Abstract

Ways to articulate experiential, reflective analysis and make the links between theoretical and practice/personal knowledge are not always made explicit. Students can therefore follow a variety of less valid ways, e.g. . Adopting technocratic or mechanistic style and language; . Using descriptive writing; . Drawing on more accessible and immediate knowledge sources (e.g. policy, procedures or personal anecdotes) This workshop is aimed at understanding how we can best enable students to include personal/professional understanding as well as evidence/theory to support and artiuclate their learning from experience.