REFLECTIVE ACTIVITIES, REFLECTIVE QUESTIONS, SELF-QUESTIONING AND MANAGING PROFESSIONALLY SITUATED PRACTICE

Abstract

This paper investigates the role of structured reflective questioning as a critical tool for professional development and problem-solving within workplace and educational contexts. It analyzes the theoretical underpinnings of reflective self-questioning, drawing from Dewey's conception of reflective thought and examining its evolution from a cognitive learning strategy to a core practice for managing complex, situated professional challenges. The article argues that such questioning—whether conducted internally or dialogically—enables practitioners to move beyond routine action, surface assumptions, and navigate "ill-structured" problems. To bridge theory and practice, the paper presents and analyzes two concrete reflective instruments: the "Exit Ticket" and the "4 Ls Reflective Journal." A detailed analysis demonstrates how these structured templates systematically guide individuals from comprehension and critical appraisal to metacognition and actionable application, thereby fostering the habits of mind essential for adaptive, self-regulated professional practice.