Reflective practice-based learning in Academy Profession Programmes

RPL presupposes a practice that can be reflected upon, in and with, to create a connection between theory and practice, with the purpose of developing the students’ professional identity. Academy Profession Programmes are often polyvalent, without a clearly defined practice or profession. This therefore begs the question of how one educates with RPL as a pedagogical basis for teaching, when there is neither a requirement for reflective ability, nor a clear practice that is being educated towards.This paper presents a model that is developed as a result of the preliminary study for the research project on how RPL can be applied in polyvalent Academy Profession Programmes. The preliminary study, and the result in this paper, is based on an analysis of empirical data consisting scientific literature, observations, and qualitative data with a focus on the concepts of practice, learning and reflection.