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Reflective Practice: Picturing Ourselves

  • Cyril P. Coombs
Part of the Studies in Educational Leadership book series (SIEL, volume 1)

Abstract

Professional literature portrays reflective practice as deliberately inquiring into one’s thoughts and actions to better examine a perceived problem so that a response might be reasoned and tested. Using a camera metaphor, this chapter examines reflective practice by comparing elements of reflective practice consistently identified in professional literature to the perceptions of six school principals. Issues examined include situations and concerns that prompt reflection, reflective timing, and the influence of values, training and experience in reflection.

Findings are based on field research data collected in the spring of 1999 with six principals in eastern Canada. Participants were interviewed about their perceptions of reflection and were requested to reflect on two vignettes pertinent to their work. Additionally, they were asked to reflect with the researcher on two situations of their own choice. The researcher also observed each participant for approximately five hours and then collected individual think aloud responses to these observations. This paper specifically addresses the practical application of values in reflective practice.

Keywords

Professional Development Ethical Leadership School Principal Role Ambiguity Reflective Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 2003

Authors and Affiliations

  • Cyril P. Coombs

There are no affiliations available

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