Reflective practice is currently applied in many spheres, including education (to promote sufficient knowledge), healthcare (to improve clinical practice outcomes), and communication (to focus on clarity and cooperation). Many theorists have made certain contributions to this approach, sharing their methods and ideas about the worth of reflective practice in education. Some critical theories in the field of education are experiential learning by Kolb and Fry, the theory of action by Argyris and Schön, and Gibbs’s reflective cycle. Each theory has its advantages and disadvantages in reflective practice, proving the importance of learning as many educative means as possible.
The strengths of the chosen theories include the possibility of using personal observations and attitudes toward the offered material. According to Kolb and Fry (cited in Suaib, 2022), learners should address their personal experiences and knowledge to reflect on their tasks and be successfully exposed to the experience. Argyris and Schön aimed to explain human behaviors through the prism of continuous education and practice (cited in Arms Almengor, 2018). Gibbs improved his model by addressing each step and task of learning, including the worth of description, feelings, and analytical thinking in learners (cited in Adeani, Febriani, and Syafryadin, 2020). All these theories are easy to understand and apply in reflective practice. Other advantages are based on extensive time frames and the promotion of accurate judgments of human behaviors.
At the same time, such shortages as a lack of critical thinking and creativity in reflecting on the offered practice. All learners seem trapped within certain boundaries that deprive them of the possibility to take the steps they prefer. Teachers need to cooperate with students who use different learning styles, and it would be difficult to cooperate within the same reflective classrooms and avoid biases. Too much attention to learners’ feelings might prevail, reducing the power of common knowledge. In general, the offered theories have drawbacks, but their benefits are more important because they create welcoming environments for students and teachers.
Reference List
Adeani, I. S., Febriani, R.B. and Syafryadin, S. (2020) ‘Using Gibbs’ reflective cycle in making reflections of literary analysis’, Indonesian EFL Journal, 6(2), pp. 139-148.
Arms Almengor, R. (2018) ‘Reflective practice and mediator learning: a current review’, Conflict Resolution Quarterly, 36(1), pp. 21-38.
Suaib, N. R. A. (2022) ‘Reflective practice in teacher education: a look into past and present theories, and some pertinent issues’, Tell: Teaching of English Language and Literature Journal, 10(1), pp. 51-62.