What is reflective practice?

‘Reflective practice’ broadly refers to approaches and tools facilitating critical interrogation of professional practice in the social professions, those “whose role it is to work with people who are regarded as in need of support, advocacy, informal education or control” (Banks & Nøhr, 2003:8). Classroom practice of teachers, for example, is perceived as an ongoing interplay of individual, role, craft, context, setting and interpersonal dynamics; an effective practitioner would be one who can consider, critically evaluate and develop these elements. As a result, to this end students on professionally qualifying programmes are increasingly required to engage in reflective practice. Indeed, the significance of reflective practice has grown such that in some countries (e.g. UK, USA), it is becoming recognized as a significant element of graduateness for all students at Higher Education level. This chapter charts the principles and practices encompassed by the term ‘reflective practice’.