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Abstract
Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.
Acknowledgments
The authors would like to thank Professor Claes Annerstedt and Kjersti Mordal Moen, PhD, for their helpful comments on earlier drafts of this article.
Notes
1. We will not go into the debate about evidence-based practice in educational settings here. One of us has expressed his views on this elsewhere (CitationStandal, 2008).
2. CitationBourdieu (1990) would lend support to the view that the two contexts are different in terms of the learning they facilitate. According to Bourdieu, the hallmark of schooling (understood in the original Greek sense of the word as a time and space free from the urgencies and necessities of life) represents a withdrawal that allows for different forms of reflections as compared to practice. That is, the lecture context is sheltered from pressure ways that the practicum setting is not.