A mirror on professional artistry: Business professors' use of reflection in their teaching practices.

摘要

This qualitative study explores how business professors describe, understand, and use reflection in their teaching practices to better understand their professional artistry Schon (1987). The study has three principle aims: first, to test the generalizability of a conceptual model of reflection-in- and -on-action , derived from Schon's (1987) epistemology of practice and the literature on reflection, to business professors' teaching practices; second, to explore the factors, feelings, actions, and consequences of business professors' reflection; and last, to understand how business professors learn, develop, and sustain their reflective practice.; The study explores the research question: How do business professors describe, understand, and use reflection in their teaching practices? The specific focus is to explore Schon's (1987) dual concept of reflection-in-action and reflection-on-action by engaging participants in post-teaching reflection-on-action using stimulated recall (Gass & Mackey, 2000) of critical incidents (Flanagan, 1954) that represent reflection-in-action while teaching. The data were collected from structured interviews conducted with 11 experienced business professors after viewing self-selected incidents on video of their teaching. Participants' audio recorded interviews were transcribed and analyzed for the identification and interpretation of themes that emerged from the data. The data indicated that while each professor's reflective practice is unique, there are commonalities in reflection across participants. The unique and common aspects of reflection discovered in this study suggest: reflection as framing an experiment; reflection as emotional interaction; reflection as development; reflective practice as a system; and reflection as artistry revealed. The results of this study pertain only to the participants; however, they are germane to reflection and have potential to influence further research.