What is reflective practice? Schon who originally completed research focused on the nature of the reflective practitioner in the architecture studio, wrote a book, Educating the Reflective Practitioner(1987). Schon refers to reflection-in-action as the responses that skillful practitioners bring to their practice. This reflection consists of strategies of action, understanding of phenomena, ways of framing the situations encountered in day-to-day experience. This reflection-in-action may take the form of problem solving, theory building, or re-appreciation of the situation (Schon, 1985).

Sergovanni's reflective practice perspective about the principalship is addressed in his book. The study suggests the exigency for expanded delineation of reflective practice in educational administration.

There are numerous resources under the heading of reflective practice. Supervision is examined through the lens of Dimensions of Learning, including the principles of (1) facilitating learning; (2) reflection of one's work; (3) proactive use of linguistic skills; (4) two-way growth; (5) group collaboration; and (6) a change in the norms central to the culture of teaching. Supervision is reflection. The process encourages reflective practice.

Central to the idea of reflection is the identification of discrepancies between beliefs and actions. By reflecting on these discrepancies, supervisors can identify ways to improve the quality of their work. Interest in the reflective practice dates back to John Dewey. Deweyan science emphasizes the creative, human, self-corrective aspects of scientific inquiry. Reflective practice involves examining beliefs. An individual identifies a strongly held educational belief, describes it in writing, and then thinks deeply about how it developed. Educational beliefs are shaped by past experiences with parents, mentors, and other role models. Through the reflective process, it is possible to discover that actions are the results of beliefs-some that are examined and some that are not. Discovery of the beliefs that drive actions enables the reflector to modify actions to ensure they are consistent with professed beliefs.(Arrendondo, Brody, Zimmerman, Moffett, 1995)

The above authors suggest that one of most powerful ways that school leaders can change adult relationships is by modeling reflective practice. Organizations, like reflective practitioners, must be continuously involved in examination of beliefs, practice, beliefs about actions, and plans for future action. Reflective institutions promote continuous learning and growth for all. They become true learning organizations as defined by Senge. Educational institutions are currently integrating reflective practice into a variety of programs as described in Encouraging Reflective Practice in Education: An Analysis of Issues and Programs by Renee T. Clift, W. Robert Houston and Marleen C. Pugach(Eds.).

The administrative portfolio can be used to encourage reflection for improvement, assist in career advancement, and assess performance. Items selected have the potential to reveal information about an individual's philosophy;leaderhip capacity;commitment to professional growth;ability to anticipate problems, develop alternative, and take risks; and willingness to accept challenging assignment.(Brown and Irby, 1995)

Reflective practice can also be seen as a reflection process for developing administrators' expertise in problem solving, decision making , and complex thinking. Quantitative and qualitative analysis reveal that changes occur in administrators' reflection and thinking complexity.(Short and Reinhart, 1993) An alternative approach to traditional methods of professional growth is the development of a "reflective practice." The learning process in reflective practice begins with the examination of an individual's own actions and contrasting the actions to the ideal of the practice. The process results in behavioral changes that improve professional performance.(Fulmer, 1993)

Osterman and Kottkamp(1993) have written a book about reflective practice in terms of improving school through professional development via reflective practice. The book explores the rationale for reflective practice, a professional development strategy aimed at behavioral change and explains how reflective practice facilitates both individual and organizational change. The authors show how reflective practice works within the tradition of experiential learning and then describe reflective practice in action. Research is based on projects involving principals, superintendents and other administrators. Effects and lasting benefits, key aspects , and reflective practice an empowering, motivational force for change are examined.

For those interested in an on-going dialogue on reflective practice, especially in higher education, you may participate in a discussion providing the opportunity to build an understanding around reflective practice.  Videotaping is yet another tool to use in reflective practice.

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References

    Glatthorn, A., (1996) . The Teacher's Portfolio: Fostering and Documenting Professional Growth. Massachusetts: Pro>Active Publications.
    Arredondo, D., Brody, J., Zimmerman, D., & Moffett, C. (1995). Pushing the envelope in supervision." Educational Leadership, 53(3) , 74-78.
    Ashbaugh, C., & Kasten, K. (1993). Educating the reflective school leader. [On-line]. Journal of School Leadership 3(2), 152-64.Abstract from: ERIC: Item: EJ459398.
    Brown, G. & Irby, B. (1995). The portfolio: Should it also be used by administrators? [On-line]. NASSP Bulletin 79(570), 82-85. Abstract from: ERIC: Item Ej501280.
    Dyer, J. & Fontaine.O. (1995). Can a zebra change its spots? Some reflections on cognitive coaching. [On-line]. Education Canada 35(1), 28-32. Abstract from: ERIC: Item EJ502059.
    English, Fenwick W. (1995). Toward a reconsideration of biography and other forms of life writing as a focus for teaching educational administration. Educational Administration Quarterly, 31(2) , 203-223.
    Fulmer, C. (1993). Developing a reflective practice of professional development. [On-line]. School Business Affairs 59(9), 23-26. Abstract from: ERIC: Item EJ470520.
    Juniewicz, T. (1996) Principal's use of reflective practice (Leadership, school culture). Dissertation Abstracts International, 57-04A. AAG9627135.
    Osterman, K. & Kottkamp. R. (1993). Reflective practice for educators: Improving schooling through professional development. California: Corwin Press, Inc. Abstract from: ERIC: Item ED370156.
    Schon, D. (1985). The Design Studio. London: RIBA Publications Limited.
    Short, P & Rinehart, R. (1993). Reflection as a means of developing expertise. [On-line] Educational Administration Quarterly 29(4), 501-21. Abstract from: ERIC: Item EJ70606.
    Trautwein, A. K. (1994). Reflective practice: Some perceptions of Missouri public high school principals. Dissertation Abstracts International, 55-09A. AAG9503011.
    Willower, D. Dewey's theory of inquiry and reflective administration. (1994). Journal of Educational Administration 32(1) 5-22. Abstract from: ERIC: Item EJ483376. 2

http://www.guernsey.net/~sljohn/Chapter3.html
A study examining reflection and the role of reflection in the development of the curriculum and in the developing of professional competency.

http://ericae2.educ.cua.edu/db/edo/ED346319.htm
A journal article that examines reflective practice in adult education.  Reflective practice is defined and described.

http://www.abacon.com/books/ab_0205155855.html
A summary of the book, The Principalship:  A Reflective Practice Perspective by Sergiovanni.

http://www.teachingeducation.com/vol8-1/greenberg.htm
A book review of Encouraging Reflective Practice in Education:  An Analysis of Issues and Programs by Greenberg.

http://www.sagepub.co.uk/books/details/b003916.html
A book review of Reflective Practice for Educators by Osterman and Kottkamp.

http://curtin.edu.au/learn/unit/RefPrac/
An opportunity to join in a discussion group about reflective practice in higher education.

Video Taping for Reflective Practice
Tips for videotaping teaching for reflective practice.  A performance matrix is provided.

The views and opinions expressed on this page are strictly those of the page author.