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In implementing a process of reflective practice teachers will be able to move themselves, and their schools, beyond existing theories in practice. [44] Larrivee concludes that teachers should "resist establishing a classroom culture of control and become a reflective practitioner, continuously engaging in a critical reflection, consequently ...
Functional leadership theory (Hackman & Walton, 1986; McGrath, 1962) is a theory for addressing specific leader behaviors expected to contribute to organizational or unit effectiveness. This theory argues that the leader's main job is to see that whatever is necessary to group needs is taken care of; thus, a leader can be said to have done ...
The Reflective Turn: Case studies in and on educational practice. New York: Teachers College (Columbia), 1991 (with M. Rein) Frame Reflection: Toward the Resolution of Intractable Policy Controversies. New York: Basic Books, 1994 (with C. Argyris) Organizational learning II: Theory, method and practice. Reading, MA: Addison Wesley, 1996.
A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience. [1] The goals of the process are the clarification and the creation of meaning in terms of self, which then lead to a changed conceptual perspective.
Robert Kramer applies the theory of art, creativity and "unlearning" of the psychologist Otto Rank to his practice of Action Learning. In Kramer's work, Action Learning questions allow group members to "step out of the frame of the prevailing ideology," [ 21 ] reflect on their assumptions and beliefs, and re-frame their choices.
The approach works on two levels: a four-stage learning cycle and four distinct learning styles. Kolb's experiential learning theory has a holistic perspective which includes experience, perception, cognition and behaviour. It is a method where a person's skills and job requirements can be assessed in the same language that its commensurability ...
The phrase professional learning community began to be used in the 1990s after Peter Senge's book The Fifth Discipline (1990) had popularized the idea of learning organizations, [1] [2]: 2 related to the idea of reflective practice espoused by Donald Schön in books such as The Reflective Turn: Case Studies in and on Educational Practice (1991).
Self-reflection is the ability to witness and evaluate one's own cognitive, emotional, and behavioural processes. In psychology, other terms used for this self-observation include "reflective awareness" and "reflective consciousness", which originate from the work of William James.