Donald Schon's Theory Of Reflection
Within this written assignment, is an in-depth analysis on the theory of reflection within teaching. consideration of two of the seminal theorists will be underpinned by recent applications, developments and opinions.
Firstly, within teaching, reflection is the pattern of thought whereby actions are planned in order to change the outcome of a critical incident (Stenberg, Rajala And Hilppo, 2016) . Reflection promotes a “transformative stance” towards the consideration of pedagogical approaches which may have an effect on the out come of a lesson. Therefore, impacting the development of pedagogical practices within long-term …show more content…
These strands are different as they take into consideration the time at which the reflection takes place.
Reflection-in-action, describes as reflecting on the incident whilst it can still benefit that situation rather than reflecting on how you would do things differently in the future.
Schön (1983:68) describes this strand as ‘When someone reflects-in-action, he becomes a researcher in the practice context. He is not dependent on the categories or established theory and technique, but constructs a new theory of the unique case’.
Reflection-on-action, involves reflecting on how practice can be developed after the event ‘We reflect on action, thinking back on what we have done in order to discover how our knowing-in-action may have contributed to an unexpected outcome’ (Schön, 1983:26).
Schon explains that by using these reflective times, ‘knowing in action’ becomes useful as users begin to consider knowledge that you have gained in other/similar. This can involve the disregard of methods that are known to be inappropriate/not useful, and more-so to apply methods and practices that are deemed to be successful for that particular event.
Identify key differences and similarities between …show more content…
Gibbs’ theory includes a stage explicitly to allow reflectors to engage with their emotions in order for this to have an effect on future changes.
In order to complete Gibbs full cycle of reflection, extra time has to be set aside after the event. Kolb (1984) recognises that to reflect effectively on your experience, you should actively set aside part of your working day to reflect. Supporting this criticism, Eraut (1995:14) and van Manen, (1995:35) state that Schön’s work does not take sufficient account of some of the practical issues which face practitioners. Bloom (2016) states that one particular difficulty practitioners is the lack of time available to set aside for reflection.
One more problem with the six different stages that Gibbs’ theory is broken into is that Lester & Piore, (2014) problems are “interlocked and do not follow pre-existent, clear-cut techniques and theories”. This arises problems as teachers may not understand how to pull experiences apart and reflect on individual aspects of it (Attar et al, 2016).