ABSTRACT
This chapter is the second of four which unpack each of the sections of the SRCL framework. This chapter focuses on the Reactions that follow after a Situation is initially perceived. In this study, Reactions are the ways in which teachers manage Situations. Viewed in this way, Reactions are grounded in action, as they can be considered the ways in which teachers intellectualised the nature of a Situation to establish what is known and not known. This chapter unpacks three themes which illustrate how teachers React to Situations: Reaction as challenge, which enables the identification of what is not known; Reaction as Discovery, which establishes the discovery of new knowledge; and Reaction as Conservation, which establishes how to adapt and apply existing knowledge and skills to the new Situation.
