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Framing Our Experience

Framing Our Experience DIRECTIONS FOR RESEARCH Research Notes on Reflective Practice During the 1980s, as a result technician. research efforts have focused on within a specific context thereby of Donald Schon's two books, Reflective practice focuses on how information is processed, creating a "spiral of empower­ individual interpretation of events ment:' Other approaches in The Reflectire Practitioner and that is, what drives the reflective and the framing of these into education include the systematic Educating tbe Refleaire Practi­ experience. This includes an suitable actions. As such, reflective observation of others, self­ firmer, the notion of reflective analysis of the different factors practice rejects the assumption assessments, and simulations. practice has taken hold and is the that can affect the process, in­ that practitioners can be prepared Within this approach, the subject of much discussion, Indeed. cluding experiences, goals, and for all situations. Given this broad educator takes on different roles, reflective practice is a reaction to values and the interpretation of spectrum, approaches have varied. e.g., behavioral role models. No the technical and competency­ events. This research focuses on Some have continued to focus on longer the dispenser of knowl­ based strategies of the seventies. the process of becoming expert in the acquisition of skills, but have edge, the educator helps the in­ Interest in the reflective practi­ a particular area. So, as an in­ tried to place them within a larger dividual becomes expert in a par­ dividual in the analytic process. tioner is very much tied up with context. Others have seen reflec­ The educator must try to under­ divergent notions of teaching and ticular field, he or she develops tive practice as the means to ques­ stand the framework of the stu­ learning; theory and practice; and schemata or frameworks for tion all aspects of practice in dent and to structure the learning research and inquiry. understanding situations. These terms of meaning as well as skill. schemata can help determine situation in such a way that both This phenomenon can be seen in new approaches to workplace Because issues of practice are when particular events merit at­ come to understand the base from learning; many professional often at the core of the adult edu­ tention by triggering relevant con­ which the student is making cational experience, the work of nections. These connections are decisions. trainers have also focused on how to adapt Schon's work. Teachers Schon and his followers has broad made by drawing on a range of There is some debate in the have been attracted to the notion implications-from training of adult experiences and the schemata are literature about the extent to of reflective practice, and one educators to adult educators work­ constructed through experience. which reflection is an independ­ could speculate they have used ing with others. While Schon has One aspect is to understand how ent activity. Many stress the im­ Schon's work in order to deal provided an interesting framework these schemata are constructed portance of collaboration to the with their sense of powerlessness for thinking about the issue of re­ and how this process can be reflection process; the creation of within their school system's vast flective practice, one must be care­ improved. community becomes integral to bureaucracy. ful to avoid generalizations in the Researchers have found that the educational experience. actual approaches for promoting While earlier approaches to while it is relatively easy to focus This educational and re­ reflective practice because of professional education aimed to on technical or practical reflec­ educational process is time con­ diffuse information about techni­ situation-specific needs. The study tion, critical reflection is more dif­ suming. Many adult educators are of the reflective practitioner is cal skills, the reflective practice ficult. Most of the research has constrained from participating both a part of the movement movement indicates an acceptance centered on the development of because of lack of time or organi­ toward qualitative research and of the idea that skills cannot be different approaches that will zational support. Even noting that the result of it. Education and gained in isolation from context. foster reflection. In terms of a potential learner has some con­ training efforts that focused on trol over his or her time, it is true The notion of reflective think­ education, six major strategies for the quantifiable emphasized ing is not new, however. Although promoting reflective practice exist. for many that a decision to set behavioral objectives and, in the term may not always have These include reflective teaching, time aside for reflection takes time many cases, the acquisition of away from students. Even more been used consistently, the idea inquiry activities such as action specific competencies did not research, ethnography, and cur­ important, such exercises involve goes back at least to Dewey. Re­ necessarily train practitioners able riculum analysis and develop­ personal risk. They demand a flective thinking recognizes the importance of the complex, situa­ to handle the complexities of ment, writing, and supervisory reassessment of one's way of modern practice. Research, itself, operating within the workplace tion-specific, often-contradictory approaches. began to concentrate on the Some of these can be readily and within professional life. It in­ aspects of any particular profes­ specific, to understand the ex­ seen as developing technical com­ volves a questioning of practice sional task. Reflective practice in any area emphasizes experience. perience or unique phenomenon. petence, rather than critical reflec­ that may be painful. ! Schon distinguishes between First, the research has often tivity, which is at the heart of reflection-on-action. or reflection been tied to action research; that Schon's work. Inquiry activities -by Amy Rose after practice has been completed, is research that actively involves can be used to help the individual and reflection-in-action, which is the researcher as participant in educator understand the social thinking that takes place in the solving problems. (One implica­ construction of knowledge. Use of midst of action. So, reflective prac­ tion of this research on practice is a narrative format is advocated, tice involves cycles of thought that educators must go beyond although it is also stressed that and action based on professional simple technical applications and such literature cannot be mistaken experience, viewing the practi­ take responsibility for what occurs for reality. The key is to analyze tioner as a creator rather than a in the learning situation.) Second, the totality, to place meaning January 1992 f:::. S http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Framing Our Experience

Adult Learning , Volume 3 (4): 1 – Jan 1, 1992

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Publisher
SAGE
Copyright
© 1992 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959200300402
Publisher site
See Article on Publisher Site

Abstract

DIRECTIONS FOR RESEARCH Research Notes on Reflective Practice During the 1980s, as a result technician. research efforts have focused on within a specific context thereby of Donald Schon's two books, Reflective practice focuses on how information is processed, creating a "spiral of empower­ individual interpretation of events ment:' Other approaches in The Reflectire Practitioner and that is, what drives the reflective and the framing of these into education include the systematic Educating tbe Refleaire Practi­ experience. This includes an suitable actions. As such, reflective observation of others, self­ firmer, the notion of reflective analysis of the different factors practice rejects the assumption assessments, and simulations. practice has taken hold and is the that can affect the process, in­ that practitioners can be prepared Within this approach, the subject of much discussion, Indeed. cluding experiences, goals, and for all situations. Given this broad educator takes on different roles, reflective practice is a reaction to values and the interpretation of spectrum, approaches have varied. e.g., behavioral role models. No the technical and competency­ events. This research focuses on Some have continued to focus on longer the dispenser of knowl­ based strategies of the seventies. the process of becoming expert in the acquisition of skills, but have edge, the educator helps the in­ Interest in the reflective practi­ a particular area. So, as an in­ tried to place them within a larger dividual becomes expert in a par­ dividual in the analytic process. tioner is very much tied up with context. Others have seen reflec­ The educator must try to under­ divergent notions of teaching and ticular field, he or she develops tive practice as the means to ques­ stand the framework of the stu­ learning; theory and practice; and schemata or frameworks for tion all aspects of practice in dent and to structure the learning research and inquiry. understanding situations. These terms of meaning as well as skill. schemata can help determine situation in such a way that both This phenomenon can be seen in new approaches to workplace Because issues of practice are when particular events merit at­ come to understand the base from learning; many professional often at the core of the adult edu­ tention by triggering relevant con­ which the student is making cational experience, the work of nections. These connections are decisions. trainers have also focused on how to adapt Schon's work. Teachers Schon and his followers has broad made by drawing on a range of There is some debate in the have been attracted to the notion implications-from training of adult experiences and the schemata are literature about the extent to of reflective practice, and one educators to adult educators work­ constructed through experience. which reflection is an independ­ could speculate they have used ing with others. While Schon has One aspect is to understand how ent activity. Many stress the im­ Schon's work in order to deal provided an interesting framework these schemata are constructed portance of collaboration to the with their sense of powerlessness for thinking about the issue of re­ and how this process can be reflection process; the creation of within their school system's vast flective practice, one must be care­ improved. community becomes integral to bureaucracy. ful to avoid generalizations in the Researchers have found that the educational experience. actual approaches for promoting While earlier approaches to while it is relatively easy to focus This educational and re­ reflective practice because of professional education aimed to on technical or practical reflec­ educational process is time con­ diffuse information about techni­ situation-specific needs. The study tion, critical reflection is more dif­ suming. Many adult educators are of the reflective practitioner is cal skills, the reflective practice ficult. Most of the research has constrained from participating both a part of the movement movement indicates an acceptance centered on the development of because of lack of time or organi­ toward qualitative research and of the idea that skills cannot be different approaches that will zational support. Even noting that the result of it. Education and gained in isolation from context. foster reflection. In terms of a potential learner has some con­ training efforts that focused on trol over his or her time, it is true The notion of reflective think­ education, six major strategies for the quantifiable emphasized ing is not new, however. Although promoting reflective practice exist. for many that a decision to set behavioral objectives and, in the term may not always have These include reflective teaching, time aside for reflection takes time many cases, the acquisition of away from students. Even more been used consistently, the idea inquiry activities such as action specific competencies did not research, ethnography, and cur­ important, such exercises involve goes back at least to Dewey. Re­ necessarily train practitioners able riculum analysis and develop­ personal risk. They demand a flective thinking recognizes the importance of the complex, situa­ to handle the complexities of ment, writing, and supervisory reassessment of one's way of modern practice. Research, itself, operating within the workplace tion-specific, often-contradictory approaches. began to concentrate on the Some of these can be readily and within professional life. It in­ aspects of any particular profes­ specific, to understand the ex­ seen as developing technical com­ volves a questioning of practice sional task. Reflective practice in any area emphasizes experience. perience or unique phenomenon. petence, rather than critical reflec­ that may be painful. ! Schon distinguishes between First, the research has often tivity, which is at the heart of reflection-on-action. or reflection been tied to action research; that Schon's work. Inquiry activities -by Amy Rose after practice has been completed, is research that actively involves can be used to help the individual and reflection-in-action, which is the researcher as participant in educator understand the social thinking that takes place in the solving problems. (One implica­ construction of knowledge. Use of midst of action. So, reflective prac­ tion of this research on practice is a narrative format is advocated, tice involves cycles of thought that educators must go beyond although it is also stressed that and action based on professional simple technical applications and such literature cannot be mistaken experience, viewing the practi­ take responsibility for what occurs for reality. The key is to analyze tioner as a creator rather than a in the learning situation.) Second, the totality, to place meaning January 1992 f:::. S

Journal

Adult LearningSAGE

Published: Jan 1, 1992

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