Developing Reflective Teachers Through a Phenomenological Middle Grades Teacher Education Pedagogy

• In Event: Roundtable Session 20
  In Roundtable Session: Developing Teacher Education Pedagogies

Abstract

In traditional college or university-based teacher education programs, phenomenological practice can be used to teach essential reflective skills to pre-service middle grades teachers (Author, 2013; Britzman, 2003; Darling-Hammond & Bransford, 2005; Schön, 1987; Zeichner & Liston, 2011). This paper begins theorizing the development of reflective teachers through a phenomenological middle grades teacher education pedagogy used in the work of two middle grades teacher education courses. This phenomenological pedagogy focuses on moving from the natural attitude to the phenomenological attitude and adopting the practice of bridling. The paper discusses the pedagogy, how it was used, how it allowed a cohort of pre-service teachers gain important reflective skills, and its significance to the field.

Author

• Katie Wester-Neal, University of Georgia