A Review of Student Thoughts on Reflective Practice

Abstract

Reflection is generally considered a key part of learning, enabling the student to clarify their understanding, embed knowledge and identify gaps in proficiency. In this regard it is also a potentially important tool to support lifelong learning. Reflective practice is however often an assumed competence, not always explicitly taught or encouraged. In this work we investigate student attitudes and experiences of reflective practice. Two groups of students were asked to identify why they feel reflective practice should (or should not) be part of the curriculum while also identifying hurdles to implementation, together with tools and tips to support students in adopting reflection. This was achieved via debate and guided small group work. Results showed students generally appreciated the benefits of reflective practice. There was however concern that it might add to the student workload and that less motivated students would not engage. Debates on whether the technique should be compulsory and assessed produced mixed results. Interestingly, the students interpreted reflection in a very wide sense and wider than might be expected in conventional academic discourse, going beyond reflecting on immediate academic content to reflecting on mindsets, well-being and learning environments. Students expressed concerns however over reflection being another topic to learn, adding load into the curriculum and one difficult to adopt among students otherwise preoccupied with technical methodologies.