Donald Schön - Models of Reflection

Biggest critique:

Dynamic-

"fly off into an intuitive never-neverland" (Peterson, 1995, 98)

-adaptive to a changing education system and teaching profession

- Reflect from myself and others

-Reflective ladder

Adaptable to any professional activity

Too focused on the individual?

Can build up an assortment of ideas that they can implement in their next practices.

-Does not necessarily consider the interaction between the wider social and school setting

-Carr and Kemmis (1986) regard reflection that considers such interaction as ‘higher level’ and central to ‘a critical educational science’ that involves teachers in transforming education (p156)

References

Time

Boud.D, Cohen.R and Walker.D (1993) 'Using Experience for Learning', Open University Press, Buckingham

Carr.W and Kemmis.S (1986) 'Becoming Critical', Education, Knowledge an Action Research, Lewes, Falmer

Eraut, M. (1994) Developing Professional Knowledge and Competence, London: Falmer.

Griffiths.M and Tann.S (1992) 'Using Reflective Practice to Link Personal and Public Theories', Journal of Education for Teaching, Vol.18, Issue 1, p69-84

Infed (2014) 'Donald Schon (Schön): learning, reflection and change', [online] available at http://infed.org/mobi/donald-schon-learning-reflection-change/ (accessed 28th October 2014)

Peterson, D.R. (1995) 'The Reflective Educator', American Psycologist, Vol.50, No.12:975-983

Redmond.B (2006) 'Reflection in Action', Ashgate Publishing, Hampshire

Schon.D (1983) 'The Reflective Practitioner- How professionals think in action', Temple Smith, London

Zeichner, K. & Liston, D. (1996) Reflective Teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates

"When time is extremely short, decisions have to be rapid and the scope for reflection is extremely limited" (Eraut, 1994, 114)

1. Rapid Reflection

2. Repair

3. Review

4. Research

5. Re-theorizing and Research

Griffiths and Tann (1992)

"No matter how many years you have been a teacher, each year is different from the last "

Joy of re-learning through reflection

Mysterious expertise

- To teach is to learn twice and recapture the joy of my own first discovery by watching others make the same discoveries

- A chosen profession because of a joy of and for learning

Redmond (2006):

- Although Schon gives a clear presentation of

his model in which a practitioner’s knowledge is simultaneously used and created during the process of reflection-in-action, he does not describe what this knowledge is exactly or how we acquire it.

- does not describe how the change between developing unspoken practice into thoughtful reflective practice takes place

Conclusion

Mirror can grow dull

(Boud et al,1993)

Double Loop Learning model

teaching becomes tedious and little or no reflection taking place

Emotion-

quality of teaching diminishes

Consequences - Learning

Action Strategy - Teach Content keeping to objectives

Governing Variable - Lesson Plan. Set objectives to learn the material

Single Loop Learning

Reflection in Action

Double Loop Learning

Reflection in Action

Practice

"on the hoof"

Can be applied to any teaching scenario

Reflection

Negative Emotion - Can be hard to reflect objectively after a lesson

Reflection on Action

Reflection on Action

Reflection

Practice

(Schon,1983)

How will it change what you do next time?

The Model

Learning

Teaching

A

B

C

Donald Schön - Models of Reflection