Scaffolding critical reflection across the curricula of a social welfare degree

This paper reports findings of the second phase of a formative peer review into the critical reflection curricula in a Bachelor of Social Welfare course in a university in regional Australia. This study investigated the scaffolding of the ‘declared’ critical reflection curricula. It extends the first phase of the review, which was an analysis of the critical reflection assessment tasks; the ‘learned’ curricula (English 1978, cited in). During...