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Schön devoted a trilogy of books, which included The Reflective Practitioner (1983), to his argument for reflection and his notion of the reflective practice inquiry. [9] This emerged out of a self-described inability to understand the process of planning, which included his failure to determine what his students learned from field work ...
Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurred that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher ...
The organizational deutero-learning concept identified by Argyris and Schon [7] [8] defines when organizations learn how to carry out single-loop and double-loop learning. It has also been described as learning how to learn [ 9 ] through a process of collaborative inquiry and reflection (evaluative inquiry).
Assimilating: People of this kind of learning style prefer good clear information, they can logically format the given information and explore analytic models. They are more interested in concepts and abstracts than in people. Characteristics include abstract conceptualization and reflective observation.
Donald Schon expanded upon Dewey's model by focusing further upon the importance of reflective practice in the learning process. Schon was a proponent of using reflection in teacher education and other professions to guide learning through reflection on past experiences to guide future learning and practice, as evidenced in his 1996 work ...
A third example of experiential learning involves learning how to ride a bike, [13] a process which can illustrate the four-step experiential learning model (ELM) as set forth by Kolb [14] and outlined in Figure 1 below. Following this example, in the "concrete experience" stage, the learner physically interacts with the bike in the "here and ...
Double-loop learning is used when it is necessary to change the mental model on which a decision depends. Unlike single loops, this model includes a shift in understanding, from simple and static to broader and more dynamic, such as taking into account the changes in the surroundings and the need for expression changes in mental models. [3]
Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience. [ 1 ]