BAKGRUNN
The ability to reflect has attracted the interest of scholars. They have mainly used Dewey's, Van Manen's, and Schön's theoretical frameworks in research. Standal and Moe (2013) write that future research needs to clarify what is meant by the specific use of the concept, in the specific study. In addition to this, researchers have also mainly researched on the basis of the question of how teachers or students reflect. Therefore, is this theoretical framework constructed to answer the question: how does the context surrounding the teachers or students affect the composition of their reflections?
RESULTAT
To be able to answer the new question concerning contexts' influence on teachers' and students' composition of their reflections, Wackerhausen (2008; 2009) offers an interesting theory. He introduces the reflection anatomy, which I use as an analytical tool to dissect the reflection into smaller parts. One reflects... something:
- In a context of,
- On ,
- With and,
- From.
KONKLUSJON
This new approach offers scholars new perspectives and contributes to the ongoing and constantly recurring research on reflections.