LISTENING TO CAUTIONARY TALES As advocates of a reflective orientation to professional preparation, we contend that formalised storytelling is a tool which enables students to reflect on their emerging practice and also enhance their capacity to manage the intricacies, uncertainties and tensions they will encounter in later professional roles (Loughran, 1996). However, we do take note of cautionary tales about the constraints and impediments to reflection. Like Larrivee (2000:304), we acknowledge that 'the route to becoming a reflective practitioner is plagued by incremental fluctuations of irregular progress'. We also recognise that some students may find reflective processes difficult to embrace. In particular, we have noted Boud and Walker's (1998:196) concerns regarding the lack of recognition some educators give to context when reflection is promoted
in professional courses. Boud and Walker (1998) refer to context as 'the total cultural, social and political environment in which reflection takes place' . They suggest that some educators may need to consider the following factors when planning reflective activities:
Their awareness of what elements of the cultural, institutional or disciplinary context may need to be filtered or confronted in this local context, or may be used to advantage in the learning event (i.e. a particular session in a course).