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Article

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Abstract

The focus of the paper is on the use of a specifically designed portfolio in social care training as an aid to both integrated learning and reflection. Integrated learning is achieved through the use of discrete sections in the portfolio which require students to discuss their practice placement agencies from perspectives that demonstrate their understanding of subjects such as theories and practices of social care, psychology, social policy, legal studies. Reflection, which is considered a core element of social care training, is examined as a learning tool. A model for the promotion of reflection is presented which utilises peer learning, purposeful use of narrative and focused analysis to help students gain new perspectives on their learning experiences. Criteria for the assessment of both integrated learning and use of reflection are presented. Some comments of students recorded during the evaluation process are presented as evidence of their learning through the use of the portfolio model

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