Re‐framing Schön's call for a phenomenology of practice: a post‐intentional approach

Vagle, Mark D.

doi:10.1080/14623943.2010.487375

Cited by 43 publications

(40 citation statements)

References 12 publications

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“…By accounting for these frameworks in my analysis, I was able both to reflect upon their contributions to the motivation to apply to TFA and develop a framework that goes beyond and is distinct from the explanations offered by the hero teacher narrative. Vagle's (2010) three tenets of post-intentional phenomenology illustrate why this approach suits a study of this nature. These tenets are: (a) connection to the context in which people find themselves, (b) connection between a researcher's conception of the phenomenon and the participants' experience of it, and (c) the constantly shifting nature of phenomena.…”

Section: Post-intentional Phenomenological Approachmentioning

confidence: 99%

“…Finally, in Vagle's (2010) post-intentional phenomenology, lived experience has no stable essence, and is understood instead as "performances within relations" (p. 399) with tentative meanings in need of constant critique. TFA has existed since 1989, which means the urge to apply to TFA is nearly three decades old (Barnes et al, 2016).…”

Section: Post-intentional Phenomenological Approachmentioning

confidence: 99%

“…First, Vagle (2010) describes phenomenology as a study of the connection between individuals and the world around them. I conducted this study under the assumption that the urge to apply to TFA may be understood as a link between participants and several other worlds in which they find, or will find, themselves.…”

Section: Post-intentional Phenomenological Approachmentioning

confidence: 99%

See 2 more Smart Citations

Legitimizing the Dilettante: Teach For America and the Allure of Ed Cred

Clement¹

2018

BRE

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Section: Post-intentional Phenomenological Approachmentioning

confidence: 99%

Section: Post-intentional Phenomenological Approachmentioning

confidence: 99%

Section: Post-intentional Phenomenological Approachmentioning

confidence: 99%

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Legitimizing the Dilettante: Teach For America and the Allure of Ed Cred

Clement¹

2018

BRE

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“…I will describe how the design was rationalized, engineered, and ultimately implemented over a set of iterated studies. In particular, the conjecture became refined through this designer's reflection on his own intuitive rationales for the particular materials, activities, and facilitation developed over the project Vagle, 2010). These reflections emanated from analyses of empirical data from implementing the design, specifically video footage from clinicaltutorial interactions, in which twenty-eight 9-to-11 years old children and twenty-four undergraduate/graduate statistics students engaged the activities individually.…”

Section: Dormentioning

confidence: 99%

Rethinking Probability Education: Perceptual Judgment as Epistemic Resource

Abrahamson

2014

Advances in Mathematics Education

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The mathematics subject matter of probability is notoriously challenging, and in particular the content of random compound events. When students analyze experiments, they often omit to discern variations as distinct outcomes, e.g., HT and TH in the case of flipping a pair of coins, and thus infer erroneous predictions. Educators have addressed this conceptual difficulty by engaging students in actual experiments whose outcomes contradict the erroneous predictions. Yet whereas empirical activities per se are crucial for any probability design, because they introduce the pivotal contents of randomness, variance, sample size, and relations among them, empirical activities may not be the unique or best means for students to accept the logic of combinatorial analysis. Instead, learners may avail of their own pre-analytic perceptual judgments of the random generator itself so as to arrive at predictions that agree rather than conflict with mathematical analysis. I support this view first by detailing its philosophical, theoretical, and pedagogical foundations and then presenting empirical findings from a design-based research project. Twenty-eight students aged 9-11 participated in tutorial, task-based clinical interviews that utilized an innovative random generator. Their predictions were mathematically correct even though initially they did not discern variations. Students were then led to recognize the formal event space as a semiotic means of objectifying these presymbolic notions. I elaborate on the thesis via micro-ethnographic analysis of key episodes from a paradigmatic case study. Along the way, I explain the design-based research methodology, highlighting how it enables researchers to spin thwarted predictions into new theory of learning.

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“…Systemic models would further require of researchers to interrogate and foreground their own agendas and conceptual structures, which once again is challenging yet vital (Barwell 2009;Vagle 2010). Laboratories would need to cultivate an egalitarian discursive culture wherein participants reveal their own introspective reasoning processes as bona fide and critical objects of collaborative reflection promoting the collective research effort.…”

Section: Reflectionmentioning

confidence: 99%

Reinventing learning: a design-research odyssey

Abrahamson

2014

ZDM Mathematics Education

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Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars' interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding students' behaviors promoted my own recapitulation of a historical evolution in educators' conceptualizations of learning -Romantic, Progressivist, and Synthetic (Schön 1981) -and beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives. (1980), who was a student of Piaget, champions the pedagogical implications of constructivism: children best learn via engaging in goal-oriented interactions with materials and reflecting on solutions to emergent problems they encounter in so doing. Abrahamson, D. (in pressAnd yet adding a pragmatic twist to constructivism, Papert (1991) coined the term "constructionism" so as to suggest that children best construct knowledge when they construct artifacts in the public domain. I believe that adults, too, best construct knowledge when they construct artifacts in the public domain, and this includes educational researchers constructing experimental learning materials. I thus view design research as a constructionist approach to educational research: researchers best construct theory when they construct artifacts for students and reflect on solutions to emergent problems encountered in so doing. These problems emerge for researchers in making sense of how students engage the artifacts. This reflective article discusses the role of design research in promoting learning theory. The context selected for the reflection is an enduring educational-research problem-the roles that naïve, spontaneous forms of knowing and acting may play in fostering conceptual learning. The article discusses a multi-project dialectical evolution of theoretical models pertaining to this problem. I argue that a succession of designresearch studies has brought about iterative transformational change in one researcher's conceptualization of naïve knowing and its didactical affordances. I implicate this transformational change in the micro-analysis of children's behaviors as they engage in cognitive and dialogical problems centered on activities with artifacts designed for these studies. I imply that my subjective experience generalizes broadly to educational scholarship.In order to lend structure to this reflection, I will begin by drawing on the literature to trace a historical trajectory in educational scholarship pertaining to the role of 3 Dor Abrahamson (in press), Reinventing Learning: a Design--Research Odyssey, ZDM 2015[6] dor@berkeley.edu naïve knowledge in conceptual learning. I then recount my ontogenetic journey as mapped upon this phylogenetic journey yet extending beyond it. This "cartographical" exercise should i...

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Re‐framing Schön's call for a phenomenology of practice: a post‐intentional approach

Cited by 43 publications

References 12 publications

Legitimizing the Dilettante: Teach For America and the Allure of Ed Cred

Legitimizing the Dilettante: Teach For America and the Allure of Ed Cred

Rethinking Probability Education: Perceptual Judgment as Epistemic Resource

Reinventing learning: a design-research odyssey

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