Reflective learning
Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience.[1] The goals of the process are the clarification and the creation of meaning in terms of self, which then lead to a changed conceptual perspective.[2]
Development
[edit]Reflective learning is a development of the concept of experiential learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb, David Boud ("reflection in learning"),[3] and Donald Schön.[4][5] In a professional context, this is known as reflective practice, wherein the use of the reflective process allows one to understand experiences differently and take action accordingly.[6]
References
[edit]- ^ Brockbank, Anne; McGill, Ian (2006). Facilitating Reflective Learning Through Mentoring & Coaching. London: Kogan Page Publishers. pp. 27. ISBN 0749444487.
- ^ Boyd, Evelyn M.; Fales, Ann W. (1983). "Reflective Learning". Journal of Humanistic Psychology. 23 (2): 99–117. doi:10.1177/0022167883232011. ISSN 0022-1678. S2CID 146667190.
- ^ Boud, David; Keogh, Rosemary; Walker, David, eds. (2013). Reflection. doi:10.4324/9781315059051. ISBN 9781135845469.
- ^ Rivera Pelayo, Verónica (2015). Design and Application of Quantified Self Approaches for Reflective Learning in the Workplace. KIT Scientific. p. 15. ISBN 9783731504061.
- ^ Sugerman, Deborah A. (2000). Reflective Learning: Theory and Practice. Kendall Hunt. p. 1. ISBN 9780787265618.
- ^ Jasper, Melanie (2003). Beginning Reflective Practice. Cheltenham: Nelson Thornes. pp. 1. ISBN 0748771174.
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