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Article/Reading: Becoming a Critically Reflective Teacher (Stephen Brookfield,1995)

1. CONCISE SUMMARY OF READING [1 x A4 page]

The core ideas of reflective teaching techniques are explored in Stephen Brookfield's (1995) book "Becoming a Critically
Reflective Teacher" introductory chapter. Critical reflection is emphasised by Brookfield as a crucial technique that teachers
may use to improve their efficacy and encourage more in-depth learning experiences for their students. He presents the idea
that teaching is a complicated undertaking that calls for ongoing self-evaluation and adaptation rather than just a mechanical
process.

Brookfield starts out by highlighting how critical reflection in the classroom has the power to transform. According to him,
teachers might identify underlying presumptions, prejudices, and blind spots that could impede students' learning by
carefully examining their methods. Teachers can build a more inclusive and responsive teaching approach and challenge
traditional views by engaging in critical reflection.

The key claim of Brookfield's thesis is that good teaching entails more than just providing knowledge—rather, it involves
encouraging critical thinking, creativity, and a thorough comprehension of the material. He contends that critically reflective
educators actively work to challenge, improve, and innovate their pedagogical approaches rather than merely accepting
traditional information as written.

Brookfield encourages teachers to reflect on specific incidents in their teaching practice that challenge their assumptions or
reveal areas for improvement. By dissecting these incidents, educators can gain valuable insights into their teaching
approaches and develop strategies for more effective engagement with students.

Brookfield also touches on the significance of fostering an atmosphere that encourages critical reflection. He understands the
natural uneasiness that might result from challenging truly held convictions or facing vulnerabilities. He argues, however,
that this pain is necessary for development and encourages educators to welcome it as a necessary component of the
reflective process.

Brookfield highlights the dynamic aspect of teaching and the necessity of ongoing learning and adaptation throughout the
entire chapter. He contends that teachers who are critically reflective are open to experimentation and innovation rather than
being constrained by strict rules or set techniques. Teachers and students can both benefit from a learning environment that is
empowered by promoting a spirit of inquiry and self-awareness among educators.

Brookfield states that there are six reasons why learning critical reflection is important, starting with: It helps us take
informed actions, it helps us develop a rational for practice, It helps us avoid self-laceration, It grounds us emotionally, It
enlivens our classrooms, and It increases democratic trust.

In summary, the first chapter of "Becoming a Critically Reflective Teacher" lays the groundwork for understanding the
importance of critical reflection in teaching. Brookfield highlights the transformative potential of reflective practices and
introduces key concepts that will be further explored in the subsequent chapters.

2. CRITICAL REFLECTION [2 x A4 pages]

© ATU Dept. of Creative Education 2023-2024

 In the opening chapter of "Becoming a Critically Reflective Teacher" penned by Stephen Brookfield, the author introduces a
fundamental concept: critical reflection as an indispensable element of effective teaching. Brookfield delves into the idea
that teaching transcends mere mechanical execution; rather, it constitutes a multifaceted and dynamic endeavour
necessitating ongoing self-assessment, critical inquiry, and adaptability. Through the lens of critical reflection, educators can
cultivate a deeper understanding of their teaching practices, challenge ingrained assumptions, and ultimately elevate student
learning outcomes.

The chapter explains many benefits of using critical reflection in the classroom ‘‘critical reflection is inherently ideological.
It is also morally grounded, it springs from a concern to create the conditions under which people can learn to love on
another’’ (Brookfield, 1990). The most important of these is its ability to increase the efficacy of instruction. Critical
reflection offers a means of fostering continual development by encouraging educators to examine their presumptions,
convictions, and methods of education critically ‘‘Being a professional involves the need for you to review your practice in
an ongoing way in order to keep your knowledge up to date and to continue to develop your professional skills’’ (Bassot,
2016) . Through this technique, teachers can identify areas in which their methods of instruction need to be improved,
resulting in more meaningful teaching and learning experiences for students.

Furthermore, critical reflection nurtures a culture of innovation within the classroom. By encouraging educators to question
conventional teaching methods and explore alternative approaches, critical reflection fosters creativity and experimentation
in pedagogy. This emphasis on innovation ensures that teaching remains dynamic and responsive to the evolving needs of
students and the shifting landscape of education.

Another significant advantage of critical reflection lies in its capacity to promote inclusivity and equity in education.
Through critical reflection, educators are compelled to examine their own biases and assumptions, thereby unearthing, and
addressing systemic inequities in teaching and learning ‘‘Assumptions are taken-for-granted beliefs about the world and our
place within it that seem so obvious to us as not to need stating explicitly’’ (Brookfield, 1990). By fostering self-awareness
and cultural competence, critical reflection empowers educators to create more inclusive and culturally responsive learning
environments that honour the diverse perspectives and experiences of all students.

Nevertheless, notwithstanding all of its benefits, critical reflection also presents several challenges and limitations. One of
the primary challenges underscored by Brookfield is the discomfort that may accompany the process of self-reflection ‘‘We
become depressed when ways of behaving toward students and colleagues that we think are democratic and respectful are
interpreted as aloof or manipulative’’ (Brookfield, 1990)-. Engaging in critical reflection demands that educators confront
their deeply held assumptions and beliefs, which can be unsettling and evoke feelings of uncertainty or resistance. This
discomfort may dissuade some educators from wholeheartedly embracing critical reflection and impede their willingness to
engage in meaningful self-examination.

Another challenge associated with critical reflection is the lack of institutional support and resources for educators.
Implementing critical reflection demands time, effort, and institutional backing, yet many educational institutions fail to
prioritize professional development opportunities that facilitate reflective practice. Additionally, the hierarchical structures
inherent in education may discourage educators from openly questioning established norms and practices, further hindering
their ability to engage in critical reflection.

Despite these challenges, the advantages of critical reflection outweigh its disadvantages, as it furnishes educators with a
potent framework for professional growth and transformation ‘‘Critical reflection is a pivotal element of critical thinking, as
it triggers learners to integrate new knowledge and information into their personal experiences, thereby enhancing their
awareness of their own learning’’ (James, Griffin, Johnston, & Armstron, 2023). As an educator myself, I concur
wholeheartedly with Brookfield's assertion that critical reflection is indispensable for effective teaching and learning. In my
own practice, I have discovered that engaging in critical reflection has enabled me to become more attuned to the needs of
my students, more responsive to diverse learning styles, and more adept at adapting my teaching strategies to meet evolving
educational challenges.

In conclusion, the inaugural chapter of "Becoming a Critically Reflective Teacher" lays a sturdy foundation for
comprehending the significance of critical reflection in teaching. While it acknowledges the challenges and limitations
inherent in embracing reflective practice, it ultimately extols its transformative potential for educators and students alike. By
encouraging readers to critically evaluate their assumptions and teaching practices, Brookfield invites educators to embark
on a journey of self-discovery and professional growth that promises to enrich their teaching practice and enhance student
learning outcomes. Through continued exploration and refinement, educators can harness the transformative potential of
critical reflection to cultivate inclusive, innovative, and effective teaching practices.

3. LIST OF REFERENCES

© ATU Dept. of Creative Education 2023-2024

 Bibliography
Bassot, B. (2016). The Reflective Practice Guide : An Interdisciplinary Approach to Critical Reflection.
Oxford: Routledge .

Brookfield, S. (1990). Becoming a Critically Reflective Teacher.

James, T., Griffin, H., Johnston, K. S., & Armstron, K. S. (2023). Reflective Minds, Brighter Futures:
Empowering Critical Reflection with a Guided Instructional Model. Australia: Centre for
Educational Development and Interactive Resources.

© ATU Dept. of Creative Education 2023-2024