At the level of classroom practice, forms of teacher thinking are central to local processes of educational change. In the last decade, reflexivity has been promoted as a mode of teacher thinking which has the capacity to transform several aspects of teaching practice. The developing interest in reflexivity both emerges from, and seeks to extend, the prior (and continuing) emphasis on reflective practice as an essential avenue to teacher change and improvement. In this article, I aim to both clarify and extend thinking about teacher reflexivity, developing a conceptual mapping which organizes forms of teacher thinking along temporal and ontological dimensions. This mapping clarifies important distinctions between related practices of reflection-on-action, reflection-in-action, critical reflection and radical reflexivity. Radical reflexivity is characterized by both temporal synchronicity and the bending back of the reflective arc to form a subject-object-subject structure. This structure, I argue, extends teacher thinking beyond the deliberative, reflective mode. Subsequently, I propose that contemplative practices (mindfulness, meditation, etc.) provide avenues by which teachers can access radical reflexivity, through the cultivation of present-moment, non-judgemental, embodied awareness. Selected findings from a qualitative study of seven beginning teachers are presented as illustration, focusing on participants’ experiences of putting the ego aside and responding to strong, embodied emotions in classroom contexts. The findings presented demonstrate the distinctive implications of radical, contemplative reflexivity as an avenue for the professional transformation of teachers.

在课堂实践层面，教师思维的形式是地方教育变革进程的核心。在过去的十年里，反身性已被推广为一种教师思维模式，具有改变教学实践的多个方面的能力。对反思性发展的兴趣既源于并寻求扩展先前（和持续）对反思性实践的强调，将其作为教师变革和改进的重要途径。在这篇文章中，我的目标是澄清和扩展关于教师反思性的思考，开发一个概念映射，将教师的思维形式沿着时间和本体论维度组织起来。这种映射阐明了在行动中反思、在行动中反思、批判性反思和激进反思性的相关实践之间的重要区别。激进的反身性其特点是时间同步性和反射弧向后弯曲以形成主体-客体-主体结构。我认为，这种结构将教师思维扩展到了审议、反思模式之外。随后，我建议沉思练习（正念、冥想等）为教师提供途径，通过培养当下的、非判断性的、具身的意识，教师可以获得彻底的反思。从对七位初级教师的定性研究中选出的一些发现作为插图呈现，重点是参与者将自我放在一边并对强烈的具身情绪做出反应的体验在课堂环境中。研究结果表明，激进的、沉思的反思作为教师专业转型的途径具有独特的意义。