Valli’s five types of reflection - Bellarmine University
Valli’s five types of reflection |Connection to Bellarmine University’s Educator Preparation program | |
|Technical reflection: Educators match one’s own performance to |Reflective inquiry encourages a continuous relationship between |
|external guidelines. Content of this form of reflection centers |experience and understanding which promotes a Triad of Life-Long |
|on general instruction and management behaviors based on research|Learning: research, reflection, and refinement. |
|of teaching. |Relying upon recognized bodies of knowledge, educators perceive |
| |relationships and connections between parts of the teaching and |
| |learning process. |
| |This style of thinking develops within each teacher a critical |
| |disposition for broad-based problem-solving abilities and also |
| |nurtures life-long learning. |
|Reflection-in and on-action: |Reflective thinking involves continuous assessment, creating a |
|Educators base decisions on one’s own unique situation and |balance between new information and the critical examination of |
|consider personal teaching performance. |prior teaching experiences relevant to the new information. |
|Deliberative reflection: |Educators, while exercising freedom of choice for themselves and |
|Educators weigh competing viewpoints and research findings |learners, rely on a strong research base as a guide for their |
|regarding a whole range of pedagogical concerns/decision (e.g., |pedagogy. Educators, furthermore, are responsible for initiating |
|curriculum, instructional strategies, rules and organization of |such activities within various styles of performance in order to |
|classroom, etc.). |meet the divers needs of students. |
|Personalistic reflection: |The reflective thinker knows that not only are one’s feelings, |
|Educators listen to and trust one’s own inner voice and the |emotions, and cognition closely related, but they are highly |
|voices of others. Content for this type of reflection includes |interactive in the teaching and learning process |
|personal growth and relationships with students. | |
|Critical Reflection: |As the educator models reflective thinking, he/she encourages the|
|Educators consider the social, moral, and political dimensions of|same kind of thinking in his/her students. Such |
|schooling and judge these dimensions in light of the ethical |thinking—open-mindedness and discernment, rational judgment and |
|criteria such as social justice and equality of opportunity. |creativity—is likely to transfer to other aspects of students’ |
| |lives. Likewise, such thinking is the hallmark of the just and |
| |truly educated person. |
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72 (1), 67-88.
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