Alexander, P. A. (2017). Reflection and Reflexivity in Practice Versus in Theory: Challenges of Conceptualization, Complexity, and Competence. Educational Psychologist, 52(4), 307–314. https://discovery.ebsco.com/linkprocessor/plink?id=308ea135-92dd-35e4-868f-417f44183042
Main Points:
Development of Desirable Epistemic Habits:
Begins at the outset of professional development.
Learning goals and cognitive processes should focus on developing desirable epistemic habits of mind and practice.
Thought and planning about deep understanding and critical analytic abilities increases likelihood of students developing them.
Role of Verbal Interactions:
Core to learning and instruction.
Natural platform for externalizing and fostering understanding of knowledge and process of knowing.
Principles of Reflection and Reflexivity:
Reflection and reflexivity are not new concepts.
Directed to belief, cognition, and behaviors pertaining to knowledge and process of knowing.
Reflective practice and actions are cornerstones.
Conceptualization:
Educators need to reflect on epistemic aims and goals for instructions and assessments.
Clear understanding of reflection versus reflexivity is crucial.
Distinctions between information and knowledge are essential.
Complexity:
Reality of theoretical principles in educational practice.
Educational settings involve multiple aims and decisions guided by various concerns.
Grain size of educational aims affects instructional strategies.
Competence:
Disposition to engage in reasoning and practices formed by context.
Adaptive knowledge building or judging evidence according to disciplinary norms.
Acknowledging what educators are asked to accomplish is crucial for informed reflexivity.
Integration into Educational Practice:
Need to demonstrate how research can be tied to everyday classroom practices.
Incorporating theory and research into curriculum development and instructional practices is essential.
Reflections:
Strengths:
Comprehensive analysis of the role of reflection and reflexivity in education.
Clear distinction between reflection and reflexivity.
Emphasis on the importance of contextual elements in fostering competence.
Areas for Improvement:
Clarification on the practical implementation of theoretical principles.
Exploration of specific strategies for integrating epistemic habits into educational practice.
Consideration of potential barriers to implementing reflective practices in diverse educational settings.