Abstract
This chapter explores the debate to situate reflection in education, which problematises the reflective practice paradigm. Questions are raised about the role reflective activities play in the process of critical reasoning, part of a dominant, positivist educational philosophy rooted in the past. Socio-economic drivers have impacted on the quality of professional development and reflection on practice, and critics have questioned its effectiveness and validity. Despite this, reflective practice is embedded in professional education, though many urge a move beyond a technical-rational model. Twenty first century educators need skills as social mediator, learning facilitator and reflective practitioner. However, problems lie in how differing models of reflection are interpreted, impacting the positioning of reflective practice, with implications for the reflective practitioner role.
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© 2014 Linda Lawrence-Wilkes and Lyn Ashmore
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Lawrence-Wilkes, L., Ashmore, L. (2014). Problematising the Reflective Practice Paradigm. In: The Reflective Practitioner in Professional Education. Palgrave Pivot, London. https://doi.org/10.1057/9781137399595_2
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DOI: https://doi.org/10.1057/9781137399595_2
Publisher Name: Palgrave Pivot, London
Print ISBN: 978-1-349-48582-6
Online ISBN: 978-1-137-39959-5
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