| The predilection for a phenomenon which history has recorded for centuries and which has eluded many for an even longer period of time, emerged and grew from an uneasy questioning of the meanings long since attached to teaching practices. This inquiry circled back over many past encounters and experiences to analyze and interpret momentous stories which have been intuitively raised from tacit awareness to validate and legitimate a narrative exploration of intuitive knowing.;This thesis is grounded in the author's stories and those contributed by significant others. They have assisted the author to conceptualize and to signature her voice and life history through confidently sensing, trusting, and valuing intuition. Relationships established throughout this thesis caused a reconstruction of the meaning of a collaborative and the interconnectedness that was present in the sharing and expressing of changing narratives.;Anchoring the study in the research arena of personal practical knowledge enabled the author to re-collect her past as the prologue to a gradual unfolding of a personal frame for teaching and learning.;Participant observation, reflective journalling, collaborative conversations, and storytelling all played vital roles in extending and facilitating a focus on personal experiences to provide meaning and to develop a trust in interpreting those experiences. A qualitative methodology allowed this inquiry to develop in a way that provided a sense of the shifting of the author between researcher, participant observer, and subject, while interacting with the phenomenon being studied.;Recognizing the value of analyzing stories of past personal teaching experiences and the part they play in developing future teaching strategies, led the author to believe that other teachers could benefit from the processes of reflection and analysis. |
