A systematic review of concepts related to reflective practice-based learning with a focus on theoretical positions

Reflective practice-based learning (RPL) is a newly arising approach to teaching and learning within emerging ways of understanding learning, drawing on theoretical positions and epistemological perspectives such as constructivism, social constructivism, and socio-cultural theory. Common to these theoretical positions and concepts is the fact that learning is seen as linking theory and practice for the learner. Hence, RPL is part of a human and social science tradition in which learning is understood as more than merely acquiring knowledge. This means that action and thinking are interdependent and are closely linked to and situated in transactions between individuals and their environment through experimenting with authentic, real-world problems in the learning environment. In this paper, we present a literature review which aims to investigate the appearance of the core elements of RPL in scientific, peer-reviewed publications in both Danish and international journals. Thus, a systematic literature review is centred around mapping the key concepts of reflection, practice and theory, following the PRISMA 2020 guidelines. The subsequent analysis of the findings in the review reveals significant differences between local (Danish) vs international interpretations and the use of RPL or similar concepts. Based on this, the paper also outlines knowledge gaps to be addressed in future research. Based on the systematic literature review, the article presents an overview of how the central concepts of theory, practice and reflection are defined and applied in the literature.