Using Action Research and Structured Feedback to Develop Reflection

In the Manen (Curriculum Inquiry 6:205–228, 1977) hierarchy, reflection can be technical, practical or critical. Following on from the development in Chap.  4 of a model of reflection based on van Manen’s hierarchy, this chapter describes how action research can be used to develop reflective practice. Examples from intern teachers’ action research reports are used to illustrate how a teacher or mentor can guide the development of written reflections, using four of Reiman,s (Teaching and Teacher Education 15:597–612, 1999) response categories in the zone for proximal reflection and van Manen’s reflection hierarchy. The chapter concludes with an argument for action research as a logical capstone authentic assessment in a professional preparation program but also as a worthwhile process to add to a professional’s learning repertoire.