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ABSTRACT The development of reflective practice through the keeping of a learning journal by full-time and part-time students on taught modular higher degree courses in education is investigated. Two models for reflecting on personal, academic, professional and evaluative development are outlined, guidelines for the content of learning journals are indicated and their contributions to notions of student ‘empowerment˚s, recorded through a learning journal, are evaluated in practice.
Keith Morrison (Mon,) studied this question.