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

Reflecting and Adapting: The Role of Reflective Practice in Transforming Education During the... EDITORIAL Reflecting and Adapting: The Role of Reflective Practice in Transforming Education During the Pandemic and Beyond Ami Kantawala Schön (1983) explains that reflection-in-action occurs during he COVID-19 pandemic emphasized the need an actual experience or event. Thus, in our teaching practices, for a transformative approach to education that this involves adapting and responding to emerging classroom embraces reflective practice and community- needs and challenges in real-time. In the same vein, artists engage driven learning experiences. The word “reflection” in reflection-in-action as they continuously assess, adjust and experiment with their own work and techniques while immersed T possesses rich etymological roots and has evolved in the artistic process. Both educators and artists rely on reflection to encompass reflective thought and self-knowledge. and adaptation for growth and skill development. Simply put, As educators, we consistently engage in a cycle of self- reflection-in-action entails thinking on one’s feet and being attuned to classroom dynamics or artistic nuances while making informed observation and improvement, while critically examining decisions based on immediate observations and interactions. On our beliefs and pedagogical practices to inform future the other hand, reflection-on-action happens aer a ft n experience classroom actions. Donald Schön’s (1983) influential and or event http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Art Education Taylor & Francis

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

Kantawala, Ami
Art Education , Volume 76 (3): 4 – May 4, 2023
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References (4)

Publisher
Taylor & Francis
Copyright
© 2023 National Art Education Association
ISSN
2325-5161
eISSN
0004-3125
DOI
10.1080/00043125.2023.2203665
Publisher site
See Article on Publisher Site

Abstract

EDITORIAL Reflecting and Adapting: The Role of Reflective Practice in Transforming Education During the Pandemic and Beyond Ami Kantawala Schön (1983) explains that reflection-in-action occurs during he COVID-19 pandemic emphasized the need an actual experience or event. Thus, in our teaching practices, for a transformative approach to education that this involves adapting and responding to emerging classroom embraces reflective practice and community- needs and challenges in real-time. In the same vein, artists engage driven learning experiences. The word “reflection” in reflection-in-action as they continuously assess, adjust and experiment with their own work and techniques while immersed T possesses rich etymological roots and has evolved in the artistic process. Both educators and artists rely on reflection to encompass reflective thought and self-knowledge. and adaptation for growth and skill development. Simply put, As educators, we consistently engage in a cycle of self- reflection-in-action entails thinking on one’s feet and being attuned to classroom dynamics or artistic nuances while making informed observation and improvement, while critically examining decisions based on immediate observations and interactions. On our beliefs and pedagogical practices to inform future the other hand, reflection-on-action happens aer a ft n experience classroom actions. Donald Schön’s (1983) influential and or event

Journal

Art Education – Taylor & Francis

Published: May 4, 2023

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