Classifying the Nature of Reflective Writing During Periods of Professional Experience

Abstract

Many authors have highlighted the importance of reflection in helping students to learn from their experiences, particularly in the field of professional development. Nevertheless many students struggle, at least initially, to engage fully with high levels of what might be described as critical reflection, that might lead to a transformation in an individual's perspective. Individual differences amongst students suggest that some are more inclined towards reflective practice than others. Previous research has suggested that students' propensity to reflect may impact upon the level and focus of their reflection.

This study aims to classify the different approaches to writing in students' portfolios, particularly in terms of how they focus their reflection — whether in terms of what the student is achieving, or the process that they are undertaking.

The research focuses on the portfolios submitted by a cohort of architectural students undertaking their first experience of architectural practice. However it is anticipated that the findings may apply to a range of professions.

The study has led to the generation of a rubric by which student work can be assessed. This will enable future research to determine the extent to which an individual's propensity to reflect might impact on the nature of what students write.

Keywords:

• Reflection
• Learning Styles
• Professional Experience
• Assessment