Revising the guide for reflective practice: problems and readiness

ABSTRACT

This article provides a revision, further clarification, and minor updates to the published Guide for Reflective Practice (GRP). As an executive editor for a journal that uses the GRP as an author guide, I recognize the need to continually modify and update the guide to keep it relevant. First, based upon recent published work on reflective orientation, a reflective readiness section was added. Next, through coaching faculty on its use, I have noticed the need to provide greater clarity on how to identify, define, and articulate problems of practice, so further clarification is provided on this section of the GRP. Lastly, minor updates to the guide since its last publication are provided. Recommendations for future research include creating ancillary material to explain difficult concepts in the working ideas, evaluation of ideas, and decision sections; additional research on reflective readiness, such as examining the role of practical and spiritual disciplines in enhancing the attitudes for reflection; and developing a Dewey-based model for reflective practice as a research method.

KEYWORDS:

• Reflective practice
• Dewey
• reflective readiness
• problem of practice
• guide for reflective practice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Scott W. Greenberger

Scott Greenberger, EdD, is the Assistant Vice President, Research and Grants at Grand Canyon University in Phoenix, AZ. He serves as the Executive Editor for the Journal of Scholarly Engagement and the Canyon Journal of Undergraduate Research. He founded the Institute for Reflective Practice at Grand Canyon University. His research focuses on reflective practice and faculty motivation.