Reflectieinactie

Reflectie-inactie, or reflection-in-action, is a mode of reflective practice in which a professional monitors and assesses their actions while performing them, using immediate observations to adapt strategies on the fly. It involves making sense of unfamiliar situations, testing hypotheses through action, and revising plans as needed within the flow of work.

The concept was popularized by Donald A. Schön in The Reflective Practitioner (1983). It contrasts with reflection-on-action, which occurs after the event, typically during post-hoc analysis. Reflection-in-action emphasizes tacit knowledge, situated understanding, and improvised problem solving in real practice, rather than purely theoretical reasoning.

Key features include real-time diagnostic reasoning, experimentation with different actions, and the ability to learn from encounters without halting work. Practitioners form mental models of what is happening, justify their choices, and adjust behavior to achieve desired outcomes, often under uncertainty or time pressure.

Applications of reflection-in-action are discussed across professions such as nursing, medicine, teaching, social work, engineering, and management. It supports adaptive expertise, patient- or client-centered care, and effective crisis management by enabling prompt corrections and ongoing learning in the moment.

Development and cultivation of this capacity can involve training, reflective journaling, structured debriefings, mentorship, and simulation. Challenges include cognitive load, time constraints, and organizational cultures that prioritize speed over deliberation. Some critics argue that accurate reflection-in-action depends on clear feedback and opportunities for iterative practice within realistic workloads.