This paper examines the relationship between reflective practice and instrumental learning
within the context of continuing professional development (CPD). It is argued that …

Reflection and reflective practice are much discussed aspects of professional education.
This paper conveys our efforts to problematise teaching reflective practice in human …

Reflective practice is held to be a means of practitioner development; however the range of
models of reflection do not seem to suit practitioners working in the Post‐Compulsory …

Structured learning events termed reflective activities are now widely used throughout work-
related learning. These activities are thought to occasion reflection, critical reflection and …

Reflective learning is a standard and largely unquestioned pedagogy of initial in-service
professional education. This case study problematises the processes of reflective learning …

A major element of CPD is reflective practice and many trainee and new teachers are
unsure about what is actually involved in the process and how to get the most from it. The …

Reflective practice is becoming the favoured paradigm for continuing professional
development in higher education. However, some authors have suggested that we have an …

The challenges of teaching reflective learning, whilst not peculiar to the HR profession,
assume a poignancy given HR's claim to be the natural custodians of 'all things learning' …

Continuing to learn is universally accepted and expected by professionals and other
stakeholders in professional practice. However, despite changes in undergraduate …

A large number of professions have requirements for professional development activities to
ensure continuing registration or membership. These typically privilege participation in a …