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Toutorial Paper 3 - Brookfield Critical Reflection
Toutorial Paper 3 - Brookfield Critical Reflection
Year: 4
Marks: 100%
Stephen Brookfield is an educational scholar who in this piece of literature explains critical
reflection using his four lenses framework which can be seen in the diagram bellow. The
book also provides the reader examples of how to approach difficult maters such as
challenging our assumptions to improve our students learning experience. It also identifies
the importance of conducting critical reflection rather than surface reflection because critical
reflection promotes self-assuredness, motivation and makes it more likely for students and
teachers to achieve learning goals (Brookfield, 1995) The goal of a critical teacher in
education is to engage in deeper thought regarding the way they teach thus identifying ways
to improve the way he/she teaches.
Making Self
Changes Reflective
Lens
Critical
Reflection
Reviewing Students
Literature Lens
Colleague
Lens
After reading the opening two chapters of Brookfields book Becoming a critically reflective
teacher and critical reflecting on his writings I find myself agreeing and disagreeing with several
elements of the literature in relation to the praxis cycle. While reading the text, I found it quite
difficult to comprehend due to its structure and the language used. However, I do feel that the
four-lens framework is a stable platform to assist teachers on critical reflection as it strives to
increase teacher awareness of his or her teaching from as many different vantage points as
possible (Miller, 2010). However, I do think Brookfields framework would be more suitable if it
considered emotional aspects of learning such as feelings, aiding the holistic development of a
students. This can be found in Graham Gibbs framework for critical reflection (Mind Tools).
Another example of an educational theorist who places emphasis on the holistic development of
the student is Christopher Johns (Leitch & Day, 2006).
As teacher, I believe self-reflection which is the initial step in Brookfields framework is an
action carried out by the majority if not all teachers. This may even be done without a teacher
applying a specific framework to conduct a critical reflection on their teaching. This is because
instinctively, teachers evaluate their practice to improve the way in which they teach (ETI,
2005). However Brookfield makes it clear that excellent teacher looks further then this when
critically reflecting, aquiring student feedback, taking part in peer review and studing litrature
before making changes to the way we teach (Brookfield, 1995). This is key as one of the most
common problems assoicated with self-reflection is teachers making false assumptions on what
works when teaching and in the litrature Brookfield identifies the importance of challenging thes
assumptions (Brookfield, 1995). I feel this is significant as we all make assumptions on what
works when teaching from our past experiences. However the lenses which take place
subsequently (student feedback and peer reflection and litratuere) aid in identifying false
assumptions we may have made in education. This is why I feel Brookfields provides a solid
foundation for deeper critical reflection to take place.
The holistic development of a student is of huge importance in morden education because A
holistic methodology seeks to help children develop all their skills and to build their strengths
(Scholar Base, 2014). There is also evidence of the importance of holistic development in the
current Juinor Cycle Refom as wellbeing is now one of the key values. This is because Students
Due to this I feel that Brookfields framework is flawed as it fails to take notice of the importance
of holistic development of the students as it primarily places emphasis on the cognitive
development.
In conclusion, I feel that applying a framework that incorporates self-reflection, feelings, student
feedback, peer reflection and evaluating literature would be more suitable praxis framework for
critical reflection and would achieve greater results. I also feel it is important to be aware of the
holistic development of our students in this cycle. However, I agree with Brookfield as he
identifies the significance in looking to conduct critical reflection rather than engaging in surface
reflection as our assumptions may cloud our judgement on what works in the classroom. Also, I
feel that applying Brookfields framework we develop a better understanding of whats happening
in the classroom due to the variety of perspectives incorporated, as well as providing solution
before making subsequent changes. Therefore, Brookfields framework is a framework which I
will look to implement in my teaching, nonetheless I will look to expand on this framework to
encourage students holistic development.
Bibliography
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. In S. Brookfield, Becoming
a Critically Reflective Teacher (pp. 46-47). Michigan: Wiley.
Department of Education and Skills. (2015). Framework for Junior Cycle. Retrieved from
Education.ie:
http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Framework-
for-Junior-Cycle-2015-2.pdf
ETI. (2005). The Reflective Teacher. Bangor, Co.Down: Crown Copyright.
Finlay, L. (2008). Reflecting on Reflective practice . 9-10.
Miller, B. (2010). Brookfield's Four Lenses: Becoming a Critically Reflective Teacher.
Sydney: The University of Sydney.
Mind Tools. (2016, January 26). Mind Tools. Retrieved from Gibbs Reflective Cycle:
https://www.mindtools.com/pages/article/reflective-cycle.htm
Ruth Leitch & Christopher Day. (2006). Educational Action Research. Educational Action
Research, 10-12.
Scholar Base. (2014, March 5). Scholar Base. Retrieved from Why Holistic Education Is
Important: http://scholar-base.com/homeschooling-educational-trend/