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Article/Reading Stephen Brookfield Becoming a critically reflective teacher 2017 edition

1. CONCISE SUMMARY OF READING

Chapter 2 of Stephen Brookfield's "Becoming a Critically Reflective Teacher" delves into the
concept of autobiographical reasoning as a crucial element in the development of effective
teaching practices. Brookfield underscores the significance of understanding one's own
experiences, beliefs, and assumptions as a foundational step towards becoming a critically
reflective teacher.

The chapter begins by highlighting the inherent link between personal narratives and
teaching practices. According to Brookfield, our autobiographical reasoning, shaped by our
life experiences, significantly influences the way we approach teaching. He contends that by
examining and understanding our own stories, we gain insights into our teaching methods,
biases, and assumptions.

Brookfield introduces the term "epistemological autobiography," which refers to the process
of reflecting on our personal histories to uncover the origins and development of our
teaching philosophies. This involves exploring how our past experiences, both inside and
outside the classroom, have contributed to the formation of our beliefs about education. By
engaging in epistemological autobiography, teachers can identify the sources of their
pedagogical principles and better understand their teaching motivations.

The author emphasizes the transformative potential of autobiographical reasoning in

teaching. Through self-reflection, educators can become more aware of their assumptions
and biases, enabling them to critically assess the impact of these factors on their teaching
practices. Brookfield argues that acknowledging and questioning our preconceptions is a
crucial step towards cultivating a more inclusive and effective teaching approach.

Furthermore, the chapter discusses the concept of "narrative imagination" as a tool for
teachers to empathize with their students. By reflecting on their own experiences, educators
can develop a deeper understanding of the diverse perspectives and backgrounds within

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 their classrooms. This, in turn, fosters a more inclusive and responsive teaching environment.

Brookfield introduces the idea of "cognitive dissonance" as a catalyst for change in teaching
practices. As teachers confront inconsistencies between their beliefs and actions, they may
experience discomfort, prompting them to reevaluate and adjust their approaches. This
process of cognitive dissonance, rooted in autobiographical reasoning, encourages
continuous self-reflection and improvement in teaching methods.

In summary, Chapter 2 of "Becoming a Critically Reflective Teacher" underscores the pivotal

role of autobiographical reasoning in shaping effective teaching practices. Brookfield
encourages educators to engage in epistemological autobiography, explore their narrative
imagination, and confront cognitive dissonance. By doing so, teachers can enhance their
self-awareness, critically examine their assumptions, and develop a more responsive and
inclusive approach to teaching. This chapter serves as a foundational guide for educators on
the journey toward becoming critically reflective practitioners.
 A brief introduction to the aim/goal of the article
 Key points in the same order as they appear in the article/source text
 A brief conclusion of the source text

AVOID including your own opinion in this section – stick to a very accurate account of what the author is saying in the
article. You won’t cover everything- prioritise the most important points.
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2. CRITICAL REFLECTION

Chapter 2 of Stephen Brookfield's "Becoming a Critically Reflective Teacher" delves

into the intricate relationship between autobiographical reasoning and effective
teaching practices. As I critically reflect on this chapter, I find both merits and
limitations in Brookfield's exploration of self-reflection in teaching.

One of the strengths of the chapter lies in its emphasis on the profound impact of
personal narratives on teaching approaches. Brookfield convincingly argues that our
experiences, both in and out of the classroom, shape our pedagogical philosophies.
This recognition of the interconnectedness between personal history and teaching
practices is crucial, as it prompts educators to delve into the roots of their beliefs,
assumptions, and biases.

The concept of "epistemological autobiography" introduced by Brookfield is a

powerful tool for educators to uncover the origins of their teaching philosophies.
This process encourages a deep self-exploration, prompting teachers to scrutinize
how their past experiences contribute to their current understanding of education. By
engaging in epistemological autobiography, teachers can gain valuable insights into
the sources of their pedagogical principles, fostering a heightened awareness of their

© ATU Dept. of Creative Education 2023-2024

 educational journey.

Furthermore, Brookfield introduces the idea of "narrative imagination" as a means for

teachers to empathize with their students. This concept encourages educators to
draw upon their own experiences to understand the diverse perspectives within their
classrooms. By developing a narrative imagination, teachers can establish a more
inclusive and empathetic teaching environment. This aspect aligns with the growing
emphasis on diversity and inclusivity in education, acknowledging the importance of
recognizing and appreciating the unique backgrounds and narratives of students.

The chapter's exploration of "cognitive dissonance" as a catalyst for change in

teaching practices is another commendable aspect. Brookfield suggests that
discomfort arising from inconsistencies between beliefs and actions can prompt
educators to reevaluate and adapt their approaches. This notion of cognitive
dissonance aligns with the idea that continuous reflection and a willingness to
confront challenges lead to professional growth. By encouraging teachers to face
and resolve cognitive dissonance, Brookfield advocates for a dynamic and evolving
approach to teaching.

However, despite these strengths, the chapter has certain limitations that warrant
consideration. One potential drawback is the potential for excessive self-focus. While
acknowledging the importance of self-reflection, there is a risk that an exclusive
focus on autobiographical reasoning may divert attention from external factors
influencing teaching practices. Overemphasis on the personal narrative might
inadvertently downplay the significance of broader educational contexts, institutional
structures, and systemic issues that also shape teaching experiences.

Additionally, the chapter may benefit from a more explicit discussion of the potential
challenges and limitations of autobiographical reasoning. While Brookfield hints at
the discomfort associated with cognitive dissonance, a more nuanced exploration of
the emotional and psychological aspects of self-reflection could provide a more
comprehensive understanding of the complexities involved. Acknowledging the
potential resistance or reluctance educators may face in confronting their
assumptions and biases would contribute to a more realistic portrayal of the
reflective process.

Another consideration is the degree to which autobiographical reasoning can be

applied universally. While the chapter emphasizes the importance of personal
narratives, it is essential to recognize that not all educators may have had

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 experiences that readily lend themselves to reflective insights. Some individuals may
find it challenging to articulate their autobiographies in a way that directly informs
their teaching practices. This raises questions about the inclusivity and accessibility of
the autobiographical reasoning approach advocated by Brookfield.

In my opinion, the chapter succeeds in sparking a crucial conversation about the role
of self-reflection in teaching. The emphasis on autobiographical reasoning aligns
with contemporary calls for more holistic and learner-centered approaches in
education. However, it is essential to approach this framework with a critical lens,
recognizing its potential limitations and considering alternative perspectives.

Personally, I appreciate the chapter's encouragement of educators to engage in

continuous self-reflection. The idea that our stories shape our teaching practices
resonates with me, as I recognize the influence of my own experiences on my
approach to education. The concept of narrative imagination, in particular, speaks to
the importance of empathy in teaching, urging educators to be attuned to the
diverse backgrounds and narratives of their students.

At the same time, I find myself questioning the extent to which autobiographical
reasoning can be a panacea for effective teaching. While acknowledging its value, I
am mindful of the broader systemic issues that also impact education. The chapter
could benefit from a more explicit acknowledgment of the interconnectedness
between personal reflection and the external factors that shape teaching practices.

In conclusion, Chapter 2 of "Becoming a Critically Reflective Teacher" provides a

compelling exploration of autobiographical reasoning in teaching. Its strengths lie in
its emphasis on self-reflection, the exploration of epistemological autobiography,
and the promotion of narrative imagination and cognitive dissonance. However, it is
essential to approach this framework critically, recognizing potential limitations such
as excessive self-focus and the need for a more nuanced discussion of challenges.
Ultimately, while autobiographical reasoning offers valuable insights, it should be
considered as part of a broader, multifaceted approach to effective teaching.

HERE discuss your viewpoint on the reading and provide a rationale (or reasons) for your comments. Also, make links to
wider reading and research. The following prompters may guide you:

 Do you think the author(s) provides a good argument overall and/or useful information? Why so? Why not?
 What are the strengths of the article? Can you see any weaknesses?
 Is the article well/logically structured? Can you suggest improvement?
 Are the arguments put forward convincing and relevant?

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  Can you see similarities between this reading and other materials explored on BSc Ed?
 Can you add a comment from independent research related to the content?
 What are the most significant learnings that you take from this reading and what are the implications for your
future teaching?
 Do the contents link to your School Placement experience in any way?
 How relevant do you think this text is for professional development as a teacher?

AVOID repeating the summary, emotional outbursts, moralising and/or ranting, a wholly negative response- strike a
good balance of positives and negatives! Use reasoned arguments- argue your point reasonably and convincingly!
Come up with suggestions of your own. Show some originality. Include a minimum of 4 references.

3. LIST OF REFERENCES

Note: Include full and accurate referencing (APA 7th ed) for the article and for any other sources referred to; in alphabetical
order, according to surname. At least 4 wider references are expected for each tutorial paper.

© ATU Dept. of Creative Education 2023-2024