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The role of reflection in Experiential Learning.
The complication created by ill-defined terms, like experience.
Explores four papers that examine reflection in detail and define phases within it.
Phases discussed include clarification, recollection, processing and possible action or transformation.
Moon concludes the papers raise further questions around reflection e.g. whether reflection on action is the same as on previously learned material.

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EMBODIED REFLECTION AND THE EPISTEMIOLOGY OF REFLECTIVE PRACTICE. (Kinsella, E.A.2007).

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EMBODIED REFLECTION AND THE EPISTEMIOLOGY OF REFLECTIVE PRACTICE. (Kinsella, E.A.2007).

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We as a group had 2 major points. The first being that reflecting on our tacit knowledge and knowing -in-action (instincts), is pertinent to a successful professional practice. We linked this to the ETF standards as evidence to support our stand.
We also agreed that , when we reflect, we are not only developing our thoughts but also our actions. When we reflect on our tacit knowledge, we need an action plan which should result in progressive actions that could bring about positive changes to our professional practice (Thinking and Doing).

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This may be in action, on action, via vicarious learning or through representing an experience in some way.

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This also emanates from our experiences. When we reflect upon them, we can make them explicit.

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For example reflecting on a lesson alone or with peers/colleagues.
Representing your perception through discussion or in writing.
Obtaining feedback from colleagues that allow for a more objective view.

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Schon describes it as a "dialogue of thinking and doing through which a practitioner becomes more skilful" (1987,p.31).
there should be a continuity between thinking and doing; reflecting and acting.

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The reflective process may result in new actions such as a change of approach in lessons.
It may also be transformational in respect of social systems, politics or personal life.

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In order to understand what is critical reflection we need to understand what is reflection.

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Both acknowledge the risks of reflection such as revisiting emotional events and our perspectives differing from observers.

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Kinsella focuses on embodied reflection in action while Moon addresses reflecting on varied experiences including vicarious learning.

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In Brookfield view reflection is a set of assumption.
Paradigmatic assumptions
prescriptive assumptions
causal assumptions

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Both authors recognise that reflection is a catalyst for change and an improved professional practice.

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Brookfield (2017 it talks about the process of becoming a critically reflective teacher, as having four main risks impostorship ,cultural suicide ,lost innocene and political Marginalisation

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Employs a focus on tacit knowledge which is unconscious and difficult to put into words.

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All the authors acknowledge the importance of reflection whether for learning, taking action or building a community of practice.

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The author Brookfield(2017) clearly acknowledges throughout the chapter, how the journey to becoming critically reflective is a hard ,long process and is the without risk .By exploring four common risks the author then offers means to negotiate are based on our own informing assumptions