ABSTRACT
The previous two chapters have focused on the development of the notion of reflection from Dewey's move away from the dangers of 'habitual action', through Freire's conscientization, Habermas's emancipatory learning and Mezirow's perspective transformation, up to Schôn's reflective practitioner. Having studied the reflective literature I became interested in designing a new teaching model that would allow health and social service professionals to work with service users in a in a more positive and equitable. This chapter outlines how I went about creating such a reflective teaching environment which drew on the work of the reflective theorists, but which also developed it further into a new, innovative reflective model. This chapter also begins to describe how, using an action research framework, this new teaching model was used with a group of health and social service professionals working in the area of intellectual disability.
