Abstract
This article aims to introduce a phenomenological approach to reflection and to finally emphasize the phenomenological vignette as a reflective practice and instrument for reflection by highlighting moments of reflection in the vignette writing and analyzing process. Vignettes are short narratives that capture co-experienced experiences in the pedagogical field and are recognized and used as a research and professionalization tool. While common models of reflection focus on reflection in or on actions and thus aim at a changed way of being or acting, the special significance of the phenomenological vignette as an instrument of reflection lies in overcoming the dichotomy of theory and practice: the vignette and its underlying theoretical framework prove to be highly relevant for pedagogical practice, insofar as they refer to praxis by realizing themselves as a reflection on the pre-reflected. Because of their potential to promote transformative practices, they foster and cultivate a reflective professional attitude and pedagogical ethos.