The use of reflection-in-action by adult educators: An inquiry into Schon's’s epistemology of practice
Abstract
This qualitative study documented the use of reflection-in-action by adult educators in problematic situations. The results demonstrated that novice and experienced reflecting educators use reflecting-in-action and reflecting-on-action as a means to develop expertise. The results indicated that experience alone is not the "master teacher" of the reflective process.
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Recommended Citation
Ferry, N. M.
(1995).
The use of reflection-in-action by adult educators: An inquiry into Schon's’s epistemology of practice.
Adult Education Research Conference.
The use of reflection-in-action by adult educators: An inquiry into Schon's’s epistemology of practice
This qualitative study documented the use of reflection-in-action by adult educators in problematic situations. The results demonstrated that novice and experienced reflecting educators use reflecting-in-action and reflecting-on-action as a means to develop expertise. The results indicated that experience alone is not the "master teacher" of the reflective process.
