Page 82 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 82
influenced several researchers regarding the concepts of reflection and
self-reflection, such as Schön (1983) and Kolb (1984).
Dewey (1933, p. 9) defines reflective thinking as “active, persistent, and
careful consideration of any belief or supposed form of knowledge in the
light of the grounds that support it, and the further conclusions to which it
tends”. He recognised five steps of thinking or reflection: (i) a felt difficulty;
(ii) its location and definition; (iii) suggestion of possible solution; (iv) de-
velopment by reasoning of the bearings of the suggestion; and (v) further
observation and experiment leading to its acceptance or rejection, that is,
the conclusion of belief or disbelief.
One can recognise Dewey’s influence on the characteristics Schön
(1983) established regarding educators’ reflection, where it was conclud-
ed that skilled practitioners are reflective practitioners and apply their ex-
perience as a basis for assessing and revising their existing theories to de-
velop more effective strategies. Schön (1983) identified a framework for
thinking and becoming aware of one’s own implicit knowledge and learn-
ing from experience, but he aimed to determine the development of ed-
ucators’ reflective practice rather than explicitly explain reflection as a
step-by-step process. Nevertheless, he recognised three levels of reflec-
tion (setting a problem, framing the experiment, deciding on a course
of action). Another important contribution he made was the recognition
of three types of reflection: reflection-in-action (reflecting during the ac-
tion or interaction, i.e. while teaching), reflection-on-action (reflection
on a previous event, i.e. reflection about previous educational experience)
and reflection-for-action (planning and reflecting before an action, i.e. re-
flection before an educational experience for the purpose of planning)
(Schön, 1987).
Based on previous models, Kolb (1984) developed a model of reflection
that comprises four stages: (i) reflective observation; (ii) abstract concep-
tualisation; (iii) active experimentation; and (iv) concrete experience. Kolb
(1984) believes that this is a cyclic process that can be entered at any stage,
but it can only have a learning effect when all four stages are carried out.
Because Kolb’s model incorporates the characteristics developed in previ-
ous models and also represents an upgrade of them, it is introduced here in
greater detail.
82
self-reflection, such as Schön (1983) and Kolb (1984).
Dewey (1933, p. 9) defines reflective thinking as “active, persistent, and
careful consideration of any belief or supposed form of knowledge in the
light of the grounds that support it, and the further conclusions to which it
tends”. He recognised five steps of thinking or reflection: (i) a felt difficulty;
(ii) its location and definition; (iii) suggestion of possible solution; (iv) de-
velopment by reasoning of the bearings of the suggestion; and (v) further
observation and experiment leading to its acceptance or rejection, that is,
the conclusion of belief or disbelief.
One can recognise Dewey’s influence on the characteristics Schön
(1983) established regarding educators’ reflection, where it was conclud-
ed that skilled practitioners are reflective practitioners and apply their ex-
perience as a basis for assessing and revising their existing theories to de-
velop more effective strategies. Schön (1983) identified a framework for
thinking and becoming aware of one’s own implicit knowledge and learn-
ing from experience, but he aimed to determine the development of ed-
ucators’ reflective practice rather than explicitly explain reflection as a
step-by-step process. Nevertheless, he recognised three levels of reflec-
tion (setting a problem, framing the experiment, deciding on a course
of action). Another important contribution he made was the recognition
of three types of reflection: reflection-in-action (reflecting during the ac-
tion or interaction, i.e. while teaching), reflection-on-action (reflection
on a previous event, i.e. reflection about previous educational experience)
and reflection-for-action (planning and reflecting before an action, i.e. re-
flection before an educational experience for the purpose of planning)
(Schön, 1987).
Based on previous models, Kolb (1984) developed a model of reflection
that comprises four stages: (i) reflective observation; (ii) abstract concep-
tualisation; (iii) active experimentation; and (iv) concrete experience. Kolb
(1984) believes that this is a cyclic process that can be entered at any stage,
but it can only have a learning effect when all four stages are carried out.
Because Kolb’s model incorporates the characteristics developed in previ-
ous models and also represents an upgrade of them, it is introduced here in
greater detail.
82
