Taking up a Post-personal Position in Reflective Practice: one teacher's accounts
A conventional understanding of reflective practice is that the accounts teachers give about their professional work are stable and exist in their memories waiting to be retold. This paper proposes, alternatively, that teachers' accounts are not fixed, but rather bound to particular methods of accounting. It is demonstrated how three specific methods of accounting, a teacher-generated picture book, an interview protocol, and a one-on-one interview with a researcher, are crucial in attempting (and succeeding) to position one teacher to account in a manner that moves from a personal to a post-personal or social justice focus. The design and use of different methods of accounting would most certainly produce an alternative account of professional practice.