Teachers’ reflective practice in the context of twenty-first century learning: applying Vagle’s five-component post-intentional plan for phenomenological research

Abstract

Vagle’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.].