Reflective Practice and a Process Called “Levelising”

By John Peters and Betty Ragland.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The most widely accepted concept of reflective practice depicts a cyclic process of reflection in action and on action. Building on the tradition that begins with Schon’s seminal work, this paper describes an approach to reflective practice that incorporates the perspectives and theories of others whose own views promise to increase the potential of individual reflection on and in practice. Called “Levelising,” the process begins in our routine, unexamined ways of being; from various perspectives that are themselves subject to reflection, we come to know more about what we do as individuals in order to go on together with others. There are four different points of view that individuals or groups can take on their practice when they intend to understand and change some aspect of it, including their own role as practitioner(s). Level one is pre-reflective being; level two is reflective being; level three is framing; and level four is theorizing. It is in the last level that we identify what is new about this approach to reflective practice. Incorporating multiple ways of knowing, Levelising has particular relevancy to collaborative learning, reflective practice, and action research.

Keywords: Reflective Practice, Learning, Theory, Framing, Being

The International Journal of Learning, Volume 16, Issue 5, pp.79-90. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.267MB).

Dr. John Peters

Professor, Educational Psychology, University of Tennessee, Knoxville, Tennessee, USA

Dr. Peters is Professor of Educational Psychology at the University of Tennessee, Knoxville, and Coordinator of the Doctoral Program in Collaborative Learning. He is author of several books, articles, and papers in the areas of reflective practice, collaborative learning, action research, and adult education. He has been recognized by his university and professional associations for outstanding teaching and service.

Dr. Betty Ragland

Principal, Education Division, Mountain View Youth Development Center, Dandridge, Tennessee, USA

Dr. Ragland is Principal of the Education Center of the Mountain Youth Development Center and Adjunct Assistant Professor of English at Tusculum College in Tennessee. She is author of publications in the areas of action research, collaborative learning, and professional development.


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