A Critical Framework

Abstract

This chapter considers She scope for reflective practice in education and implications for the reflective practitioner. In raising questions of validity and context, problems emerge. Empirical evidence suggests that a systematic approach within dominant positivism may influence a skills-focused interpretation of reflective models leading to mechanistic reflective activities. Challenging the theory-practice divide, applied learning roots theory in practice and context to underpin an integrated approach of critically reflective rational enquiry. A critical framework suggests wider scope for reflective activities to achieve depth of reflection, which can validate learning at any stage of the developmental process of criticality. Critically reflective activities combine self-reflection and rational discourse for metacognition, enquiry and metacritique for an inclusive reflective practitioner role.