reflektionsinriktning

Reflektionsinriktning, or reflective orientation, is a pedagogical approach that emphasizes reflection as a core element of learning. It focuses on learners and practitioners regularly examining their assumptions, processes, and experiences to deepen understanding and improve practice. The term is used in educational and professional development contexts, particularly in settings that foreground reflective practice.

Origins and theoretical basis: The concept draws on theories of reflective thinking and practice, notably John Dewey's ideas about thinking and experience and Donald Schön's reflective practitioner. It is often linked to Kolb's experiential learning cycle, which positions concrete experience, reflective observation, abstract conceptualization, and active experimentation as a continuous loop. In Swedish and Nordic educational discourse, reflektionsinriktning is used to describe curricula, assessment practices, and teacher preparation that prioritize reflection.

Applications: It is applied in course design, instructional strategies, and assessment approaches that aim to cultivate metacognition and deeper learning. Common methods include reflective journals or diaries, learning portfolios, structured reflection prompts, and facilitated group discussions. It is widely used in professions where reflective practice supports professional development, such as teacher education, nursing, social work, and vocational training.

Measurement and evaluation: The depth and quality of reflection are often assessed with rubrics, self- and peer assessments, and portfolios that demonstrate changes in practice. Implementation requires time, explicit learning outcomes, and supportive feedback environments to help learners articulate and analyze their thinking.

Relation to other concepts: Reflektionsinriktning intersects with metacognition, self-regulated learning, and reflective practice. It emphasizes critical examination of beliefs, biases, and assumptions and aims to translate reflection into actionable improvements in professional or academic work.