Reflective practice

Overview and research

Reflective practice is a form of evaluation that one undertakes to understand where one's strengths and weaknesses are in practice. Reflective practice can be based on the results of a specific intervention. For example, a mediated discussion between student and supervisor as a means of developing greater insights into, and ways in which, the relationship might be further developed.

Schön, writing about professional education in his well known book 'Educating the Reflective Practitioner' (1987), argues for recognition of 'a core of artistry embedded in skilful practice, an artistry that encompasses an 'art of problem framing, an art of implementation, and an art of improvisation..'. (p. 13). Learning the artistry of skilful practice, lies at the heart of learning how to do research and research supervision.

The approach to such learning, advocated by Schön, is to focus upon reflective practice, by:

• 'Knowing-in-action'
• 'Reflecting-in-action'
• Reflecting on 'reflecting-in-action'

Reflection is also central to experiential learning, or 'learning by doing', a phrase which can lead to an underestimation of what is at stake. The experiential learning cycle assumes learning is an iterative process of reflection on experience, leading to the formulation or rethinking of ideas that are then tested in action. In this way learners (research students or supervisors) become aware of their practice knowledge, and develop their ability to make sound professional judgements.

Critical to such learning from experience through reflection is dialogue with others: experts, experienced and inexperienced colleagues, students, and academics in different disciplines. It is in conversation with others that ideas are challenged, new approaches and perspectives are encountered, and notions of what is possible and what is 'good practice' are developed and shared. For this reason various structures and mechanisms for promoting such reflection are now common in professional education (See Ideas and Tools for some examples).

Prepared by Margot Pearson and based on the following research:

Kolb, D. (1993). The process of experiential learning. In M. Thorpe, R. Edwards & A. Hanson (Eds) Culture and process of adult learning: A reader. London, Routledge.

Schön, D. (1987) Educating the Reflective Practitioner. San Francisco, California: Jossey-Bass.

Ideas and tools

The fIRST web site has some suggestion for 'Interviewing' other supervisors. Discussing with the other members of a panel who provides: mentoring , coaching, institutional advice etc

The Student Perceptions of Research Supervision (SPORS) provides parallel questionnaires for students and supervisors

The Student-supervisor alignment tool kit can be used to discover if students and supervisors are 'on the same wavelength'

ANU information

Two experienced ANU supervisors have provided insight into how they have reflected on their supervisory practices

Professor Barry Hindess - Social Sciences

Professor Helen O'Neill - Biomedical Sciences

CEDAM has information on using evaluation for Promotion CEDAM Evaluation

ANU Teaching Forum

For College-specific information contact:

Currently colleges are compiling information for reflective practice of supervisors at ANU. In the meantime, contact the College Associate Dean (HDR) for more general college information.