Teachers’ Reflective Practice in the Context of 21st Century Learning: Applying Vagle’s Five-component Post-intentional Plan for Phenomenological Research

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aut.relation.endpage147
aut.relation.journalOpen Review of Educational Researchen_NZ
aut.relation.pages14
aut.relation.startpage133
aut.relation.volume3en_NZ
dark.contributor.authorBenade, Len_NZ
dc.date.accessioned2016-10-10T22:49:43Z
dc.date.available2016-10-10T22:49:43Z
dc.date.copyright2016-07-13en_NZ
dc.date.issued2016-07-13en_NZ
dc.description.abstractVagle’s ‘post-intentional phenomenological research approach’ applies post-structural thinking to intentionality. I apply his five-component research process, reflect on some initial findings of semi-structured interview discussions with 25 participants, and consider a meta-reflection by some participants on those findings. My larger on-going qualitative research programme is framed by the question: What is the influence of the concept of ‘twenty-first century learning’ on the work of teachers and the strategic actions of leaders at a selection of New Zealand schools? ‘Twenty-first century learning’ manifests in mandated curricula in the form of the skills, competencies, dispositions and attributes required for productive citizenship. In tandem is the parallel shift to digital pedagogies, increasingly enacted in flexible learning spaces. In interviews, participants considered teachers’ reflective practice in relation to teaching and leadership approaches suited to twenty-first century learning. Selected participants further reflected on and responded to these findings. This article demonstrates research in action, and to emphasise the point, should be read following a reading of an earlier article published in this journal [Benade, L. (2015a). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42–54.]en_NZ
dc.identifier.citationOpen Review of Educational Research, 3:1, 133-147, DOI: 10.1080/23265507.2016.1201777
dc.identifier.doi10.1080/23265507.2016.1201777en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/10079
dc.publisherTaylor & Francisen_NZ
dc.relation.urihttp://dx.doi.org/10.1080/23265507.2016.1201777en_NZ
dc.rights© 2016 The Author(s). Published by informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectTwenty-first century learning; Reflective practice; Teaching as inquiry; Intentionality; Vagle; Modern learning environments
dc.titleTeachers’ Reflective Practice in the Context of 21st Century Learning: Applying Vagle’s Five-component Post-intentional Plan for Phenomenological Researchen_NZ
dc.typeJournal Article
pubs.elements-id211965
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Culture & Society
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