ABSTRACT
A very general model of human intentional activity, of which teaching and studying are examples, is constituted by the concepts of intention, action and reflection. In teaching this is taken to mean (a) that teaching activities are considered as intentional, (b) that these activities or the results of them must be reflected upon in order to determine their pedagogical meaningfulness and (c) that the result of such evaluative reflection normally affects the subsequent intentions. On a general level many researchers on teaching and learning accept this point of departure (e.g. Bennett, Carré & Dunne, 1993; Bereiter & Scardamalia, 1989; Gudmundsdottir & Shulman, 1987; Kansanen & Uusikylä, 1983; Kaufmann, 1966; Klafki, 1994a; Kolb, 1984; Koskenniemi, 1968; Norman, 1980; Shulman, 1987; Winne & Marx, 1977). This general position must therefore be specified in order to communicate the features of the model to be advanced.
