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Reflections on reflective practice.

E A Kinsella1

  • 1Faculty of Education, University of Western Ontario, 1137 Western Road, London, Ontario, N6G 1G7. Kinsella@sympatico.ca

Canadian Journal of Occupational Therapy. Revue Canadienne D'Ergotherapie
|July 4, 2001
PubMed
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Reflective practice is widely adopted for professional development and credentialing. This paper explores six theoretical underpinnings to help integrate reflection into practice.

Area of Science:

  • Professional Development
  • Education Theory

Background:

  • Reflective practice is increasingly adopted across professions for professional development.
  • Its widespread use is accompanied by diverse conceptualizations and interpretations.
  • Mandatory credentialing processes often incorporate reflective practice.

Purpose of the Study:

  • To examine the theoretical underpinnings of reflective practice.
  • To clarify the concept of reflective practice amidst varied interpretations.
  • To provide guidance on incorporating reflection into professional activities.

Main Methods:

  • Literature review of reflective practice theories.
  • Analysis of six distinct theoretical frameworks.
  • Synthesis of theoretical concepts for practical application.

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Main Results:

  • Identified six core theoretical underpinnings of reflective practice.
  • Highlighted the heterogeneity in conceptualizing reflective practice.
  • Offered practical suggestions for integrating reflection.

Conclusions:

  • Understanding the theoretical foundations is crucial for effective reflective practice.
  • Standardizing the concept of reflective practice can enhance its utility.
  • The paper provides a framework for implementing reflective practice across professions.