Bridging the Gap between Reflective Learning and Reflective Practice through Anticipatory Reflection

Purpose
This paper analyses student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection, and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice.

Design/methodology/approach
An interpretivist approach is taken whereby student reflections on their experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis, to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing.

Findings
Students identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy, and self-belief. In addition, the development of empathy, and increases in self awareness were common benefits of working through the process of anticipatory reflection.

Originality
In contrast to existing retrospective approaches, here we focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice.