David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
In the literature on reflection in teaching, authors frequently lament the lack of clarity in understandings of this concept, despite its wide acceptance as a phenomenon beneficial to teaching and learning. This dissertation reports a study of this literature that attempts to clarify the meaning of reflection and to establish a methodology for examining such a complex concept. Three analyses, each intended to explore the literature on reflection from a different perspective, comprise the study. The first is an analysis of the literature on reflection in three professional communities---continuing professional development, higher education and teacher education---to establish general themes in this literature. The second analysis examines definitions of reflection from the three communities, focusing in particular on processes and rationales of reflection. The third analysis explores a variety of critiques of reflection to determine predominant epistemologies and recurring themes in the literature. The merging of the results of the three analyses leads to a framework for understanding reflection. This integrative framework highlights the importance of underlying epistemologies as the bases for different understandings of reflection and shows the intricate interrelationships among four major themes in the literature: the processes involved in reflection, the rationales behind it, the context in which it occurs, and its connection to action. The framework also points to the link between the self and the reflective context, the possibilities of reflection in-, on-, for-, and as-action, the unclear connection between the cognitive and affective processes and the movement from internal to external rationales. The study contributes both conceptually and methodologically by making sense of the range of ways reflection has been understood and by providing a possible model for exploring a complex concept. It provides a consistent language for discussing reflection, demonstrates the complexities of the concept and the interrelationships of the themes contained in the literature, allows for the situating of individual works within the literature, increases understanding of the connection of reflection and action, and helps to position the concept of reflection within broader theories of cognition and social practice
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library||
References found in this work BETA
No references found.
Citations of this work BETA
Philippe Chaubet, Enrique Correa Molina & Colette Gervais (2013). Considérations méthodologiques pour aborder la compétence à « réfléchir » ou à « faire réfléchir » sur sa pratique en enseignement. Phronesis 2 (1):28-40.
Simon Collin (2013). Variation de la pratique réflexive entre les contextes académique et pratique en stage d'enseignement. Phronesis 2 (1):41-51.
Enrique Correa Molina & Lynn Thomas (2013). Le Praticien Réflexif : Mythe Ou Réalité En Formation À l'Enseignement ? Phronesis 2 (1):1-7.
Similar books and articles
Kevin Scharp (2008). Locke's Theory of Reflection. British Journal for the History of Philosophy 16 (1):25 – 63.
Donald J. Yarosz & Susan Willar Fountain (2003). Facilitating Reflection Among Family Literacy Participants. Inquiry: Critical Thinking Across the Disciplines 23 (1-2):39-43.
Paul McIntosh (2010). Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Routledge.
Lisa Bortolotti (2011). Does Reflection Lead to Wise Choices? Philosophical Explorations 14 (3):297-313.
David Denton (2011). Reflection and Learning: Characteristics, Obstacles, and Implications. Educational Philosophy and Theory 43 (8):838-852.
Jan Bengtsson (2003). Possibilities and Limits of Self-Reflection in the Teaching Profession. Studies in Philosophy and Education 22 (3/4):295-316.
Catriona Mackenzie (2002). Critical Reflection, Self-Knowledge, and the Emotions. Philosophical Explorations 5 (3):186-206.
Adrian Ratkic (2013). Images of Reflection: On the Meanings of the Word Reflection in Different Learning Contexts. [REVIEW] AI and Society 28 (3):339-349.
Simone Galea (2012). Reflecting Reflective Practice. Educational Philosophy and Theory 44 (3):245-258.
Beatrix W. Alsanius, Klara Löfkvist, Göran Kritz & Adrian Ratkic (2008). Reflection on Reflection in Action: A Case Study of Growers Conception of Irrigation Strategies in Pot Plant Production. [REVIEW] AI and Society 23 (4):545-558.
Peter Silcock (1994). The Process of Reflective Teaching. British Journal of Educational Studies 42 (3):273 - 285.
Wenjing Cai (2012). From Adequacy to Apodicticity. Development of the Notion of Reflection in Husserl's Phenomenology. Husserl Studies 29 (1):13-27.
Added to index2011-05-06
Total downloads27 ( #92,851 of 1,696,625 )
Recent downloads (6 months)13 ( #45,192 of 1,696,625 )
How can I increase my downloads?