Reflecting and Adapting: The Role of Reflective Practice in Transforming Education During the Pandemic and Beyond

Abstract

Schön (1983) explains that reflection-in-action occurs during an actual experience or event. Thus, in our teaching practices, this involves adapting and responding to emerging classroom needs and challenges in real-time. In the same vein, artists engage in reflection-in-action as they continuously assess, adjust and experiment with their own work and techniques while immersed in the artistic process. Both educators and artists rely on reflection and adaptation for growth and skill development. Simply put, reflection-in-action entails thinking on one’s feet and being attuned to classroom dynamics or artistic nuances while making informed decisions based on immediate observations and interactions. On the other hand, reflection-on-action happens after an experience or event and also encompasses a deliberate retrospective analysis of one’s actions and outcomes to identify areas for improvement. In the context of teaching, reflection-on-action requires educators to critically examine instructional strategies, classroom management techniques, and student interactions, which enables us to understand the methods that worked, the ones that didn’t, and how we can strengthen our practice overall. For artists, this reflective process involves assessing their creative choices and artistic techniques. Therefore, reflection-on-action allows teachers and artists to learn from their experiences, which enables us to make informed decisions about modifying our practices to achieve better outcomes. Reflecting and Adapting: