The Reflective Practitioner in Professional Education

How important is it to be a reflective practitioner in education today? Is reflection viewed as subjective, a 'shape-shifting' approach to truth-seeking - or a critical developmental process leading to emancipated thinking?

While many believe reflective practice promotes development, critics have questioned its effectiveness and validity in learning. Using practice-based research, this book examines the reflective practitioner role and the scope of reflective activities in professional practice, revealing that critical thinking is rooted in a philosophical debate about notions of truth linked to differing learning approaches. The Reflective Practitioner in Professional Education considers how a dominant scientific learning approach influences the reflective practitioner role and related reflective activities. Emerging ideas present an argument for an inclusive reflective practitioner role within an applied learning approach.

Linda Lawrence-Wilkes is a Senior Lecturer at Leeds City College, UK. She is also a Fellow of the Chartered Institute of Personnel and Development and Fellow of the Higher Education Academy.
 
Lyn Ashmore is a Senior Lecturer at the University of Huddersfield, UK. She is also a Fellow of the Higher Education Academy, the Institute for Learning, and the Institute of Leadership and Management.

1. Introduction

2. Problematising the Reflective Practice Paradigm

3. Reflective Practitioner

4. Roots of Criticality in Education

5. Reflective Practice: Critical or Mechanical

6. A Critical Framework