This paper explores reflective practice from an organizational perspective, in order to shift the focus in management and organization studies from the individual reflective practitioner towards the organization of reflection. A framework for understanding the organization of reflection is presented, built from four existing theories: critical reflection, public reflection, productive reflectio...

Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor to a reflective practitioner, a student is considered an active agent of his/her learning, and a classroom is a place for identity endeavor. The assumption underlying such an approach conceptualizes educatio...

Do we think enough about what we are doing as information literacy (IL) practitioners? The relationship between reflection and IL development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their IL abilities. Parallel literature from education and other fields...

This research paper intends to unravel the perception of adult educators on reflective practice; whether there is a disparity between belief and actual practice, and factors that affect their involvement in reflective practice. The purpose of the present study is three-pronged: (1) to have a better understanding of the various viewpoints on reflective practice held by adult educators; (2) to en...

The aim of this article is to explore how the practice of critical reflection within a management learning process can be facilitated through the application of reflective processes and tools. A distinction is drawn between reflection as a form of individual development (of, say, the reflective practitioner), and critical reflection as a route to collective action and a component of organizatio...

The paper explores reflective practices of how they shaped my professional life. It discloses experiences as an English language teacher to cultivate a mindset for examining theory-practice gap in classroom teaching, understanding pedagogical practices, using different strategies EFL class, and developing self-efficacy being practitioner. Using ‘Reflective Practice’ method the study, reveals pe...