Reflective Inquiry as Transformative Self-study for Professional Education and Learning

Abstract

This article examines the transformational possibilities for students and teachers of engaging in reflective inquiry for professional education and learning. The authors from the fields of teacher education and social work present three self-study cases of their own and their students' experiences of reflective inquiry in professional learning. One focuses on student and teacher interactions in learning, one on the effect of teachers' reflective learning on other teachers' learning, and one examines the elements of her own professional learning. All examine how the experiences of reflective inquiry promote professional education and learning, and consider three questions: Is this transformation? Does reflective inquiry facilitate transformational learning? How?