To study the practices of student teachers to involve reflection-in-action during teaching practicum. An introduction to Donald Schon's interpretation of reflective practice and the act of reflection. Reflection in action means to think about or reflect while you are carrying out the activity. This study was conducted to achieve the following objectives: 1. To study the role of reflectionin-action to identify and rectify professional - mistakes during teaching practicum. But what about the training of “reflection in action”? Indeed, the two more commonly cited aspects of Schon’s theory are ‘reflection in action’ and ‘reflection on action’ (see Figure 1). “Reflection on action is the retrospective contemplation of practice undertaken in order to uncover the knowledge used in a particular situation, by analyzing and interpreting the information recalled.” (Burns and Bulman, Show More. This assignment will provide an opportunity for students to share their experiences, thoughts, feelings and learning moments from this course. 3. Donald Schön's 1983 book The Reflective Practitioner introduced concepts such as reflection-on-action and reflection-in-action which explain how professionals meet the challenges of their work with a kind of improvisation that is improved through practice. It therefore sounds a lot like clinical reasoning – where reflection differs is that the problem solving leads to a change in the practitioner’s view of self, values and beliefs. Schon (1983/1991) believed that both types of reflection … Importantly, rather than seeing them as separate, Schön often invokes both … In addition to his collaboration with Argyris – which led to three books and the idea of double loop learning; he also focused on reflection. The purpose of Reflection-in-Action is to reflect upon what one has learned or how one has performed as compared with one’s expectations or goals. 2. Reflection-in-action involves using analysis of observation, listening and/or touch or ‘feel’ to problem solve. Reflection-in-action is something that can be developed with practice. A Reflection-in-Action is a reflective process where one able to reflect and act from our experiences. Reflection-In-Action: A Technique For Improving Classroom Instruction. The first type will be referred to henceforth as critical reflection-in-action (CRiA) and the second as adaptive reflection-in-action (ARiA). As suggested by the names, reflection in action occurs during the event, whereas reflection on action occurs afterwards. It is typical when something is going wrong or you are nervous about something new or out of the ordinary and you cannot help yourself thinking about it, but practitioners rarely formalize the process. Reflection in Action involves expanding middle school students’ knowledge about health and public health issues, while at the same time recognizing students’ roles as leaders in the community and providing an opportunity for students to create using the arts and explore STEM career fields. These highly valuable approaches address post-practice reflection or what Schön (1983) refers to as “reflection on action”, that is a thinking episode taking place after the event and re-evaluating it so as to gain insight for improvement in the future. These activities are collectively called reflection-in-action. It is important to acknowledge this potential variation in Schön's descriptions of RiA, so both types will be considered below as potential vehicles for practitioner learning. Reflection in Action Perhaps Schon’s most important contribution was in thinking about the process of learning. 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