be planned ahead, but some things cannot. Then the teacher will have to rely on intuition. But how is it used in these creative processes? And which are the factors that are of importance when one uses intuition? How can teachers achieve competences in sensing the right thing to do in a creative process? Can a teacher get absolute pitch for teaching and learning and is absolute pitch the right term to use when one wishes to define this feeling? These are the questions which will be researched in this Thesis.
This qualitative research is based on a hermeneutic method used through an analysis of a thorough empiric work on Middelfart Friskole, a small school with 175 pupils from 0th to 9th grade. The school gives no grades and has no leaving exams. The school has focused on using practical, musical and aesthetic learning to make a common thread and made it of equal importance as academical learning. Every second year the school produces a musical. This musical will be the key to open up the secrets of teaching intuitive in creative processes.
The empiric design consists of interviews, focus group interview and under this a scheme from a task of priority factors, follow up interviews, field observations and own field reflections. The teachers from Middelfart Friskole all participated in the focus group interview, the headmaster and three teachers in the interviews. This triangulation will show that this phenomenon has been researched all the way round. In the analysis of the data the findings will be held up to pending scientific research of Louise Klinge and Jens Christian Jacobsen, and learning theories of Jerome Bruner, Donald Schön, Dreyfus and Dreyfus..
The analysis will be followed by possible ways to illuminate, achieve or improve the teacher´s competences through guidance from reflected and witnessed positions, action learning, thing-oriented learning, visible thinking and divergent thinking through serendipity.
I will present the following findings as factors that are important for the use of intuition in creative learning processes: Priority, coordination, formulation, indorsement, relation, reflection, subject knowledge, daily readiness, objective and practice experience. The thesis will contribute with the phenomenon in a new context and can be used as a guideline for schools, teachers and learning communities employed in creative processes.