Reflection is fundamental in experiential pedagogies, and many studies have been carried out to investigate its impact and benefits on student learning outcomes. However, the concept of reflection is not well understood. In this study, we focus on the concept of reflection and ensuing approaches to it in service-learning, an experiential pedagogy that has been hailed as a high-impact practice in higher education. We first survey the semantic background of reflection and its usage in service-learning literature. We then present a qualitative study of how university faculty involved in service-learning actually conceive reflection. In-depth interviews uncovered common tendencies as well as concerns about handling reflection in service-learning courses. We devised a framework to map teachers’ conception of reflection onto the service-learning goal of transformative education. From the data set, we identify four conceptual domains echoing varying conceptions of reflection in literature: reflection as transformative learning , as mindful practice , as evaluation exercise , and as articulated thinking – with the most popular being evaluation exercise and transformational learning.

中文翻译：

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了解我们的立场：映射教师在服务学习中反思的概念

反思是体验式教学法的基础，已经开展了许多研究来调查反思对学生学习成果的影响和益处。然而，反射的概念并没有被很好地理解。在这项研究中，我们关注服务学习中反思的概念和随之而来的方法，这种体验式教学法被誉为高等教育中的一种高影响力的实践。我们首先调查反射的语义背景及其在服务学习文献中的使用。然后，我们对参与服务学习的大学教师如何实际构思反思进行了定性研究。深入访谈揭示了在服务学习课程中处理反思的常见趋势和担忧。我们设计了一个框架，将教师的反思概念映射到变革性教育的服务学习目标。从数据集中，我们确定了四个概念领域，呼应了文学中不同的反思概念：反思作为变革性学习、作为正念练习、作为评估练习和作为清晰的思考——最受欢迎的是评估练习和转化学习。