The Reflective Practitioner

By Christine Bold. 2013

3,936 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/013cba3d86c5ff71f1948666ecc6bfd27f440dcf

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In Education

Citations in the corpus

Developing critically reflective practice (2012, background): “According to Schön (1983), reflective practice involves: • Reflection-in-action.”
Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning through Practitioner-Based Collaborative Action Inquiry (2005, background): “Processes of reflection in its various forms and foci have received the most emphasis in this dialectic (Boud, Keogh, & Walker, 1985; Mezirow, 1991; O’Neil & Marsick, 1994; Schon, 1983), with entire journals even devoted to forms of reflective practice.”
Refining and regaining skills in fixation/diversification stage performers: the Five-A Model (2011, background): “Argued by action scientists as occurring mainly through a self-reflection of one’s actions (Markova, 1987; Schoen, 1983), this approach indicates the requirement for a ‘calling into consciousness’ or making explicit some form of tacit knowledge contained within the action itself (see also Argyris,…”
Jack of all, master of all? CEO generalist experience and firm performance (2019, background): “Through the reflection-in-action approach, professionals do “on the spot surfacing, criticizing, restructuring and testing of intuitive understandings of experienced phenomena” (Schon, 1983, pages 241–242).”
Common Sense Reasoning for Detection, Prevention, and Mitigation of Cyberbullying (2012, methodology): “Borrowing the framework from principles espoused by Donald Sch¨on 1983], a Re.ective User Interface is an array of so on on re.ective design [Sch¨lutions that might help stem or change the spread of hurtful online behavior.”
The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis (2020, background): “678), is seen as crucial to their professional development (Schön, 1983).”
Employability: A review of the literature 2012-2016 (2017, background): “Authors such as Kolb (1984), Schon (1991) and Moon (2004) are presented as architects of the impetus to use experiential learning, professional practice and employability development, respectively, as vehicles for reflection on learning.”
Using reflective writing within research (2005, background): “These may consist of field notes, but to be considered as reflective need to incorporate reflection-on-action (Schon, 1983) involving the writer interacting with and interpreting the data and recording their analytical processes.”
The Intersection of Culture and Achievement Motivation. (2011, methodology): “Experimentation and innovation were left completely up to the teachers, and a “reflective practice” approach (Schön, 1983) was used to foster teachers’ development.”
Teachers’ critical incidents: Ethical dilemmas in teaching practice (2011, background): “Therefore, to avoid this pitfall, it is recommended that each emerging theme be examined from different perspectives to better understand it (Schon, 1995).”
Using critical incidents in teaching to promote reflective practice (2013, background): “Schön (1983) referred to this type of reflection as retrospective thinking or “reflection-on- action” and “reflectionin-action.”
Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development (2020, background): “Reflection and learning are deeply intertwined with each other and reflections are central in integrating theoretical and practical competencies, as well as to raise awareness around implicit assumptions (Mezirow, 1997; Schön, 1983).”
The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development (2012, background): “…experience and associated reflective thinking is undertaken as a continuous stream of mental effort, a number of researchers have drawn attention to qualitative distinctions associated within reflective thinking (Daudelin, 1996; Duffy, 2008; Gray, 2007; Schön, 1983; Seibert & Daudelin, 1999).”
Theorising a model for teaching and assessing reflective learning in higher education (2013, background): “Schön’s (1983) work on the ‘reflective practitioner’ has also influenced many scholars interested in the work of”
Building a Lens for Critical Reflection and Reflexivity in Social Work Education (2010, background): “…liberatory practices (Freire, 1973), adult education (Knowles, 1980), experiential learning (Kolb, 1983), and reflective processes for professionals (Schön, 1983), providing social work educators with a framework for educating students and facilitating life-long learning (Lay et al., 2006).”