A General Model for Developing Skills in Reflection, and Understanding the Zone of Proximal Reflection

This chapter presents a general, interactive and interconnected model for the development of reflection, using Manen’s (Curriculum Inquiry 6:205–228, 1977) definitions and his hierarchy of technical, practical and critical reflection. These levels of reflection are connected with timing (reflection-for-action, in-action and on-action) and the substantive area where action takes place (the situational, the phenomenological, and social structures). The value of support from others is highlighted in the discussion of a ‘zone of proximal reflection’ (Reiman in Teach Teach Educ 15:597–612, 1999), a concept that describes the area within which support and challenge are needed for further progress to occur. This concept is not new but is very helpful for thinking about how to develop over time skills in critical reflection.