A MIRROR ON PROFESSIONAL ARTISTRY

Teaching excellence requires constant matching of
suitable pedagogy to changing conditions that are
ripe for testing the generalizability of Schön s
(1987) reflective practice concepts. This qualitative
study explores how business professors describe,
understand, and use reflection in their teaching
practices to better understand their professional
artistry (Schön, 1987). The study has three principle
aims: first, to test the generalizability of a
conceptual model of reflection-in- and -on-action,
derived from Schön s (1987) reflective practice, to
business professors teaching practices; second, to
explore the factors, feelings, actions, and
consequences of business professors reflection; and
last, to understand how business professors learn,
develop, and sustain their reflective practice. The
data indicated that while each professor s reflective
practice is unique, there are commonalities:
reflection as framing an experiment; reflection as
emotional interaction; reflection as development;
reflective practice as a system; and reflection as
artistry revealed. The results of this study are
useful in helping professors in all disciplines
develop a more reflective teaching practice.

Autorentext
Gary Wagenheim, Ph.D. has established himself as a prominentscholar and educator in the field of leadership and organizational development. He is an adjunct professor at Simon Fraser University's Segal Graduate School of Business and the Helsinki School of Economics and a former professor at Purdue University's School of Technology.

Klappentext
Teaching excellence requires constant matching ofsuitable pedagogy to changing conditions that areripe for testing the generalizability of Schön's(1987) reflective practice concepts. This qualitativestudy explores how business professors describe,understand, and use reflection in their teachingpractices to better understand their professionalartistry (Schön, 1987). The study has three principleaims: first, to test the generalizability of aconceptual model of reflection-in- and -on-action,derived from Schön's (1987) reflective practice, tobusiness professors' teaching practices; second, toexplore the factors, feelings, actions, andconsequences of business professors' reflection; andlast, to understand how business professors learn,develop, and sustain their reflective practice. Thedata indicated that while each professor's reflectivepractice is unique, there are commonalities:reflection as framing an experiment; reflection asemotional interaction; reflection as development;reflective practice as a system; and reflection asartistry revealed. The results of this study areuseful in helping professors in all disciplinesdevelop a more reflective teaching practice.