problem, they spend their time figuring out what the teacher wants(Brooks 1993: 60) Anderson and Biddle (1975: 130)argue that this approach also "offers students an obvious answer to the questions Why do we need to learn his information? and what does what I am doing in school have to do with the real world? students learn to use critical reflection to find an individual answer that can be supported professionally, commercially and ethically. As Bandura (1986: 5) noted: Gaining insight into one's underlying motives is more like a belief conversion than a self-discovery process Blocking the exits As well as enabling students to become more adaptable in applying skills, the model incorporates contextual issues in a structured way. For example, a journalist student may be faced with a scenario where they must decide whether to pursue a story and how much of what they find they hould report. In the process, the student must make decisions and judgements about the veracity of their sources. Faced with the potential harm the reporting could do, the student finds that loyalties can compete. Journalists demonstrate their expertise through their actions, which are informed by critical reflection on prior experience. Langer described how"process orientation not only enables more reliable professional decisions but also adds a dimension of self-efficacy Awareness of the process of making real choices along the way makes it less likely that we will feel guilty in retrospect.. On occasion, after learning the consequences of a choice, we may wish we had chosen differently, but we still tend not to be quite as hard on ourselves when we know why we did what we did True process orientation also means being aware that every outcome is preceded by a process. ( Langer 1989: 75) This model makes explicit the ethical context of the decision-making, requiring students to incorporate this context into their thinking Students are inclined to shrink from such complexities when reflecting on professional practice and opt to avoid ethical decisions by arguing there is ne one answer. "(Sheridan Burns 1995: 3)This"exit "from reflecting on the implications of their actions is blocked when the curriculum calls for this to be done explicitly. Thinking about choices gives students clues to their tacit understanding, and by doing so their understanding is changed By requiring students to justify a course of action that can be defended professionally, commercially and ethically, they must accept a role in defining a solution. They go beyond experiencing the discomfort of the colliding loyalties to the point of choosing actions that reflect their thinking. Bandura argues that a self-efficacious employee is better able to deal with contradictions found in the workplace. he satisfactions people derive from what they do are determined to a large degree by their self-evaluation standards. A sure way of inducing self-discouragement and a sense of personal quacy is to judge one's ongoing performance against lofty global or distant goals. When experience contradicts firmly held judgements or self-efficacy, people may not change their beliefs about themselves if the conditions of performance are such as to lead them to discount the import of the experience. (Bandura 1986: 359problem, they spend their time figuring out what the teacher wants (Brooks 1993:60) Anderson and Biddle (1975:130) argue that this approach also “offers students an obvious answer to the questions ‘Why do we need to learn his information?’ and ‘what does what I am doing in school have to do with the real world?’” Students learn to use critical reflection to find an individual answer that can be supported professionally, commercially and ethically. As Bandura (1986:5) noted: “Gaining insight into one’s underlying motives is more like a belief conversion than a self-discovery process.” Blocking the exits As well as enabling students to become more adaptable in applying skills, the model incorporates contextual issues in a structured way. For example, a journalist student may be faced with a scenario where they must decide whether to pursue a story and how much of what they find they should report. In the process, the student must make decisions and judgements about the veracity of their sources. Faced with the potential harm the reporting could do, the student finds that loyalties can compete. Journalists demonstrate their expertise through their actions, which are informed by critical reflection on prior experience. Langer described how "process orientation" not only enables more reliable professional decisions but also adds a dimension of self-efficacy. Awareness of the process of making real choices along the way makes it less likely that we will feel guilty in retrospect… On occasion, after learning the consequences of a choice, we may wish we had chosen differently, but we still tend not to be quite as hard on ourselves when we know why we did what we did. True process orientation also means being aware that every outcome is preceded by a process. (Langer 1989:75) This model makes explicit the ethical context of the decision-making, requiring students to incorporate this context into their thinking. Students are inclined to shrink from such complexities when reflecting on professional practice and opt to avoid ethical decisions by arguing, “there is no one answer.” (Sheridan Burns 1995:3) This “exit” from reflecting on the implications of their actions is blocked when the curriculum calls for this to be done explicitly. Thinking about choices gives students clues to their tacit understanding, and by doing so their understanding is changed. By requiring students to justify a course of action that can be defended professionally, commercially and ethically, they must accept a role in defining a solution. They go beyond experiencing the discomfort of the colliding loyalties to the point of choosing actions that reflect their thinking. Bandura argues that a self-efficacious employee is better able to deal with contradictions found in the workplace. The satisfactions people derive from what they do are determined to a large degree by their self-evaluation standards...A sure way of inducing self-discouragement and a sense of personal inadequacy is to judge one’s ongoing performance against lofty global or distant goals. When experience contradicts firmly held judgements or self-efficacy, people may not change their beliefs about themselves if the conditions of performance are such as to lead them to discount the import of the experience. (Bandura 1986: 359)