How important is it to be a reflective practitioner in education
today? Is reflection viewed as subjective, a 'shape-shifting'
approach to truth-seeking - or a critical developmental process
leading to emancipated thinking? While many believe reflective
practice promotes development, critics have questioned its
effectiveness and validity in learning. Using practice-based
research, this book examines the reflective practitioner role and
the scope of reflective activities in professional practice,
revealing that critical thinking is rooted in a philosophical
debate about notions of truth linked to differing learning
approaches. The Reflective Practitioner in Professional Education
considers how a dominant scientific learning approach influences
the reflective practitioner role and related reflective activities.
Emerging ideas present an argument for an inclusive reflective
practitioner role within an applied learning approach.
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