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.