Educational practice is arguably a specific form of human experience.
Schutz describes “meaning” as human reflection upon experience (or practice) making a distinction between experience and the meaning of that experience to the individual. In other words, what we do as teachers is not the same as the way we think about what we do.
In practice, as opposed to a discussion about practice, knowledge of what we do has to be embodied in order to be enacted. Experience, is not “in itself” meaningful until we impose spatio-temporal constructs onto it in the context that it is enacted.
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