A MIRROR ON PROFESSIONAL ARTISTRY

Teaching excellence requires constant matching of
suitable pedagogy to changing conditions that are
ripe for testing the generalizability of Schön s
(1987) reflective practice concepts. This qualitative
study explores how business professors describe,
understand, and use reflection in their teaching
practices to better understand their professional
artistry (Schön, 1987). The study has three principle
aims: first, to test the generalizability of a
conceptual model of reflection-in- and -on-action,
derived from Schön s (1987) reflective practice, to
business professors teaching practices; second, to
explore the factors, feelings, actions, and
consequences of business professors reflection; and
last, to understand how business professors learn,
develop, and sustain their reflective practice. The
data indicated that while each professor s reflective
practice is unique, there are commonalities:
reflection as framing an experiment; reflection as
emotional interaction; reflection as development;
reflective practice as a system; and reflection as
artistry revealed. The results of this study are
useful in helping professors in all disciplines
develop a more reflective teaching practice.