The concept of reflective practice is embedded within professional education for health and social work in Anglophone countries (Gould & Taylor, 1996; Johns & Freshwater, 1998; Taylor, 2010) and elsewhere (Nordman, Kasén, & Eriksson, 1998; Yip, 2006). It has been presented as a ‘new epistemology of practice’, a rejection of attempts within professions such as social work to emulate the natural sciences in their quest for definitive positivist knowledge on which to base practice (Napier & Fook, 2000).
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