Key Theorists In The Theory Of Reflection-In-Action

In the last few decades the concept of reflective practice has burgeoned throughout numerous fields of education and professional practice. Regardless of its prevalence there continues to be a considerable variance in the understanding of reflective practice (Fook et al, 2006). Even within the same theories, contradictory perceptions of how reflective practice should be executed are observed (Hébert, 2015).
This assignment explores these contradictions as well as considering the processes behind the notion of reflective practice. It will then identify key theorists in the field of reflective practice. The theories of Terry Borton, David Kolb, and Graham Gibbs will be summarised. Additionally, the theory of Donald Schön will be investigated

Reflection-in-action is a much more difficult skill than reflection-on-action as it often relies on tacit knowledge (Schön, 1983). Teachers are often confronted with uncertain and unique situations in their classrooms, as a result, spontaneous actions are utilised. Although, Greenwood (1993) argues that the role of reflection-before-action is downplayed by Schön, in teaching terms, good planning preventing issues. Although many issues may be averted during the planning stage, the unpredictability of children necessitate alternative

Despite the widespread differences in understanding there are similarities in their delivery. The importance of thoughtfulness for teachers and students cannot be understated, few would suggest that teachers should practice without questioning their ideas (Hébert, 2015). With the importance of reflection in mind, why is it that there is not an agreed upon approach to reflective practice? Finlay (2008) describes Schön’s work as almost ‘canonical’ in the field and yet she and many others have been shown to criticise Schönian theory. Despite the critiques of each theory what is essentially important is that reflection is key to growth as a practitioner. Conversely, practitioners that engage in reflection do not automatically develop to become good teachers (McLaughlin, 1999). The importance of criticality in reflection is key, no matter how uncomfortable the lessons learned are. Finally, Schön (1983: 61) expresses the view that ‘Through reflection, practitioners can surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized practice, and can make new sense of the situations of uncertainty or uniqueness which he may allow himself to