D3: Reflective Learning Theory
Of the triad of theories, i.e. transformative, experiential, and reflective, it is the reflective theory that influences and shapes the other two. First, however, it is important to briefly establish what reflective practice is and the value it has in learning before demonstrating how it influences and shapes the other two.
Definition and Value of Reflective Learning
According to Merriam, Caffarella, and Baumgartner (2007), reflection “allows one to make judgments in complex…situations…based on…prior knowledge.” (p. 172) Loughran (2002) posits that it is often the occurrence of a problem or perplexing situation that initiates reflective practice. Thus, Merriam, et al. (2007) suggest a four-element approach to problem-solving using reflection: 1) deliberately slow down, 2) maintain an open perspective, 3) actively and consciously process thoughts, and 4) examine beliefs, goals and practices.
Using reflection can have real value, especially from an educational perspective. Loughran (2002) cites such ideas as deeper understanding of teaching, better understanding of what is known not only on the part of the instructor but also on the part of the student, development of knowledge and understanding of both the subject matter as well as the reflective process itself, and the ability to improve professional judgment. He suggests that “reflection is effective when it leads the teacher to make meaning from the situation in ways that enhance understanding.” (Loughran, 2002, p. 36) This is what he calls effective reflection. Despite these and other reflective behaviors, Merriam, et al. (2007) suggests two central practices: reflection-on-action and reflection-in-action. For reflection-on-action there is a reevaluation process that occurs after a situation has taken place in order to determine what could have been done differently. Conversely, reflection-in-action is responding to a situation as it is occurring. Effective reflection includes knowing one’s own personal style, i.e. reflection-on-action versus reflection-in-action. Which are you?
Influence of Reflection on Transformative and Experiential Theories
In order for the transformative process to occur, according to Merriam, et al. (2007) an experience is needed but with that experience critical reflection is necessary, as well as reflective discourse before action can take place. Then it is through the action that transformation can transpire. However, just having an experience will not lead to transformation without a reflective process in between. Therefore, the value comes when reflection is part of an experience in order for a transformation to be undertaken.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning
about teaching. Journal of Teacher Education, 53(1), pp. 33-43.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood:
A comprehensive guide (3rd ed.).
