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Reflective practices span a number of approaches (Figure 1.1) characterised by three developing themes:

 From doing reflection towards being reflective.

 From a technical rational to a professional artistry perspective.

 An increasing criticality.

FIGURE 1.1 Typology of reflective practices.

Doing reflection reflects an epistemological approach, as if reflection is a tool or device. Being reflective reflects an ontological approach concerned more with ‘who I am’ rather than ‘what I do’. It is pertinent to note that all the theories I briefly noted all focus on reflection, not reflective practice. Bulman et al. (2012), in their investigation of student and teacher perspectives on reflective practice, revealed that a focus on being rather than doing was significant. The ontological approach subsumes the epistemological, as if the way we think about and do things must involve us who are to think about things in the first place. Doing reflection reflects a technical rational approach, whereas being reflective reflects a professional artistry approach. Criticality reflects the depth of inquiry into the background that frames experience.