Summary

As health care professionals, reflection is something we all frequently do in our professional capacity, yet we may do so more often than we may explicitly realize. Reflective practice is about more than merely engaging in reflection. More specifically, reflective practice consists of the potential for knowledge

generation through reflection on experiences in professional practice. As noted in earlier sections of this article, there are many divergent and emerging

conceptualizations of reflective practice. The present work has drawn significantly on the foundational theoretical work of Donald Schön (Argyris & Schön, 1992; Schön, 1983, 1987; Schön & Rein, 1994) in an effort to define and consider the question of ‘What is reflective practice?’. In response to this question, some of the major theoretical assumptions about knowledge embedded in Schön’s reflective practice framework were highlighted, including: (a) knowing-how and knowing-that, (b) tacit knowledge, (c) theory of action, and (d) constructivist knowledge. Presentation of this information was followed by an overview of three key elements of reflective practice: (a) indeterminate zones of practice, (b)

framing reflection, and (c) knowing-in-action. Next, an examination of different types of reflection served to differentiate between: (a) reflection-in-action and (b) reflection-on-action. Lastly, a common case scenario was used to illuminate these concepts and to extend their applicability to the development of knowledge relevant for Speech-Language Pathology practice.

Drawing on this collective discussion, I suggest that reflective practice is an important, relevant, and critical framework to continue to develop within the

Speech-Language Pathology profession. Reflective practice is essential because of its potential to foster the development of professional knowledge in Speech- Language Pathology. Both scholars and practitioners have argued that there is a fundamental need to attend to the knowledge that may be generated through the process of reflection on one’s experience in practice. If such a process is

pursued by practitioners, the scope of knowledge relevant for Speech-Language Pathology practice may be more accurately depicted. Ultimately, however, the greatest value that will emerge from the use of such knowledge is the continuing capacity for the achievement of competent practice, a goal that will have both a direct and meaningful impact on those we serve.

4.1.8 References

Argyris, C., & Schön, D.A. (1992). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

Atkins, S., & Murphy, K. (1993). Reflection: A review of the literature. Journal of Advanced Nursing, 18(8), 1188-1192. doi: 10.1046/j.1365-

2648.1993.18081188.x

Bannigan, K., & Moores, A. (2009). A model of professional thinking: Integrating reflective practice and evidence based practice. Canadian Journal of Occupational Therapy, 76(5), 342-350.

Beecham, R. (2004). Power and practice: A critique of evidence-based practice for the profession of speech-language pathology. International Journal of Speech-Language Pathology, 6(2), 131-133. doi:

10.1080/14417040410001708576

Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice. New Jersey: Prentice Hall.

Brookfield, S. (1995). Becoming critically reflective: A process of learning and change. Becoming a critically reflective teacher (pp. 28-48). San Francisco: Jossey-Bass.

College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO) (n.d.). Quality Asssurance : 2011-2013 Online Self Assessment Program. Retrieved from

http://www.caslpo.com/QualityAssurance/20112013OnlineSelfAssessment Program/tabid/329/Default.aspx

Caty, M. È, Kinsella, E. A., & Doyle, P. C. (2009). Linking the art of practice in head and neck cancer rehabilitation with the scientist's art of research: A

case study on reflective practice. Canadian Journal of Speech-Language Pathology and Audiology, 33(4), 183-188.

Dewey, J. (1933). How we think: A restatement of the relation of reflective

thinking to the educative process (revised ed.). Boston, MA: D.C. Heath & Co.

Epstein, R. M. (1999). Mindful practice. The Journal of the American Medical Association, 282(9), 833-839. doi:10.1001/jama.282.9.833

Eraut, M. (1994). Developing professional knowledge and competence. Falmer Press: London.

Eraut, M. (1995). Schon shock: A case for refraining reflection-in-action? Teachers and Teaching, 1(1), 9-22. doi: 10.1080/1354060950010102 Ewing, R., & Smith, D. (2008). Doing, knowing, being and becoming: The nature

of professional practice. Professional practice in health, education and the creative arts (pp. 16-28). Oxford, UK: Blackwell Science.

Fosnot, C. T. (2005). Constructivism: Theory, perspectives, and practice (2nd ed.). New York: Teachers College Press.

Goodman, N. (1978). Ways of worldmaking. Brighton: The Harvest Press. Grimmett, P. (1988). The nature of reflection and Schön's contribution. In P.

Grimmett, & G. Erickson (Eds.), Reflection in teacher education (pp. 5-15). New York: Teachers College Press.

Higgs, J., & Titchen, A. (2001). Practice knowledge and expertise in the health professions. Jordan Hill, Oxford: Butterworth-Heinemann.

Higgs, J., Titchen, A., & Neville, V. (2001). Professional practice and knowledge. In J. Higgs, & A. Titchen (Eds.), Practice knowledge and expertise in the health professions (pp. 3-9). Jordan Hill, Oxford: Butterworth-Heinemann.

Jarvis, P. (1992). Reflective practice and nursing. Nurse Education Today, 12(3), 174-181. doi: 10.1016/0260-6917(92)90059-W

Kelly, G. (1963). A theory of personality: The psychology of personal constructs.

New York: W. W. Norton & Company.

Kinsella, E. A. (2000). Professional development and reflective practice:

Strategies for learning through professional experience, a workbook for practitioners. Ottawa, ON: CAOT Publication.

Kinsella, E. A. (2001). Reflections on reflective practice. Canadian Journal of

Occupational Therapy, 68(3), 195-198. doi: 10.1177/000841740106800308

Kinsella, E. A. (2006). Constructivist underpinnings in Donald Schön's theory of

reflective practice: Echoes of Nelson Goodman. Reflective Practice:

International and Multidisciplinary Perspectives, 7(3), 277-286. doi:10.1080/14623940600837319

Kinsella, E.A. (2007a). Technical rationality in Schön's reflective practice:

Dichotomous or non-dualistic epistemological position. Nursing

Philosophy, 8(2), 102-113. doi: 10.1111/j.1466-769X.2007.00304.x Kinsella, E.A. (2007b). Embodied reflection and the epistemology of reflective

practice. Journal of Philosophy of Education, 41(3), 395-409. doi:

10.1111/j.1467-9752.2007.00574.x

Kinsella, E.A. (2010a). Professional knowledge and the epistemology of reflective

practice. Nursing Philosophy, 11(1), 3-14. doi: 10.1111/j.1466-

769X.2009.00428.x

Kinsella, E.A. (2010b). The art of reflective practice in health and social care:

565-575. doi: 10.1080/14623943.2010.506260

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14(4), 595-621. doi: 10.1007/s10459-007-9090-2 McAllister, L., & Lincoln, M. (2004). Clinical education in speech-language

pathology. London, UK: Whurr.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 3-24. doi: 10.1177/074171368103200101

Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. New York, NY: Routledge.

Osterman, K.F., & Kottkamp, R.B. (1993). Reflective practice for educators: Improving schooling through professional development. Newbury Park, CA: Corwin Press.

Polanyi, M. (1967). The tacit dimension. London: Routledge and K. Paul.

Reynolds, M. (1998). Reflection and critical reflection in management learning. Management Learning, 29(2), 183-200. doi: 10.1177/135050769829200 Richardson, B., Higgs, J., & Abrandt Dahlgren, M. (2004). Recognising practice

epistemology in the health professions. In J. Higgs, B. Richardson & M. Abrandt Dahlgren (Eds.), Developing practice knowledge for health professionals (pp. 1-14). Edinburgh: Butterworth-Heinemann.

Rogers, R. R. (2001). Reflection in higher education: A concept analysis.

Innovative Higher Education, 26(1), 37-57. doi: 10.1023/A:1010986404527 Roulstone, S. (2011). Evidence, expertise, and patient preference in speech-

language pathology. International Journal of Speech-Language Pathology,

13(1), 43-48. doi: 10.3109/17549507.2010.491130

Ryle, G. (1949). The concept of mind. London: Hutchinson.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action.

New York: Basic Books.

Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-

Bass.

Schön, D.A., & Rein, M. (1994). Frame reflection: Toward the resolution of

intractable policy controversies. New York: Basic Books.

Sheepway, L., Lincoln, M., & Togher, L. (2011). An international study of clinical

education practices in speech-language pathology. International Journal of

Speech-Language Pathology, 13(2), 174-185. doi: 10.3109/17549507.2011.491129

van der Gaag, A., & Anderson, C. (2005). The geography of professional practice: Swamps and icebergs. In C. Anderson, & A. Van der Gaag

(Eds.), Speech language therapy: Issues in professional practice (pp. 1-9).

London, UK: Whurr.

van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: SUNY Press.

von Glasersfeld, E. (1989). Facts and the self from a constructivist point of view.

Poetics, 435-448. doi: 10.1016/0304-422X(89)90041-7

von Glasersfeld, E. (1983). Learning as constructive activity. Proceedings of the

5th Annual Meeting of the North American Group of Psychology in Mathematics Education, Montreal: PME-NA, 1, 41-101.

Chapter 5