Barbara Larrivee, teaches Reflective Practice at the Department of Learning, University of California, has written particularly about the use of Reflective Practice in classroom teaching, notably ‘Transforming Teaching Practice: Becoming the critically reflective teacher‘ (2000) and ‘Authentic classroom management: Creating a learning community and building reflective practice‘ (2005).
Professor Larrivee agrees that insightful experience can trigger changes in outlook, necessary for critical Reflective Practice.
Reflecting on action gives us time to look back at what happened in a more measured and objective way. This builds on Dewey’s concept of a purposeful reasoned process, delaying impulsive action to allow reflective judgement for action (1933).