Research shows that the relational competency of the teacher has a decisive impact on the pupils’ learning (Frelin, 2010; Hattie, 2009; Nordenbo et al., 2008, Rodges & Raider-Roth, 2006). However, much of this interaction with pupils in the classroom is unpredictable and cannot be planned in advance, and therefore can be described as actions of an intuitive nature (Valle, 2014). Research also supports the claim that the transmission between teacher education to working life is a challenge. The social responsibility of a teacher’s work is constantly increasing and relationships seem to define newly qualified teachers’ (NQTs) first work experiences (cf. Aspfors, 2012; Hobson et al., 2007; O’Connor, 2008). A challenge for teacher education is consequently how to enable teacher students to develop their intuitive interaction competence together with pupils in school in times when practice periods are frequently cut down due to economical reasons. Furthermore, teacher education is often met with critique for not being able to give teacher students enough authentic classroom experiences and prepare them well enough for their future work (Brouwer & Korthagen, 2005; Wideen, Mayer-Smith & Moon, 1998).

To be able to develop teacher students’ intuitive interaction competence, teacher education needs to create new spaces where teacher students and pupils can meet and interact. A communicative space can, according to Kemmis (2013), be defined as the “moments of deliberative and democratic human interaction focused on issues or problems opened up for discussion with the aim of mutual understanding and consensus. Participatory and collaborative action research provides a viable mean of enabling sustainable change. Action research facilitates particularly experimental projects and testing of new ideas and can in itself be labeled a communicative space for development. For the purpose of this project an action research model called four faces of the improvement strategy was utilized (Valle, 2007). The ambition is that the research work, consisting of four phases, will be a source for development and improvement of practice, where the researchers and participants collaborate and participate equally. For example, action research is developed as a natural part of teacher students’ research competence from the beginning of their studies. In this way they are better prepared for their Bachelor and Master’s thesis as well as the participation in this project.   

This paper will present some results from the dissertation project; The teacher’s intuitive interaction competence (Valle, 2014) and an ongoing joint action research project (Aspfors, Furre Moan & Valle) based on this study. The research questions asked in this paper are;

1. How can teachers’ intuitive interaction competence be reflected in classroom practice?

2. What enables and constrains the creation of a sustainable communicative space where student teachers’ intuitive interaction skills with pupils can be developed?

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