ABSTRACT
In the previous section, the term 'practice learning' has been used mainly to denote all those processes which help students learn from and for practice. In the next three sections, however, it is necessary to distinguish the three processes - learning, teaching and assessing. There is of course considerable overlap between these three. All teachers hope that teaching leads to learning. The literature on assessment (Rowntree 1987; Evans 1990a) suggests that its key functions include facilitating learning and informing teaching. Nevertheless, they are separated hereafter as the focus shifts from a more global appreciation of the position of learning for and from practice within professional education as a whole to a more detailed exploration of specific processes.
