Waikato Journal of Education


The concept of the reflective practitioner (Schon, 1983) informs the work of many professionals, including educators of professionals. W hile theory concerning what it means to be a reflective practitioner is relatively well developed and widely known, there is less familiarity with the repertoire of specific thinking skills that can be used as reflection tools. In this paper, I draw on scholarship on reflection and reflective practice, as well as my o w n reflected-on experiences, to establish a case for teaching specific reflection skills. A selection of those skills is described and discussed.

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