How to ... be a reflective practitioner.

Much has been written about theory and practice in the law, and the tension between practitioners and theorists. Judges do not cite theoretical articles often; they rarely "apply" theories to particular cases. These arguments are not revisited. Instead the Essay explores the working and interaction of theory and practice, practitioners and theorists. The Essay starts with a story about solving a legal issue using our intellectual tools - theory, practice, and their progenies: experience and "gut." Next the Essay elaborates on the nature of theory, practice, experience and "gut." The third part of the Essay discusses theories that are helpful to practitioners and those that are less helpful. The Essay concludes that practitioners theorize, and theorists practice. They use these intellectual tools differently because the goals and orientations of theorists and practitioners, and the constraints under which they act, differ. Theory, practice, experience and "gut" help us think, remember, decide and create. They complement each other like the two sides of the same coin: distinct but inseparable.

Of Theory and Practice

Interpreting qualitative data

Social Work: Critical Theory and Practice

Reflection has become an accepted component of teacher education programs. Yet the concept has been much criticized, in particular its role in improving professional practice. This paper provides an overview of persistent and emerging criticisms of reflection, as well as a discussion of approaches taken to reflection in the literature since 2005. Two issues, context and identity, are revealed as predominant in the recent discussions of reflection. Recommendations stemming from the literature for better understanding reflection and for enhancing its role in teacher education are outlined, and a commentary on the possible impacts of adopting these recommendations in teacher education is included.

Reflection in teacher education: issues emerging from a review of current literature

The aim of this study is to explain the experiences of final-year students in making meaning of their world of practice through critical reflection and to construct a substantive theory of this explanation. The design of this study was interpretive, following an emergent iterative process, where six semi-structured interviews were conducted with final-year Community Learning and Development (CLD) students. The data were analysed through grounded theory principles of constant comparison, memoing and theoretical sampling and a substantive theory of ‘The Transformative Journey to Reflexivity’ was developed. It is proposed that this model provides a useful explanation of the processes of developing reflexivity in CLD practice. It is also argued that the model could be used in teaching and learning situations to explain critical reflection development. The model was tentatively tested to check for transferability across other ‘people’ professions.

A model of the transformative journey into reflexivity: an exploration into students’ experiences of critical reflection

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A model of the transformative journey into reflexivity: an exploration into students’ experiences of critical reflection