Adapted didactics and teacher phenomenology
Résumé
In this article we explore phenomenology as an epistemology and research method. We propose to think of the teacher as a “phenomenological self ”. Teachers become “teacher-conscious” when they make the first move of the Husserlian reduction, i.e. when they return to their phenomena and use them to make sense of “the school world”. We put forward the hypothesis that the inclusive teaching profession is forged in this first movement of the lived experience during the encounter with pupils with special educational needs.
