The Theory/Practice Divide: Bridging the Gap in Occupational Therapy

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Abstract
Recent research has highlighted students' and new practitioners' perceptions of a theory/practice divide. In reviewing the literature on types of knowledge and their use in different contexts, a number of possible explanations for the divide emerge concerning the relationship of theory to practice. The extent to which changing patterns of fieldwork practice and clinical reasoning strategies are bridging the divide is explored. This suggests that emancipatory knowledge is possible by these educational routes but has yet to fulfil its full potential because of historical, professional and institutional constraints.

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