Reflective practice has a long history of use in professional contexts, such as nursing, medicine, and teaching (Dewey, 1933; Schon, 1983; Moon, 1999). As a result, its definition has evolved and been refined over time. This article provides a concise overview of the concept of reflective practice and its application in contemporary professional contexts.
Reflective practice is a process of actively engaging in purposeful reflection on one’s own experiences in order to build knowledge and improve practice (Schon, 1983; Moon, 1999). It is based on the idea that learning can be enhanced by engaging in self-reflection and self-evaluation (Schon, 1983). Through reflective practice, practitioners can gain insight into their own experiences and their impact on practice outcomes (Schon, 1983). They can also use the reflective process to assess their practice in order to identify and address areas for improvement (Moon, 1999).
Reflective practice is a process that can be applied to any professional context. It involves engaging in self-reflection on one’s own experiences, and can involve journaling, questioning, and exploring (Moon, 1999). Reflection can be undertaken either formally or informally, and can be structured or unstructured (Moon, 1999).
The reflective process can help to improve professional practice in a variety of ways. Through reflection, practitioners can become more aware of the impact of their practice on others, and can develop a deeper understanding of their own values and beliefs (Moon, 1999). Reflective practice can also help to nurture creativity and innovation, and can lead to improved decision-making (Schon, 1983).
In conclusion, reflective practice is a process of actively engaging in self-reflection and self-evaluation in order to gain insight into one’s own experiences and improve practice. Through reflective practice, practitioners can become more aware of their own values and beliefs, and can develop a deeper understanding of the impact of their practice on others. Reflective practice can lead to improved decision-making, creativity, and innovation.
References
Dewey, J. (1933). How we think. Boston: D.C. Heath.
Moon, J. (1999). Reflection in learning and professional development: Theory and practice. London: Kogan Page.
Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.