INTRODUCTION

• Stephen Brookfield in 1995.

• Critical Self Reflection
According to Brookfield,
Critically reflective teachers make excellent teachers that are able to convey their
own voice to others in an authentic way.
• Inspiring self-confidence
• Achieving educational SMART goals
• Motivated, critically reflective students
 1. THE AUTOBIOGRAPHICAL LENS
• helps teachers to consider their own experiences with students concerning education and learning.
• help to uncover assumptions and convictions about how people learn.
• It can be revealed through learning books, evaluations, student feedback, personal results, or other
techniques.
• Self-reflection is the basis of reflective teaching.

Activities within the autobiographical perspective

 Philosophy of teaching and learning
 Recordings
 Teaching logs
 Audits
 Advice
 2. THE STUDENT’S EYES
• It is essential that teachers understand students’ experiences.
• evaluations with students about teaching styles, test methods, focus groups or interviews.
• It also reveals whether any existing assumptions about power relationships must be adjusted,
as well as students’ learning habits through feedback.
• Activities student’s perspective
• Formal evaluations
• In-class evaluations
• Focus groups
• Interviews
• Letters
• Questionnaires
 3. COLLEAGUES’ EXPERIENCES
• Good teachers work on their first 2 lenses but excellent teachers will keep going
• contact with other teachers. They are not alone but they need to share their
experiences with other
• And to exchange experiences in the field of working in teams, participating in
seminars, workshops, peer reviews, or thinking about educational theories and
methods.
• Activities colleagues’ experiences
• Learning circles
• Collaborative problem solving
• Critical conversations and evaluations
4. THE THEORETICAL LITERATURE

• education concerns the scholarly literature about higher education.

• Teachers who explore, present or publish this literature have an advanced
vocabulary and plenty of methods for their teaching practices.
Activities theoretical literature
• Conferences
• Professional journals
• Research
BROOKFIELD MODEL OF REFLECTION:
REFLECTIVE TEACHING
• The subject of the Brookfield Model of Reflection is reflective teaching. This
reflective process is a cycle that must be repeated to improve teaching. In
short, this reflective process consists of the following steps:
1.Teaching
2.Assessing the effect of teaching on students’ learning
3.Considering new methods that could improve the quality
4.Repeat the process
CONCLUSION

• Reflective teaching is cyclical

• Emphasis on continuous self-evaluation

• Encouraging teachers to question, evaluate, and seek

ongoing improvement in professional development