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ERIC Number: EJ1150844
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1554-480X
Enacting Post-Reflexive Teacher Education
Vagle, Mark D.; Monette, Rachel; Thiel, Jaye Johnson; Wester-Neal, Katie
Pedagogies: An International Journal, v12 n3 p295-312 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A