Organization Management Journal


Teaching reflective practice places difficult demands on the teacher as it seems to inevitably highlight the teacher’s own ability, or lack thereof, to be a reflective practitioner. In this article, I reflect upon a time when I was teaching reflective practice online and a student and I made negative judgments about each other. I found that my negative judgments were primarily based in a tacit assumption that I am right (and the student was wrong) and a fear of failing as a teacher. By being tacit, they are hidden from possible inquiry. An important aspect of my own defensive behavior was being closed to the possibility of being surprised, which prevented reflection-in-action.