Skip to main content

Reflection revisited: perceptions of reflective practice in fashion learning and teaching

Buy Article:

$10.35 plus tax (Refund Policy)


Led by Schn and others, reflective practice has been widely explored in the last twenty years; however the kinds of practices focussed on have primarily been those in written format. The inclusion of Personal Development Planning activities (also known as Personal and Professional Development, or PPD) in higher education courses has reinforced the importance of both reflection and textual expression. Core modes of learning in the creative arts are not text-based, however, and the tension between writing and practice is familiar territory for debate. In spring 2006, a small-scale research project was conducted at the London College of Fashion (LCF) with staff and students on fashion courses. Its main goal was to examine perceptions of critical reflection, whether this is taught, how expressed, the extent to which it is measured and student responses to it. In addition, it considered the presence of the emotions in the fostering of reflective practice. This paper reports on both the project methodology and the findings, and raises questions about the ways in which critical reflection is currently stimulated in fashion learning which may have some resonance for other disciplines also.

Keywords: critical reflection; emotions; fashion; non-textual; perceptions; personal and professional development

Document Type: Research Article


Affiliations: London College of Fashion.

Publication date: 2007-06-07

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more