ABSTRACT
In the past two decades the focus on reflection, or on being/becoming a reflective practitioner, has gained popularity in a wide range of contexts that include education (Smyth 1991), graphic design (Poynor 1994), art (Roberts 2001), engineering (Adams et al. 2003), and medicine (Middlethon and Aggleton 2001). The resurgence of interest in the notion of reflection can largely be attributed to the work of Schön (1983) who discussed reflection in relation to architecture, town planning, engineering and management. Reflection is a term that has multiple interpretations that include: ‘turning a subject over in the mind and giving it serious and consecutive consideration’ (Dewey 1910: 3); having ‘a capacity for autonomous professional self-development through systematic self-study’ (Stenhouse 1975: 144); the study of other professionals; and the testing of ideas in practice (Stenhouse 1975).
