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ID of Student: G00393597 – Seán Flannery

Article/Reading Becoming a Critically reflective teacher.

1. CONCISE SUMMARY OF READING

Stephen D. Brookfield's book, "Becoming a Critically Reflective Teacher," delves into the significance
of critically reflecting on one's teaching skills. Brookfield emphasizes the advantages of critical
reflection in teaching, stressing that these benefits may be limited if the process isn't carried out
effectively. Additionally, Brookfield discusses various topics related to critical reflection, including its
practicality and his personal understanding of the subject.

Brookfield describes teachers who can critically analyse their work as individuals who are "valued
and dignified" and possess an "authentic voice," as they recognize their own self-worth. He
introduces what he calls the four lenses of critical reflection: autobiographical, through the students’
eyes, co-workers' experiences, and theoretical views. These lenses involve self-reflection, student
feedback, peer assessment, and engagement with scholarly literature, forming the foundation of
excellent teaching.

In the first lens, Brookfield underscores the importance of autobiographical reflection as the basis
for critical reflection. Teachers are encouraged to reflect on past experiences as both learners and
educators, which helps them become aware of the underlying assumptions and reasons guiding their
actions. Techniques such as journaling, class evaluations, and setting personal goals aid in this
process of reflection and adjustment.

The second lens emphasizes that self-reflection is essential for reflective teaching, but it's equally
vital to go beyond self-reflection to achieve good teaching. Teachers should reflect on students'
academic progress, such as their assessments and evaluations, to teach more effectively.

A good teacher, according to Brookfield, will reflect on the previous lenses, while an excellent
teacher will also seek feedback and criticism from peers and co-workers. Consulting with colleagues
allows for the evaluation of teaching methods and identification of potential issues. Informal
conversations with fellow teachers provide valuable insights into classroom problems that may have
been overlooked previously.

The fourth and final lens highlights the importance of teachers continuously expanding their
knowledge and skills through research and learning. Brookfield suggests that teachers who prioritize

© ATU Dept. of Creative Education 2023-2024

 self-reflection alone may not evolve as much as those who also engage in ongoing learning and
exploration.

In conclusion, Brookfield's theory of "Becoming a Critically Reflective Teacher" emphasizes the

importance of the four lenses in guiding effective critical reflection. His insights aim to enhance both
teacher and student learning experiences.

2. CRITICAL REFLECTION

This was a challenging piece of writing at times to understand. But now that I've done it, I completely
understand the importance of critical reflection as well as its advantages. Perhaps unknown to me at
the time, but looking back, I can see that I have always been a naturally reflective person. Critical
reflection and self-evaluation are vital practices for educators to engage in. Not only does this
benefit students and the larger school community, but it may also serve as a useful model for
reflection on a variety of other aspects of life.

Brookfield says that critical reflection is about questioning our assumptions. Jan Fook & Gurid Aga
Askeland share the same opinion as Brookfield in that they believe “he idea that critical reflection
involves the identification of deep-seated assumptions, but with the primary purpose of bringing
about some improvements in professional practice” (Jan Fook, 2007) To question our
assumptions effectively, we need to look at things from different perspectives, even ones we're not
used to. He suggests using his four lenses to do this, each of which helps us see different aspects of
our teaching. Through my experiences in college, I've realized that just teaching the way I learn isn't
enough. This means I haven't been looking at how well I'm teaching very closely. Now that I
understand Brookfield's lenses, I can better think about why certain teaching methods might not be
working in my classroom.

As teachers, especially those who are new, it's crucial not to be scared of practices like seeking
feedback and advice. As Helen Hickson said “We can see a reflection in a mirror or in a puddle of
water, and we can think about an experience and ponder what happened and why”. (Hickson, 2011).
These actions only help us improve. Our supervisors during teaching practice are essential for our
growth. Sometimes, we can't see our own mistakes, but working with peers can help us spot them
early on before they become habits that are harder to break later in our careers.

Reflecting on our actions allows us to figure out why we did what we did. Both skills—reflecting after
the fact and thinking quickly in the moment—are crucial for teachers. While reflecting usually
involves looking back, being able to make quick decisions on the spot is really important. It can make
the difference between resolving a problem early or letting it get worse fast.

Reflection is an effective tool. Dewey describes critical reflection as problem solving or investigation
brought by a moment of doubt. (Dewey, 1933) An experience can become a true learning
opportunity thanks to it. When we stop, reflect, and think about our actions, we learn. The drive to
do better the next time comes from this learning. Being able to reflect is a necessary stage in the
process of becoming a great teacher.

© ATU Dept. of Creative Education 2023-2024

 3. LIST OF REFERENCES

Bibliography
Dewey, J. (1933). How we think. Lexington: Dc health.

Hickson, H. (2011). Critical Reflection: Reflecting on Learning to be Reflective. Routledge, 830.

Retrieved from
https://www.tandfonline.com/doi/epdf/10.1080/14623943.2011.616687?needAccess=true

Jan Fook, G. A. (2007). Challenges of Critical Reflection 'Nothing Ventured, Nothing Gained'.
Routledge.

© ATU Dept. of Creative Education 2023-2024