ABSTRACT
Though learning is an everyday experience, it is nevertheless an exciting process. (We will use the term ‘learner’ to denote anybody who is learning about task-centred practice; this is a more inclusive term than ‘students’ [which, in the UK, usually means people who are not yet qualified] and ‘candidates’ [used solely for people who are studying for post-qualification and post-registration awards]. ‘Learner’ also includes people who are not enrolled in any formal programme of study and, of course, it can encompass people who learn about task-centred practice as service users or carers.) There is still much to discover about the transfer from ‘learning about’ to ‘learning to do’, and how to convert learning in simulated or class-based settings into practical changes in professional practice (Cree and Macaulay 2000). The purpose and context of learning are significant in this process, especially an awareness of possible barriers and blocks.
