ReflectionThere are many definitions in the literature of reflection, however most agree that it is an active and conscious process. Reflection is often initiated when the individual practitioner encounters some problematic aspect of practice and attempts to make sense of it. it.DeweyDewey (1933) defined reflection as:An active, persistent, and careful consideration of any belief or presumed form of knowledge in light of the reasons which support it and the further conclusion to which it tends.Dewey worked as an educationalist and developed his concept of reflective practice and reflection through experiential learning theories. In his work he concluded that the experience lived by the individual can be described as a dynamic continuum and that each experience influences the quality of future experiences. Boud: the student's perspective Boud et al (1985) take a different perspective and define it as: An umbrella term for those intellectual and effective activities in which individuals engage in exploring their experiences in order to lead to a new understanding and appreciation. Boud and his coauthors see reflection from the student's perspective. They emphasize the relationship between the reflective process and the learning experience with respect to what the student can do. Schön - types of reflection Schön (1987) in his work identifies two types of reflection, these are reflection in the course of action (thinking on your feet) and reflection on action (retrospective thinking). He suggests that reflection is used by professionals when they encounter unique situations and when individuals may not be able to apply known theories or techniques previously learned through formal education. Others Greenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schön's theories. work because they fail to follow their own recommendations. This, he argues, has led to the implementation and prescription of dubious strategies for the promotion of what Schön calls enlightened professional art. Formal education is often unable to answer the complex questions of clinical practice and there remains a gap in the knowledge acquired. Schön, however, argues that wisdom can be learned by reflecting on dilemmas encountered in practice and that, using reflection on action, practitioners can continue to develop their practice. Reid (1993) in his definition also noted reflection as an active process instead of passive thinking. She states: Reflection is a process of reviewing a practice experience in order to describe, analyse, evaluate and then inform learning about practice. Kemmis (1985) agrees with Reid that the process of reflection is more than a process that focuses "on the Head'.