Constructing and critiquing reflective practice

Abstract

The work of the late Donald Schön has become influential in the education of many professionals, including teachers. Yet, until recently, comparatively little attention has been paid to difficulties in Schön's work. This article attempts a critique of Schön's notion of reflection by interweaving philosophical concerns and empirical work, and concludes by suggesting that such a critique is capable of beginning to describe a new approach to reflective practice. © 1999, Taylor & Francis Group, LLC.