Enacting post-reflexive teacher education

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.

KEYWORDS:

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

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Mark D. Vagle

Mark D. Vagle Professor at the University of Minnesota, Minneapolis, MN, USA, is an award-winning researcher, author, and instructor. His scholarship focuses on two interrelated foci: philosophical, theoretical, and methodological re-imaginings of phenomenology in relation to post-structural ontologies; and empirical and theoretical examinations of ongoing, dynamic tensions between contextual and technical aspects of how curriculum is enacted in classroom pedagogies driven by commitments to social change.

Rachel Monette

Rachel Monette holds a PhD from the University of Georgia, Athens, GA, USA. She is committed to social and educational equity. Her research interests include investigating how contemporary understandings of race, class, gender, and sexuality matter in the perpetuation of social inequality through public school institutions. She centres her research on the teacher’s body and its influence on maintaining institutional norms and values.

Jaye Johnson Thiel

Jaye Johnson Thiel is Visiting Research Scholar at the University of Georgia, Athens, GA, USA. She is profoundly committed to issues of educational equity. Her award-winning scholarship explores the co-constitutive entanglements of social class, gender, race, and literacies. Specifically, she considers how phenomena entangle to create unique opportunities for children and adults to embody intellectual fullness during creative play and how these moments serve as counter narratives to deficit discourses surrounding women, children, families, and teachers.

Katie Wester-Neal

Katie Wester-Neal is an assistant professor of teacher education at Gordon State College, specializing in elementary and middle grades literacy. Using qualitative methodologies, her research focuses on teacher education pedagogies, how teachers learn to teach reading, and the transition from teacher education programs into the K-12 classroom.