The Promises of Dialogical-Phenomenological Texts for Expanding Horizons of Teacher Reflection

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-13 - It Is What It Is: On Defining the Teacher Situation

Abstract

This presentation reports on a study of preservice teacher reflective practices across two university settings. In response to AERA’s 2019 call to leverage educational research in a post-truth era, this presentation draws on Foucault’s notion of regimes of truth (Foucault, 1976/2000) to theorize teacher reflective practices as an activity that potentially reifies the version of truth promoted by sources of power. The purpose of our study was to explore the potential of a new formulation of teacher reflection – which we call a dialogical-phenomenological approach – to challenge received ideologies about what teaching is and could be (Smyth, 1992) in favor of critical reflections grounded in the lived experiences and truths of teachers themselves.

Authors

• Mark A. Sulzer, University of Cincinnati

• Mandie B Dunn, University of South Florida - Tampa