Reflective Practice, Reflexivity, and Critical Reflection in Social Work Education in Australia

Abstract

ABSTRACTReflective practice, reflexivity, and critical reflection are now widely accepted as important in contemporary social work practice. Despite this, there remain differences in how the terms are discussed within the literature. This results in confusion in how students are instructed about reflective practice, reflexivity, and critical reflection. This paper presents a proposal for clarifying these concepts based on the results from an interpretive study of reflective practice in social work education and practice in Australia. The study utilised three different methods: autoethnography, an archaeological analytic, and qualitative interviews. It found that reflective practice is understood as a capability, a form of critical thinking, a discipline response to a changing sector, and a way of theorising from practice. Conceptual clarifications of reflective practice, reflexivity, and critical reflection are presented.IMPLICATIONSThere is a need for clarification about the meaning of reflective practice, reflexivity, and critical reflection within social work.Findings from a qualitative study on the meaning and use of reflective practice in Australian social work education may provide conceptual clarification of these terms.