Transforming thought through reflective experiential learning

Abstract

Through the it is not a specific process but one of many approaches process of situational reflection, this paper examines how reflection on experience can be used as a tool for improving teacher practice. Examinations at the end of a university semester revealed that educators–beginners have become resilient to applying reflective thought to practice due to a lack of direction or specific knowledge about the process of reflection. Adapting Kolb’s model of experiential learning to transformational and reflective learning processes, this research suggests that reflection needs to be outlined and defined for it (for what?) Kolb’s model of experiential learning (perhaps “for its being purposefully and meaningfully applied to learning”?) to purposefully and meaningfully apply to learning. In essence, this study examines how reflective processes enhance experiential learning, identifies the role of reflection in learning and instruction, and offers recommendations as to how reflection can be incorporated into teacher practice.