Enacting post-reflexive teacher education

Mark D. Vagle, Rachel Monette, Jaye Johnson Thiel, Katie Wester-Neal

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

The purpose of this article is to re-conceptualize Schön’s call for a phenomenology of practice–moving away from reflection and towards post-reflexion–by explicitly drawing on philosophical and methodological tenets of phenomenology, specifically some of Vagle’s theorizing of a post-intentional phenomenology. Finally, we use this conception of post-reflexion to articulate a set of three concrete post-reflexive pedagogies of teacher education–An Affective Pedagogy; A Post-Reflexive Entangled Pedagogy; and An Interrogated “Assumptions of Normality” Pedagogy.

Original languageEnglish (US)
Pages (from-to)295-312
Number of pages18
JournalPedagogies
Volume12
Issue number3
DOIs
StatePublished - Jul 3 2017

Keywords

  • Phenomenology
  • pedagogy
  • post-structuralism
  • reflective practice
  • teacher education
  • teaching practice

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