Reflecting on reflective practice: issues, possibilities and guidance principles

Reflection is a foundational concept and practice across the higher education sector, recognised for its role in supporting student learning and professional development. This comment paper frames our conceptualisation of reflective practice with a definition and declares its underpinning assumptions. Our review of reflective practice through the pages of HERD reveals studies contributing new knowledge about the levels and assessment of reflection, its role as an intervention for student learning and insights through Indigenous perspectives. A critique of the literature identifies implications for future research including a need to address gaps such as large-scale, multi-institutional projects that explore beyond the cognitive dimension and text-based journalling. Guidance is needed for effective reflective practice. We offer a synthesis of research and practice, undertaken over a fifteen-year period, which culminated in eight new principles of reflective practice for learning and teaching. Enacting these principles will support the realisation of the benefits and potential of reflection for learning.