ABSTRACT
Reflection and reflective practice (RP) continue to have a central position in professional education. This chapter provides a critical review of reflective practice, drawing attention to particular problems with its representation, as well as proposing a more evidence-based and data-led approach. It argues that applied linguistics needs to champion a description of RP's processes and impact by drawing on data-led accounts of RP across a range of contexts. Too many RP accounts rely on general summaries and so are not critical, transparent or usable by other practitioners. Such accounts do not engage with data or evidence from teachers or teacher education practitioners. One of the most influential perspectives on learning and professional development which has relevance to the process of RP is the socio-cultural learning perspective. Socio-cultural learning theory emphasizes the social, dynamic and collaborative dimensions of learning.
