Schon's Theory of Reflective Practice

Schon's Theory of Reflective Practice distinguishes three elements of practice:

• Knowing in action: The spontaneous observable behavior(s) of skillful performances that cannot be ascribed to rules or predetermined plans. It reflects the non-logical thinking processes that are made known only by the judgment, decision, or action. Examples range from riding a bicycle to instant analysis of complex math problems; both forms of tacit knowledge can be potentially explained, but the descriptions are only partial constructions of that knowledge.
• Reflection in action: Reflection in action is the process of making sense of a unique situation as it evolves and creates opportunity for further inquiry and discovery. It is an internal conversation that begins when the professional develops an understanding of the situation and continues throughout the process until a solution has been defined. The professional considers each obstacle encountered within the situation as a potential opportunity for planning strategies of action and each action is considered an experiment. When a professional verbalizes reflection in action, she describes her intuitive understandings of the situation and the process she is employing.
• Reflection on action: The individual stops to reflect on an event to plan a strategy(ies) that may resolve the situation. Intervals during the event commonly provide an opportunity for reflection on action, yet this is only applicable to those situations where pausing to think would not result in serious consequences.

(Schon, 1983, 1987)
References

Schon, D. A. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books, Inc.

Schon, D. A. (1987). Educating the Reflective Practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

RETURN