ABSTRACT
The concept of ‘reflection’, reflective practice and critical reflective learning has and continues to be an important aspect of professional development. Research has shown (Boud et al., 1985; Burnard, 1995; Kolb, 1984) that reflection on experience can be thought of as a vehicle, through which learning occurs. Hence reflecting directly on professional practice should be a core element of the academic’s work. Mezirow (1992) reminds us that ‘reflection is generally used as a synonym for higher order mental processes. However, it demands more than drawing on what one already knows in order to act, it requires critical thinking aimed at examining and justifying one’s beliefs’ (p. 5). This suggests that if academics are to develop their practice, a process including both personal and professional growth, then critical reflection on practice will be central to the learning. Here development is taken as moving beyond the acquisition of new knowledge and understanding into questioning existing assumptions, values and perspectives.
