An analysis of two models of reflection and their implications for educational development

Abstract

Reflection has become a buzzword in the education literature. Differences in the conceptualizations of reflection underlying different studies and lack of theorizing over how these frameworks relate to one another, however, can diminish the contributions such studies can make to our understanding of educational development in higher education. This article considers two models of reflection, Mezirow's (1990, 1991) theory of transformative learning and Zimmerman and Schunk's (1998) notion of self‐regulated learning, and explores how each can enhance our understanding of educational development in tertiary settings. The assumptions each theory makes about the validity of the outcomes of the reflective process are addressed. Two recent qualitative studies, each informed by one of two theories of reflection, are discussed with the goal of making a first attempt at addressing the lack of theorizing over the meaning of findings from different studies. The article concludes with concrete suggestions for future research on reflection and the practice of educational development.

Acknowledgements

The author would like to acknowledge the support of the Social Sciences and Humanities Research Council of Canada (SSHRCC). The author wishes to extend her thanks to the graduate research assistants helping with data collection in both studies cited: Heather Castleden (PhD candidate in Earth and Atmospheric Sciences, University of Alberta), Nina Erfani (PhD candidate in Educational Policy Studies, University of Alberta), Joan Lim (PhD candidate in Educational Policy Studies, University of Alberta) and Tarah Wright (PhD in Educational Policy Studies, University of Alberta, Assistant Professor of Environmental Studies, Dalhousie University).

Notes

* Department of Educational Policy Studies, Adult and Higher Education, University of Alberta, Edmonton, Alberta, T6G 2G5, CANADA. Email: [email protected]

This casual wording was suggested to distinguish it from the question “how effective you are in helping your students learn”, asked within the domain of pedagogical knowledge.

Additional information

Notes on contributors

Carolin Kreber *

* Department of Educational Policy Studies, Adult and Higher Education, University of Alberta, Edmonton, Alberta, T6G 2G5, CANADA. Email: [email protected]