Donald Schon (1983, 1987) - Reflection and The Professional

DONALD SCHON (1983, 1987) – REFLECTION AND THE PROFESSIONAL
Schön (1991) presented the concept of 'reflection in action' and 'reflection on action':
Reflection In Action:
Experiencing
Thinking on your feet
Thinking about what to do next
Acting straight away
Reflection In Action:
Thinking about something that has happened

Thinking what you would do differently next time
Taking your time
Schon, however, concentrated on the use of rational reflection within the understanding and development of
professional practice. Schon argued that the application of theory within practice is driven by reflection, the use of such
a process ultimately leading to a state of expertise. His goal was therefore to make the tacit knowledge which
epitomizes expertise explicit so that it could be considered and improved, and that reflection-on-action, the
retrospective analysis of experience, would drive that process.
Example of using Schön's model:
Reflection in action:
You are in a lecture and keep being distracted by thinking about what to have for lunch!
You want to get the most from the lecture so need to find a way to help you focus.
You decide to start making some notes of the key points.
Reflection on action:
You notice that sometimes after a lecture you can’t remember what was covered.
You find out about the lecture topic in advance and write down some questions you want answered.
You make notes during the lecture to help you focus.
You arrange to go for a coffee after the lecture and talk with your peers about what was presented, to help you
understand and form your own opinions.
You file your lecture notes and any handouts.
Interestingly, Schon also proposed a form of reflection-in action, in which reflection is seen as part of active thought. He
suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the
defining characteristics of professional practice. He argued that the model of professional training which he termed
"Technical Rationality"of charging student-teachers up with knowledge in training schools so that they could discharge
when they entered the world of practice, perhaps more aptly termed a "battery" model has never been a particularly
good description of how professionals "think in action", and is quite inappropriate to practice in a fast-changing world.
The cultivation of the capacity to reflect in action (while doing something) and on action (after you have done it) has
become an important feature of professional training programs in many disciplines, and its encouragement is seen as a
particularly important aspect of the role of the mentor of the beginning professional. Indeed, it can be argued that real
reflective practice needs another person as mentor or professional supervisor, who can ask appropriate questions to
ensure that the reflection goes somewhere, and does not get bogged down in self-justification and self-pity.
Schön’s model of reflection pros and cons:
Strengths:
It is flexible and perhaps less time-consuming than other models because it can be performed during and/or
after the event (Cambridge Assessment, 2018)
It may help to build stronger management skills/dynamism, since it encourages learners to reflect in action and
then react immediately. Therefore, it can be especially useful for learners working in careers where they need to
be able to make fast, effective decisions (Kinsella, 2010).
This model acknowledges the tacit or implicit knowledge of practitioners (Kinsella, 2010). Moreover, Schon
values the ‘artistry ‘of the practitioner and tries to open their eyes to what they already know (1983). This is
empowering for the practitioner.
Weaknesses:
Reflecting ‘during’ an event could make the learner self-consciousness and/or anxious (Mackintosh, 1998).
This is not a stage model, so it does not attempt to explain the stages of reflection/learning.
Some have argued that it is wrong to assume that the act of reflection is a semi-intuitive process, since this
implies that reflection is an ability some have and some simply do not have (cited in Herbert, 2015). This is
therefore not empowering for all. However, I would argue that this criticism misunderstands Schon’s theory.
It does not acknowledge the important role of peer reflection (Kettle and Sellars, 1996).
Finally, reflection begins with the recognition of a dilemma and an effective response. This process of "catching oneself"
is necessary for reflectivity. This emotional awareness provides a bridge to critically (although nonjudgementally)
analyze bases assumptions and beliefs about students, learning, and one's practice of teaching. Developing a reflective
process involves asking and answering the fundamental questions of:
What do I do?
How do I do it?
What does this mean for both myself as a professional and those whom I serve?

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DONALD SCHON (1983, 1987) – REFLECTION AND THE PROFESSIONAL

Thinking about something that has happened

Example of using Schön's model:

Schön’s model of reflection pros and cons:

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