Master Schon’s Reflection: Action & On-Action!

Understanding Schön’s Reflection: Action and On-Action

Donald Schön’s concept of reflection, specifically reflection-in-action and reflection-on-action, provides a powerful framework for professional development and learning. Effectively presenting this concept requires a structured and insightful article layout. This guide will explore how to best organize an article focusing on "Schön reflection in action and reflection on action."

Defining Schön’s Core Concepts

The initial section must clearly define and differentiate between the two core concepts.

Reflection-in-Action Explained

• Definition: Reflection-in-action occurs during the activity itself. It’s about thinking on your feet, adapting to unforeseen circumstances, and modifying your approach in real-time.
• Characteristics:
  • Spontaneous and intuitive
  • Occurs while the practitioner is engaged in the task
  • Driven by surprise, puzzlement, or a sense of inadequacy
  • Leads to immediate adjustments in behavior

Example: A teacher notices students struggling with a particular concept during a lesson. The teacher immediately changes their teaching method, perhaps using a different analogy or breaking the concept down into smaller steps. This is reflection-in-action.*

Reflection-on-Action Explained

• Definition: Reflection-on-action happens after the event has concluded. It’s a deliberate process of reviewing, analyzing, and learning from past experiences.
• Characteristics:
  • Deliberate and retrospective
  • Occurs after the activity has finished
  • Involves critical analysis of the experience
  • Aims to improve future practice

Example: After the lesson, the teacher reviews student feedback and their own observations. They identify what worked well and what didn’t, and they plan to adjust their teaching for future lessons. This is reflection-on-action.*

Illustrating the Relationship

Understanding the relationship between these two types of reflection is crucial.

• Reflection-in-action often prompts reflection-on-action. The "surprises" and adjustments made during an activity become valuable material for later analysis.
• Reflection-on-action, in turn, informs future reflection-in-action. Lessons learned from past experiences shape how a practitioner approaches similar situations in the future.

A simple table can illustrate this relationship:

Feature	Reflection-in-Action	Reflection-on-Action
Timing	During the activity	After the activity
Focus	Immediate adjustments	Long-term learning
Driving Force	Surprise, Puzzlement	Analysis, Evaluation

Applying Schön’s Reflection in Different Fields

Showcasing the broad applicability of Schön’s reflection will enhance the article’s value.

Education

• Examples: Teachers reflecting on lesson plans, classroom management techniques, and student interactions.
• Benefits: Improved teaching effectiveness, increased student engagement, and personalized learning experiences.

Healthcare

• Examples: Doctors reflecting on diagnoses, treatment plans, and patient communication.
• Benefits: Enhanced diagnostic accuracy, improved patient outcomes, and increased professional competence.

Engineering

• Examples: Engineers reflecting on design flaws, project management challenges, and system failures.
• Benefits: Optimized designs, efficient project execution, and safer systems.

Management

• Examples: Managers reflecting on team dynamics, decision-making processes, and leadership styles.
• Benefits: Improved team performance, effective decision-making, and strong leadership.

Techniques for Fostering Reflection

This section outlines practical strategies for individuals and organizations to cultivate reflective practices.

Journaling

• Regularly writing down experiences, thoughts, and feelings can facilitate both reflection-in-action (by noticing patterns) and reflection-on-action (by reviewing past entries).

Mentorship and Peer Observation

• Discussing experiences with mentors or observing peers provides valuable feedback and alternative perspectives.

Structured Reflection Exercises

• Using specific prompts or frameworks (e.g., Gibbs’ Reflective Cycle) can guide the reflective process.

Post-Action Reviews

• Conducting formal reviews after significant events (e.g., project completion, patient treatment) allows for systematic analysis and learning.

Potential Challenges & Mitigation

Acknowledging the challenges associated with reflective practice adds depth to the article.

• Time Constraints: Reflective practice requires dedicated time, which can be challenging to find in busy schedules.

  • Mitigation: Schedule specific time for reflection, even if it’s just a few minutes each day.

• Lack of Self-Awareness: Some individuals may struggle to identify their own biases and assumptions.

  • Mitigation: Seek feedback from others and engage in self-assessment exercises.

• Fear of Criticism: Individuals may be hesitant to reflect honestly if they fear judgment or negative consequences.

  • Mitigation: Create a safe and supportive environment where reflection is encouraged and valued.

Ethical Considerations

Highlighting the ethical implications of reflection is important, especially in professions that directly impact others.

• Confidentiality: Maintaining confidentiality when reflecting on sensitive client or patient information is crucial.
• Objectivity: Strive for objectivity in analysis, avoiding personal biases or prejudices that could influence decisions.
• Professional Responsibility: Reflection should be used to improve professional competence and ensure ethical practice.

Hopefully, this gives you a solid grasp of schon reflection in action and reflection on action! Now go forth and reflect!