The use of the ‘Clean Language’ model as a method of encouraging HE lecturers to reflect on their practice

The role of reflection as means of improving practice has been advocated by many authors (Dewy, 1933, Schőn, 1987) and actively promoted within many aspects of education.

While an array of methods of reflection are used in education, a critical analysis of the methods used suggests that the use of predominantly process-based models such as the ones advocated by Kolb (1984), Gibbs (1988), etc. are at odds with how people think and learn and how the one-size-fits-all approach to reflection could prove counter-productive in some instances (Bolton, 2010, Bulman and Schutz, 2006)

To help counter the criticisms of current reflection practices, Baud and Walker (1998) identify how the use of 'coaching' style of reflection would be more productive, particularly in relation to the role of metaphors which Mahlios, Massengill-Shaw and Barry (2010) suggest are representative of the constructs which individuals use to organise their thinking and plan their actions (Cook-Sather, 2003).

Hence it is proposed a study aimed at exploring the use of the ‘Clean Language’ model (which specifically explores metaphors) as a method of encouraging HE lecturers to reflect on their practice, may help to determine if the model helps individuals to more effectively reflect on their practice and counter the criticism of existing models of reflection