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REFLECTIVE PRACTICE TO IMPROVE SCHOOLS Reflective Practice and Continuous Learning 1 Reflective Practice and Continuous Learning
| Content Provider | Semantic Scholar |
|---|---|
| Copyright Year | 2005 |
| Abstract | L is the foundation of individual and organizational improvement (Argyris, 1977; Argyris & Schon, 1974). Learning requires reflection. From an individual perspective, “It can be argued that reflective practice . . . is the process which underlies all forms of high professional competence” (Bright, 1996, p. 166). From an organizational perspective, reflective practice is considered a powerful norm in schools in order to achieve high levels of student learning (Hawley & Valli, 2000; Kruse, Louis, & Bryk, 1995). It is becoming increasingly clear that when educators engage in high-quality learning experiences, the impact on student learning is positive. Reflective practices facilitate learning, renewal, and growth throughout the development of career educators (Steffy, Wolfe, Pasch, & Enz, 2000). Sparks-Langer and Colton (1991) explain the recent emphasis on reflective practice in schools: |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.sagepub.com/sites/default/files/upm-binaries/6828_york_barr_ch_1.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
