ABSTRACT

Doctoral students — regardless of their discipline — are expected to actively take part in the knowledge creation process at universities. Through the original contribution, they are expected to create, they are supposed to become experts in their chosen field of study. However, various authors (Danby and Lee, 2012; Lin and Cranton, 2005; Manathunga and Goozée, 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice. Along the way towards developing expertise, various forms of knowledge and skills are required, but reflection is the most significant skill separating the novices from the experts (Daley, 1999). While reflection is apparently an important outcome of learning, scholars also agree that learning is an outcome of reflection (Seibert and Daudelin, 1999; Loughran, 1996). Accordingly, reflection is best understood as a constitutive part in the whole process of learning (Boud et al., 1985; Mezirow, 1991; Schön, 1983). Rogers (2001: 41) synthesizes the work of key scholars (Boud et al., 1985; Dewey, 1933; Langer, 1989; Loughran, 1996; Mezirow, 1991; Schön, 1983; Seibert and Daudelin, 1999) into the following definition of reflection:

reflection as a cognitive and affective process or activity that (1) requires active engagement on the part of the individual; (2) is triggered by an unusual or perplexing situation or experience; (3) involves examining one’s responses, beliefs, and premises in light of the situation at hand; and (4) results in integration of the new understanding into one’s experience.