ABSTRACT
This chapter explains how qualitative distinctions between descriptive, comparative and critical reflective conversations have been interpreted within the Framework of Reflective Practice and explores how reflective conversations and narrative enquiry incorporate different types of questions and different patterns of thinking. It considers how seminal theorists distinguish between reflective and routine practice, progressive stages of epistemological cognition, reflective reasoning and the characteristic features of critical thinking as students, early career and experienced teachers move from the dualist to the relativist position. Qualitative distinctions in the types of reflective conversations teachers engage in and exemplify are also an indicator of the extent to which they move from surface, deep to transformative learning. The term ‘critical’ has been used to think about practice as a reflexive, open-minded process, built upon a sound knowledge and skills base, which takes account of different assumptions, experiences, perspectives, socio-cultural-political contexts and power relations.
