ABSTRACT
By its nature, professional practice contains tacit and habitual aspects that ultimately can limit the professional's ability to respond appropriately and effectively to client need. This reflective teaching and learning model has been designed to find, acknowledge and challenge these routine and predictable aspects of professional practice and to generate approaches to service users which are more responsive and effective. By utilizing the principles of reflective teaching and critical learning, the model has been designed to encourage professionals to explore significant aspects of their current practice, to attempt new, more considered methods of working with their service users and subsequently to analyse the effectiveness of such new approaches. Central to the model is the importance of creating a teaching and learning environment that encourages and challenges professionals to confront their perceptions of the service users with whom they work and to examine how such perceptions influence their practice.
