Embedding Reflection in Professional Practice

Professional growth and development require a shift from an apprenticeship approach, where the practices of others are emulated, to self-authorship, where a person develops one’s own identity and beliefs. This development is based on inquiry and testing, which in turn are based on reflective analysis and action. Learning from experience involves reflecting on that experience. Scaffolding and support are required from supervisors and mentors for undergraduates and novice professionals to develop a reflective approach. Practice-based educators need to provide metacognitive scaffolds within the learner’s zone of proximal development so that progress in reflecting can occur within the zone of proximal reflection. This chapter discusses various approaches that facilitate this embedding of reflection in professional contexts, through reflection for-, in- and on-practice. Some strategies for educators to use to support the development of reflection are provided.