![]() In particular, we demonstrated the effectiveness of promoting reflection- on-action through instructional activities based on prompts regarding declarative knowledge acquisition, metacognitive skills development, and attitude towards reflection (Cattaneo et al. In a previous study on apprentice chefs, we showed that instructional activities fostering them to reflect on their job performance were effective. 2012), who could appropriately utilise critical questions and prompts to support the reflective process (Raizen 1994 Krause and Stark 2010). 2006 Taylor and Freeman 2011) it needs scaffolding provided by educators (De Bruijn and Leeman 2011 Schaap et al. However, reflecting on one’s experiences is usually not spontaneous in vocational education (Stavenga de Jong et al. 2016), which offers learners (apprentices) the opportunity to train at school while concurrently working in a company. This important source for competence development is particularly interesting for dual vocational education and training (VET) systems, such as the Swiss one (Bonoli et al. Moreover, Schön’s ( 1983) seminal work acknowledges that reflection is an essential trait of professionalism and competence and distinguishes between reflection- on-action and reflection- in-action, the former occurring a posteriori, the latter taking place whilst performing an activity or in a professional situation. ( 1985), for example, define reflection as an “important human activity in which people recapture their experience, think about it, mull it over and evaluate it” (p.19) as a result, reflection plays both a cognitive and metacognitive role in learning (Looi and Wu 2015). This term covers a wide and deeply investigated concept (e.g., Thorsen and DeVore 2013 for an overview), which includes several more specific processes such as re-capturing, description, analysis, interpretation, accommodation, monitoring, debugging, evaluation and also “introspection” (e.g., Vermersch 2006, 2009). In other words, reflection leads such transformation. 1985 Dewey 1933, 1938/1963 Engeström 1987 Kolb 1984 Moon 1999a Schön 1983) agree that experience per se is not enough to learn, one needs to reflect on experiences. Starting from this general assumption, many scholars (e.g., Boud et al. Despite its limitations due to the small sample, the study represents a good premise to confirm the effectiveness of our pedagogical approach and transfer it to other initial vocational education professions.Īccording to the experiential learning approach, learning is “the process whereby knowledge is created through the transformation of experiences” (Kolb 1984, p. Finally, their reflection- on-action was higher. Also, the quality of their performance, according to two experts’ assessment, was significantly better. The former group outperformed the latter in the quality of their reflection- in-action. ![]() Nine of them were accustomed to metacognitive prompts to reflect on their practice, the others not. When finished, we asked them to complete a report that self-assessed their performance. Using a thinking aloud technique, we asked 15 apprentice chefs to cook a recipe and video-recorded them. ![]() However, it is unclear to what extent this approach is effective to promote their reflection- in-action, to increase the quality of their professional performance, and to establish a long-term attitude to reflect on-action. Some evidence supports the effectiveness of promoting the former by using metacognitive prompts that encourage vocational education apprentices to reflect. Reflection- on-action (taking place a posteriori, when the task is already accomplished) and reflection- in-action (occurring while performing the task) are equally important to increasing one’s professionalism. Reflection is essential for professional competence development in every profession.
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