Cited by 1,848Reflective Practices in EducationPragmatism in Philosophy and EducationTeacher Education and Leadership Studies

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Defining Reflection: Another Look at John Dewey and Reflective Thinking

Rodgers, Carol·2002·Teachers College Record: The Voice of Scholarship in Education

DOI 10.1177/016146810210400402

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Abstract

Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/inquiry as a standard toward which all teachers and students must strive. However, although the cry for accomplishment in systematic, reflective thinking is clear, it is more difficult to distinguish what systematic, reflective thinking is. There are four problems associated with this lack of definition that make achievement of such a standard difficult. First, it is unclear how systematic reflection is different from other types of thought. Second, it is difficult to assess a skill that is vaguely defined. Third, without a clear picture of what reflection looks like, it has lost its ability to be seen and therefore has begun to lose its value. And finally, without a clear definition, it is difficult to research the effects of reflective teacher education and professional development on teachers’ practice and students’ learning. It is the purpose of this article to restore some clarity to the concept of reflection and what it means to think, by going back to the roots of reflection in the work of John Dewey. I look at four distinct criteria that characterize Dewey's view and offer the criteria as a starting place for talking about reflection, so that it might be taught, learned, assessed, discussed, and researched, and thereb…

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Background
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Kritisches Denken in Lehr-Lernsettings. Praxisorientierte Ansätze und Beispiele zum kritischen Denken im Kontext demokratischer Mitgestaltung in Schule
Kohnen, M. (2023) · Verlag Julius Klinkhardt eBooks · doi:10.35468/5993-38 · Cited by 2
Review: DIY Media: Creating, Sharing and Learning with New Technologies (2010)
Hallaq, T. (2012) · Journal of Media Literacy Education · doi:10.23860/jmle-4-2-10 · Cited by 2
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da Silva, M. L., & Gregorutti, C. C. (2014) · Revista de Terapia Ocupacional da Universidade de São Paulo · doi:10.11606/issn.2238-6149.v25i2p135-141 · Cited by 2
Preclinical medical students’ performance in and reflections on integrating procedural and communication skills in a simulated patient consultation
Treadwell, I. (2015) · African Journal of Health Professions Education · doi:10.7196/ajhpe.334 · Cited by 2
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Ρεκαλίδου, Γ., Καραδημητρίου, Κ., & Μουμουλίδου, Μ. (2014) · Έρευνα στην Εκπαίδευση · doi:10.12681/hjre.8935 · Cited by 2
A Typology for an Online Socrates Café
Piro, J. S., & Anderson, G. (2016) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811611800501 · Cited by 2
““When desire, fear, need, or other strong emotions direct the course of inquiry we tend to acknowledge only the evidence that reinforces that premise” (Rodgers, 2002, p. 858) and then, those dispositional elements must be harnessed for dialogue and reflection to persist.”
BackgroundInfluential
A scholarly contribution to educational praxis
Oosthuizen, I., & Mokoena, M. A. (2016) · doi:10.4102/aosis.2016.saep12 · Cited by 2
Reflective Approaches in Medical Education. Implications on Medical imaging.
Azhar, R. F. R. F. B. R., Yusoff, H. M. N. M., & Zainuddin, Z. I. (2018) · Internet Journal of Allied Health Sciences and Practice · doi:10.46743/1540-580x/2018.1696 · Cited by 2
“Based on Dewey’s work, Rodgers outlines reflection in six phases: (1) an experience, (2) spontaneous interpretation of the experience, (3) naming the problems or questions that arises out of the experience, (4) generating possible explanations for the problems or questions, (5) ramifying the explanations into hypothes…”
Background
Begreifbare Learning Environments
Robben, B., Herzig, B., Klar, T.-M., & Schelhowe, H. (2018) · i-com · doi:10.1515/icom-2018-0019 · Cited by 2
MEMES NO APRENDIZADO DE LÍNGUAS: UMA PRÁTICA MULTILETRADA NA FORMAÇÃO DOCENTE PARA A JUSTIÇA SOCIAL
Cardoso, J., Alcântara, A. C. B., & da Matta, A. B. S. (2019) · Periferia · doi:10.12957/periferia.2019.39390 · Cited by 2
Reflection in alignment to professional standards: What did the student teachers highlight?
Ping, L. (2021) · Journal of Global Education and Research · doi:10.5038/2577-509x.6.1.1111 · Cited by 2
“It was a good opportunity for the student teachers to examine a phenomenon such as student off-task behavior at a deeper level (Lee, 2005; Rodgers, 2002).”
BackgroundInfluential
Heuristic Reflection for Teachers for Better Learning Teaching Interaction
WIjayanti, R. H. (2017) · Indonesian Journal of English Language Studies (IJELS) · doi:10.24071/ijels.v1i1.335 · Cited by 2
“Dewey (as cited in Rodgers, 2002, p. 858) believes that a reflection can broaden one‘s knowledge when it is guided by these following attitudes:”
BackgroundInfluential
Raum. Macht. Inklusion. Inklusive Räume erforschen und entwickeln
:null (2023) · Verlag Julius Klinkhardt eBooks · doi:10.35468/5993 · Cited by 2
An Exploratory Study of Reflective Dialogue Journal Writing of EFL Graduate Students in the English as a Foreign Language Context
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Secondary Level Teachers’ Professional Development through Research and Development Project
Sharma, L. (2023) · Bodhi An Interdisciplinary Journal · doi:10.3126/bodhi.v9i1.61855 · Cited by 2
Cognitive Agility and Mental Resilience: Preparing Leaders for Future Challenges
-, Y. R. (2024) · Journal of Advanced Research in Leadership · doi:10.33422/jarl.v2i2.610 · Cited by 2
“Reflective learning helps leaders better process stressful, uncertain situations and be mentally prepared to adjust rapidly as the situation changes, thinking proactively and anticipating potential challenges (Krulak, 1999; Rodgers, 2002).”
Background
Supervisors’ guidance of PETE students’ reflections at practicum: creating conditions for different learning journeys
Johansson, E. (2024) · Reflective Practice · doi:10.1080/14623943.2024.2321508 · Cited by 5
“However, when reflecting on their teaching situations, PETE students can imagine how their actions might affect pupils and, in that sense, do a ‘dry run’ (Rodgers, 2002, p. 854) of different alternatives.”
Background
Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school
Kargerová, J., Vallin, P., Rosolová, K. E., et al. (2020) · Pedagogika · doi:10.14712/23362189.2020.1695 · Cited by 2
The Effect of a Clinical Practicum on Elementary Education Preservice Teachers' Development of Reading Expertise
Robbins, H. (2008) · doi:10.25148/etd.fi10022545 · Cited by 2
“Smith (2005) conducted an exploratory study based upon the seminal work of Dewey (1933) and Rodgers (2002).”
Method
Exploring Student Interaction and Reflection Through the Use of Digital Backchannel Discussions
Donnelly, H. (2016) · doi:10.30707/etd2016.donnelly.h · Cited by 2
“The fourth criterion is essentially a set of characteristics (enthusiasm, selfawareness, open-mindedness, and responsibility) espoused by Dewey as being important to open the way for reflective thought (Rodgers, 2002).”
BackgroundMethodInfluential
Editorial
(2021) · doi:10.35468/jlb-01-2021-edi · Cited by 2
Invited Peer Commentary: Research Site Anonymity in Context
Singh, S., & Engel-Hills, P. C. (2022) · Journal of Empirical Research on Human Research Ethics · doi:10.1177/19401612221138478 · Cited by 2
“We appreciate this link between thinking and suggesting possible new ways of doing, as transformative (Rodgers, 2002; Schön, 1983).”
Background
Learning Entrepreneurship: How Capabilities Shape Learningfrom Experience, Reflection, and Action
Viebig, C. (2023) · doi:10.22439/phd.07.2023 · Cited by 2
Development of an instructional model integrating WebQuest learning approach and reflective practice to enhance English critical reading ability of undergraduate students in Cambodia
Chhouk, C. (2017) · doi:10.58837/chula.the.2017.181 · Cited by 2
The Process of Teaching in the Light of Modern Pedagogy: EFL Teachers Pedagogical Reflection
Rogti, M. (2021) · doi:10.33422/5th.iachss.2021.06.372 · Cited by 1
“On the other hand, (Rodgers, 2002; Ross and Bruce, 2007; Kurborska, 2011; Diggelen, Brok and Beijaard, 2013) emphasize that self-reflection is deeply related to practical experiences in the classroom which serve as an aspect of teachers’ reflective practice.”
Background
The Importance of Self-Assessment for Islamic Education Teacher as Mudarris
Masuwai, A., Zulkifli, H., & Tamuri, A. H. (2023) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v12-i2/17282 · Cited by 1
Reflective Practice: Tools and Challenges in Difficult Contexts
Chi, A. L. (2023) · Canadian Journal of Language and Literature Studies · doi:10.53103/cjlls.v3i4.100 · Cited by 1
The influence of critical friendships on secondary student teachers engaged in collaborative action research
Capobianco, B., McCauley, V., & Flynn, P. (2023) · Educational Action Research · doi:10.1080/09650792.2023.2263492 · Cited by 1
A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education
Regan, K. S., & King‐Sears, M. E. (2023) · Journal of Special Education Preparation · doi:10.33043/josep.3.3.38-47 · Cited by 1
Using Post-Assessment Reflection to Enhance Student Learning Outcomes in a Fluid Mechanics Course
Yraguen, B., Koolman, H. C., Moore, R. A., Fu, K. K., & Lummus, A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--41025 · Cited by 1
The Disconnection of Identity and Place in Drawing: Superficial Exploration of Cultural Landscapes
Ankyiah, F., & Darkoa, A. S. (2024) · American Journal of Arts and Human Science · doi:10.54536/ajahs.v3i1.2487 · Cited by 1
“Mapping relationships between categories revealed insights about how drawing approaches either integrated or disconnected understandings of place identity between the artist and landscapes’ inhabitants (Vaughn & Turner, 2016).”
Background

Authors: Rodgers, C.
Affiliations: State University of New York (US)
Corresponding author: Rodgers, Carol
ORCID: Rodgers, Carol
Venue: Teachers College Record: The Voice of Scholarship in Education
Publisher: SAGE Publications
Published: 2002-04
Volume: 104
Issue: 4
Pages: 842-866
ISSN: 0040-0475 (ISSN-L)
0161-4681
1467-9620
DOI: 10.1177/016146810210400402
OpenAlex: W2108707473
Cited by: 1,848
References: 12
Citations by year: 2026: 68 · 2025: 81 · 2024: 101 · 2023: 139 · 2022: 119 · 2021: 147 · 2020: 180 · 2019: 132 · 2018: 105 · 2017: 86 · 2016: 121 · 2015: 97 · 2014: 85 · 2013: 71 · 2012: 69
FWCI: 60.55
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics: Social Sciences › Education › Reflective Practices in Education
Social Sciences › Arts and Humanities › Philosophy › Pragmatism in Philosophy and Education
Social Sciences › Education › Teacher Education and Leadership Studies
Keywords: reflective thinking, John Dewey, reflection, inquiry, reflective teacher education, professional development, assessment of reflection

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Defining Reflection: Another Look at John Dewey and Reflective Thinking

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