ABSTRACT
Our work with stories has been influenced by current views on the nature of learning (Brockbank and McGill, 1998; Brookfield and Preskill, 1999; Entwistle, 1988, 1996; Fry, Ketteridge and Marshall, 1999; McGee and Fraser, 2001; Moon, 1999; Race, 2000; Ramsden, 1992). Views about learning have shifted in recent years to accommodate the reflective movement. Given this shift, and while recognising that the concept of reflection has been widely published (Atkins and Murphy, 1993; Boud, Keogh and Walker, 1985; Boyd and Fales, 1983; Cowan, 1998; Holly, 1984; Moon 1999; Schön, 1983,1987), we begin by summarising how it has influenced our views on student learning.
