Teachers’ reflective practice in the context of twenty-first century learning: applying Vagle’s five-component post-intentional plan for phenomenological research

Figures & data

Table 1. Participants (fictitious names) by school and position.

School	Principal	Head of e-learning/ICT	Experienced teacher	Inexperienced teacher
PS 1	Eric	Moana	Moana	Susanna
PS 2	Teresa	Karen	Caroline	Bella
PS 3	Harold	Alan	Liz	Mohini
SS 1	Nick	Dianne	Dawn	Quentin
SS 2	Tania	Steven	Tracey	Catherine
SS 3	Eugene	Mary	Trevor	Nigel

Table 2. Individual participants not linked to case study schools (these tables were first presented in Benade, 2015b).

Individual	Role	Comments
Brian	Ex-principal	Was a recent leader of a futures-oriented secondary school
Nicole	Consultant to schools	Engages with schools on e-Learning
Neil	Consultant to schools	Engages with schools on e-Learning
Evelyn	Principal	Leads a traditional low-decile regional primary school

Benade, L. (2015b). Teaching as inquiry: Well intentioned, but fundamentally flawed. New Zealand Journal of Educational Studies, 50(1), 107–120. doi:10.1007/s40841-015-0005-0

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