Handbook of Reflection and Reflective Inquiry

Mapping a Way of Knowing for Professional Reflective Inquiry

  • Nona Lyons

Table of contents

  1. Front Matter
    Pages i-xxxiii
  2. Reflection and Reflective Inquiry

  3. Foundational Issues: Needed Conceptual Frameworks

  4. Reflective Inquiry in the Professions

    1. Front Matter
      Pages 63-66
    2. Ken Zeichner, Katrina Yan Liu
      Pages 67-84
    3. Filippa Marullo Anzalone
      Pages 85-99
    4. C. Anthony Ryan
      Pages 101-130
    5. Ellen S. Cohn, Barbara A. Boyt Schell, Elizabeth Blesedell Crepaeu
      Pages 131-157
    6. Hesook Suzie Kim, Laurie M. Lauzon Clabo, Patricia Burbank, Mary Leveillee, Diane Martins
      Pages 159-172
    7. Marian Murphy, Maria Dempsey, Carmel Halton
      Pages 173-188
    8. Cheryl J. Craig
      Pages 189-214
    9. Stephen Brookfield
      Pages 215-236
  5. Facilitating and Scaffolding Reflective Engagement: Considering Institutional Contexts

    1. Front Matter
      Pages 255-256
    2. Michaelann Kelley, Paul D. Gray Jr., Donna J. Reid, Cheryl J. Craig
      Pages 273-298
    3. Steve Seidel
      Pages 299-313
  6. Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry

  7. Approaches to Assessing Reflective Practice and to the Ethical Dimensions of Reflection and Reflective Inquiry

  8. Reflective Inquiry: What Future?

  9. Back Matter
    Pages 579-605

About this book


Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry—and why it’s necessary in our lives—can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Green and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook of Reflection and Reflective Inquiry analyzes through the work of 40 internationally oriented authors:

  • Definitional issues concerning reflection, what it is and is not
  • Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education
  • Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law, among others
  • Methods of facilitating and scaffolding reflective engagement
  • Current pedagogical and research practices in reflection
  • Approaches to assessing reflective inquiry

Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times.


Adult Education Assessing Reflective Inquiry Conceptual Framework Ethical Issues of Reflective Inquiry Future of Reflective Medical Education Nursing Education Professional Education Professional Pedagogies Professional Research Reflective Engagement Reflective Inquiry Reflective Inquiry Professions Teaching Reflective Inquiry education

Editors and affiliations

  • Nona Lyons
    • 1
  1. 1.Dept. EducationUniversity College CorkCorkIreland

Bibliographic information