Abstract
This article is the fourth in a series of five articles explaining the grounded theory
named RESPoND: Reflection in the Education and Socialization of Practitioners: Novice
Development. Participants in the grounded theory study included a cohort of audiology
students, clinical faculty, and preceptors. This particular article focuses on the
second of three facets that together explain the role of reflection in novice development
in the context of the RESPoND theory. This facet represents the concept of reflection
as a tool for student and novice development. Reflective practice has been described
as a professional development tool. There is a temptation to turn reflective processes
into structured, measurable activity for assessment and regulation purposes. Further,
there is potential to conflate reflection with self-assessment, thus limiting its
potential benefit. For these reasons, this facet's theoretical findings are of particular
importance. Implications of this theory are presented, focusing on the potential of
reflection as a tool beyond self-assessment. We acknowledge that these findings relate specifically to the participant
cohort; however, the understanding gained from this research may nonetheless be informative
to a wide audience of individuals interested in audiology education.
Keywords
reflection - reflective practice - practice-based knowledge - experiential learning
- education - professional development - emotional self-care
