Reflective Practice in Adult Education. ERIC Digest No. 122.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Reflective Practice in Adult Education. ERIC Digest No. 122.
Quelle	(1992), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Cognitive Processes; Educational Philosophy; Experiential Learning; Learning Theories; Problem Solving; Reflective Teaching; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Bildungsphilosophie; Erziehungsphilosophie; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Problemlösen; Theorie-Praxis-Beziehung
Abstract	Reflective practice is a mode that integrates thought and action with reflection. Learning is dependent upon the integration of experience with reflection and of theory with practice. Experience is a basis for learning but reflection is the essential part of the learning process because it results in making sense or extracting meaning from the experience. The stage is set for reflection when "knowing-in-action" produces an unexpected outcome. This outcome can lead to "reflection-on-action" or "reflection-in-action." Reflective practice has both advantages and disadvantages: it can positively affect professional growth but is time consuming and may involve personal risk. Engaging in practice requires both knowledge of practice and awareness of professional and personal philosophy. Because programs take place in settings characterized by ambiguity, complexity, variety, and conflicting values, educators must make choices about the nature of practice problems and how to solve them. The essence of effective practice in adult education is the ability to reflect in action. Reflective practice can be a tool for revealing discrepancies between espoused theories and theories-in-use. The DATA process, which helps engage individuals in reflective practices, consists of four steps: describe, analyze, theorize, and act. (13 references) (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC