ABSTRACT
This chapter examines how theorists position reflection at the heart of the improvement process and explains the multifaceted nature of this concept. For example, it introduces Dewey’s model of reflective thinking and its association with problem-solving; Schon’s distinctions between reflection in action and reflection on action; and Boud, Keogh and Walker’s interpretation of reflection, which incorporates feelings and emotions. Experiential learning theory is discussed, and links are drawn between this theory and learning styles and learning spaces. Strategies are introduced which enable the reader to engage in reflection in a number of ways and to evaluate how reflections can inform, guide and shape thinking, approaches to teaching and learning and future practice.
