Reflective practice, developing habits of mind

grantor: University of TorontoIn today's fast paced school environment principals must know their intentions and form actions by considering these intentions. Reflective practice is the active process of considering ones thoughts to reason and test responses for a given situation. This study examines reflective practice among six selected principals and illuminates the nature of their reflective process and the conditions that prompts reflection. It also considers how individual attributes influence this process. Reflective practice and related concepts such as action theory, praxis, problem solving and cognitive learning theory are examined in a review of the literature. These findings are incorporated into a dynamic conceptual framework to illustrate the working interaction of many factors in the reflective process. The reflective process itself is considered in terms of various phases; suggestion, problem, hypothesis, reasoning and testing. However, the purpose of the reflection, the reflector's training, experience and values, and the timing of the reflection in relation to the issues being reflected upon, are shown to influence the nature and extent of the reflective process. Since reflection is mainly a cognitive activity, it presents a number of methodological challenges requiring a variety of research methods. Participants are initially interviewed to find out about their educational philosophy, work orientation and perceptions about reflection. In other interviews participants reflect on vignettes and personal critical incidents. They are also observed in a staff meeting, student assembly and in an office session. Later, the same day, their think aloud responses about the researcher's observations are collected. The six participants identify reflection in a manner consistent with literature findings. Many participants tend to limit their comments to anticipatory and retrospective instances, and give less attention to contemporaneous reflection. Findings not only reveal an abundance of all three reflective forms, they show that contemporaneous reflection is an important link between retrospective and anticipatory reflection. Research findings illustrate how participants' reflection varies in purpose and quality. It also details the impact of the reflectors values, experience and training. Since knowledge not only entails facts and concepts but principles and affective detail, reflective practice is also seen as an ethical undertaking.Ed.D