Models of Reflective Thinking

Abstract

Reflective thinking is defined as a way of thinking about educationalmatters that involves the ability to frame problems, makerational choices, assess intended and unintended conse-quencesand to assume responsibility for those choices. The complexityof educating children requires educators who are knowledgeable, skillful and flexible (Clift, Houston, & pugach, 1990). Reflection augments the repertoire and flexibility of edu-cators.Through the reflective process, educators also develop efleetlve teaching habits (Dewey, 1933; scnen. 1987, 1991; Sparks-langer, Colton, Pasch, & Starko, 1991). To provide practitioners with insight into the reflective process,this article outlines models of reflective thinking which have been initiated since the tum of the century. Common to each modei is a process through which reflection takes piace. (1) Reflection is brought about by a problem. (2) The problem cr~ates a need to access past experiences, knowledge and skillsfor resolution. (3) The experimentation which follows uses POSSlbte Interventions which are monitored lor success. (4) II succsssnn,the experience and intervention is accommodated Into the existing schema of the individual. II unsuccessful, renewedattempts lor equilibrium are made (Piaget, 1975). r The refleclive practitioner continuously cycles through the efIective process. Routine tasks are challenged, non-routine tasks are assimilated producing a shilt in the gestalt or para-~mOf the practitioner. Constant challenge, open-minded ISlonmaking, and the use of pre-established value systems and IUdgments stemming Irom external and internal sources raJsethe reflective level 01 practitloners (Clift et al., 1990). all Reflective thinking becomes a state of mind. However, not 'ndP~ctitloners function at the same level of reflection. Nor do ~ \V(dual practiti?ners function consistently at the same level. tioodeisat. reflective thinking delineate various levels of reftec-n of which technical, contextual and dialectical are the most ~~mon (Van Manen, 1977; Grimmett. MacKinnon, Erickson, Whe~cken, 1990). reaching simple competencies without regard for context. Often preservice and novice practitioners function at the teen-nical level due to limited schema other than personal past experience on which to draw interventions. Practitioners reflect at a contextual level when alternative practices are sought relative to knowledge and value commit-ments. Content is related to context and students' needs. Problems are analyzed and clarified on the basis of educative principles. Many experienced practitioners function at a contex-tuallevel 01 reliection (Clift et aI., 1990). At a dialectical level, practitioners value the exploration of problems by assessing internal and external environmental issues. Dialectical practitioners address moral, ethical and socia-political issues. A generai leeling of seif-understanding and individual autonomy pervades. Often the veteran practi-tioner reflects at the dialectical level when engaged in disci-plined inquiry. Few practitioners consistently reflect at the dialecticallevei (Clift et aI., 1990). Models of Rellective Thinking The process outlined above and the levels, or modes: of refleclion are inherent in many of the models of reflecnve think-ing lound in the literature. The reflective inquiry model which stemmed from Dewey's research (1933) serves as the semln?1 work on reflection. Other models presented are Van ,Manens (1977) levels of reflectivity which supyorted Habenmass (1970) theory 01 cognitive interests and Schon's (1983, 1987) reflectiVe thinking model which locuses on components of refleclion-In-action. Models (see Table 1) devised direclly through observa-tions and research of teacher educators were In'tl~ted by teacher educators such as Grimmett et al. (1990), Valli (1990~ Sparks-Langer et al. (1991), Eby and KUjawa (1994) an Lasley (1992).