ABSTRACT
Ash views reflective practice as a culturally mediated, metacognitive, social process for transforming educators’ practices and beliefs. She reviews action-research and situated reflective practice historically relating them to modern learning theories. She suggests a fundamental adaptation of the ‘Standard Model’ as derived from Schön’s and Dewey’s research. This adaptation both updates reflective practice and expands our thinking about the next generation of work. She discusses critical reflective practice, especially change in belief followed by change in action, particularly in regard to working with visitors from culturally and linguistically diverse backgrounds. Her theoretical frame is sociocultural, incorporating cultural-historical activity theory (CHAT).
