Reflective Writing, Higher Education and Professional Practice

Abstract

This article considers the application of reflection via reflective writing in education for built environment professional disciplines such as spatial planning and surveying, and how this is linked to subsequent application in professional practice. It stems from the experience of the author as a teacher in higher education for spatial planning at undergraduate and postgraduate levels, and as an assessor for the Royal Town Planning Institute’s Assessment of Professional Competence, which has reflective practice involving reflective writing as an essential component. The article is based on documentary review and action research, and it identifies and explores a potential gap (in both higher education and practice) between the potential for reflection to form the basis for transformation and lifelong learning, and the frequent reality of a more limited, instrumental approach and attitude. This gap, it is asserted, implies the need to prepare students more effectively in higher education for reflective writing, learning and practice. Keywords: