Literaturnachweis - Detailanzeige
| Autor/inn/en | Vagle, Mark D.; Monette, Rachel; Thiel, Jaye Johnson; Wester-Neal, Katie |
|---|---|
| Titel | Enacting Post-Reflexive Teacher Education |
| Quelle | In: Pedagogies: An International Journal, 12 (2017) 3, S.295-312 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1554-480X |
| DOI | 10.1080/1554480X.2017.1344555 |
| Schlagwörter | Reflective Teaching; Phenomenology; Educational Theories; Educational Practices; Preservice Teachers; Instruction; Preservice 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. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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