reflectiononaction

Reflection-on-action is a concept in reflective practice describing the process of analyzing actions after an event to learn and improve future performance. Originated by Donald A. Schön in his 1983 work The Reflective Practitioner, the idea contrasts with reflection-in-action, which occurs while an event is unfolding. In reflection-on-action, practitioners revisit experiences, articulate tacit knowledge, question assumptions, and identify alternative strategies. The process typically involves describing what happened, analyzing why decisions were made, evaluating outcomes, and creating plans for future practice. It can be guided by frameworks or prompts to examine cognitive, emotional, and contextual factors, such as situational awareness, ethics, and power dynamics.

Applications of reflection-on-action span various professional fields, including nursing, medicine, education, social work, and engineering, where it is used in professional development, supervision, and assessment. Methods include journaling, debriefing sessions, reflective writing assignments, portfolios, and structured interviews. Benefits include enhanced critical thinking, better adaptation to novel situations, and improved decision-making; it supports continuous learning and professional growth. Limitations can include time constraints, variability in individuals’ willingness to engage in self-critique, potential biases, and organizational cultures that do not value reflective practice. Critics argue that without systematic support, reflections may remain descriptive rather than transformative. Related concepts include Schon’s reflection-in-action and broader theories of reflective practice, experiential learning, and theory-practice integration.