Reflecting on or with practice

This paper highlights how reflection on or with practices can be seen as transformation and resituating of knowledge across settings from formal educational to professional practice. Two different activities of reflection
are given as examples showing how differences in life settings have an impact on how reflection on or with practice is carried out.
A theoretical approach and framework for analyzing situated knowledge and its transformation at three contextlevels is illustrated, framing how to see different reflective practices as related to socio-epistemic negotiation, drawing on students' dispositions and patterns of participation to meet the situational demands of the setting.
Further, the concept of Situated Readiness is introduced. Situated Readiness as a focal point of attention towards designs for learning allows for creating continuity between the Teacher Education Program and school and giving students opportunities to recognize and reflect upon their sameness and differences as part of their reflections.
The empirical offset of the paper is a design-based intervention study investigating how student teachers' reflections occur in response to differences between a course at the Teacher Education Program and middle school
classroom setting.
Findings of the study reveal that within educational settings, the students' reflections and theorizing on practice are characterized more as retrospective documentation of intentions, than reflections on what happened in the
classroom, with the danger of limiting reflective-based activities as further professional development.