A pilot analysis of a young-learner classroom anecdote: Exploratory Practice (EP) in terms of phenomenology.

This research was planned to explore a possible way for teachers to reflect on their personal experiences. It analyses a sample young-learner classroom anecdote as a form of narrative record and explores a way to take a first step in engaging in practitioner research. The teacher in the sample anecdote experienced a sense of pleasant puzzlement when he saw children engaging in a seemingly ideal case of natural/implicit learning in a classroom context. The scene triggered an inquiry into the meaning of a particular classroom event. In the actual analysis, the authors performed a context-specific examination of classroom interactions, focusing on phonological and discoursal aspects of the episode. The process revealed an inner structure of the sample anecdote, underpinned with certain elements of embedded affectivity (i.e., a sense of playfulness). [ABSTRACT FROM AUTHOR]