In the first two sections, key definitions and models of reflection commonly used in professional practice are reviewed. Then, in the reflective spirit, the author critically examines the actual practice of the concept, highlighting ethical, professional, pedagogic and conceptual concerns. She puts forward the case that reflective practice is both complex and situated and that it cannot work if applied mechanically or simplistically. On this basis, the author concludes with some tentative suggestions for how educators might nurture an effective reflective practice involving critical reflection.
18th May 2010