抄録
The biggest problem for the practitioner research is the lack of appropriate theoretical frames to view the subjective narratives on experience. This paper responds to this subjective stigma defining reflective practice as a qualitative research frame that allows practitioners to analyze own practices. The first part addresses the theoretical background as a research discipline in contrast with the behavioristic paradigm. The second part elaborates ‘reflection’ and ‘experience’ as two core concepts of reflective practice, identifying characteristics of reflection and elaborating complex features of experience drawing on various epistemological frameworks: experiential learning pedagogy, phenomenology, culture learning, critical discourse, and narratives. The author points out the particular significance of applying phenomenological perspective to reflective analysis. The third part explicates the process of reflective analysis according to a proposed five-step model, presenting research examples as well. The author encourages practitioners to explore their own practices through reflective practice, advocating the achievement of new understanding on lived practice and self-growth as the primary goal.
https://ror.org/020peey21 
