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Reflection, in a classroom setting, presents educators with a method for narrowing the theory-practice gap. Material from the practice environment can be brought into the classroom and used as the substance of learning from experience. Enabling students to understand and value reflection is an essential part of this process. It is also a process which should be a carefully considered and managed part of the curriculum. This article reports on a small-scale participatory action research project that examines the development of reflection from the perspective of the student.
Bulpitt et al. (Mon,) studied this question.