Critically Reflective Practice STEPHEN BROOKFIELD, PhD, LLD Distinguished Professor School of Education University of St. Thomas St. Paul, MN Abstract: The concept of critical reflection is frequently invoked as a distinguishing feature of good practice in continuing health education. But what exactly is critical reflection? How is it recognized?
For Brookfield (1995), the autobiographical aspect of reflection is central to any valid process of critical reflection. We may draw from our own past as well as from the immediate contexts which may have provoked the reflective journey.
Vigilant critical reflection delivers several boons: inspirational self-assuredness, the regular achievement of teaching goals, and motivated, critically reflective students. The goal of the critically reflective teacher, for Brookfield, is to garner an increased awareness of his or her teaching from as many different vantage points as possible.
The theory of critical reflection emphasises the need to develop a rationale for practice, enliven the learning environment and so create conditions in which each person is respected, valued and heard (Brookfield 1995).
Brookfield also states (Brookfield 1995), that we become critically reflective by “hunting assumptions”. “Assumptions are the taken for granted beliefs about the world, and our place within it”. Reflecting on trigger incidents can often provide a starting point for “hunting assumptions” (Brookfield 1995).
Best practices for using critical reflection to improve your teaching A Workbook. Brookfield,!Stephen.!1995.Becomingacritically)reflective)teacher.The!JosseyHBass!higher!andadult! educationseries.!SanFrancisco:!JosseyHBass.!Readanexcerpt!at.
Reflective Practice in Teaching Essay 2957 Words 12 Pages Reflective Practice in the context of teaching ESOL Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999).
Brookfield (1995, 2004) added that part of the critical reflective process is to challenge the prevailing social, political, cul- tural, or professional ways of acting.
The process of critical thinking as described by Stephen Brookfield “becoming critically reflective increase the probability that we will take informed actions” helps us as a teacher to analyse our own assumptions by examining our own experience through the four lenses.
A series of conceptual frameworks have been used to critically analyse each incident further including: Brookfield’s lenses, Banks Leach and Moons’ model of reflection and Schon and Eraut (1995) reflection on, in and of action. I will primarily analyse my school knowledge incident.
Furthermore, Brookfield (1995) indicates that the most meaningful development only comes about when deeply held assumptions are challenged, which evidently require critical reflection. This ability to self-evaluate will lead to the greater development of teachers and thus in turn improve our students.
Steven Brookfield’s (1995) Four Lens Theory uses a different model of reflection that encourages an individual to look at the situation from different viewpoints in order to maintain pedagogical rectitude.
Brookfield (1995) Reflective point. There is no best way to reflect. You need to discover what works best for yourself. You are expected to use all four perspectives when you develop your reflective ePortfolio as part of this program.
Critical Reflection, on the other hand, can be regarded as a more radical sub-set of Reflective Practice that focuses on the question of power (Fook, 2015). Brookfield (1995) argues that Critical Reflection tends to challenge paradigmatic suppositions (basic structuring axioms) in two ways: first, it examines how power influences.
Brookfield’s’ (1995) can also be linked back to an observation with my mentor and the discussion after the observation, where I was given constructive feedback regarding my teaching approach. I enjoy researching theory and feel it important got link all the four element so of Brookfield’s critical lenses as you are involving all areas of teaching and learning.
Critical Reflection and Coaching. It’s now quite some time since I first came across the work of Dr Stephen D. Brookfield whilst working in Initial Teacher Education. Becoming a Critically Reflective Teacher (Brookfield, 1995) quickly became a text that I regularly returned to and often cite when discussing how we might seek alternative perspectives on our practice.
Brings a searching critical eye to the focus of the reflection, to emerging insights, and to any theories or sources of information. This criticality is used to take the person forward in their understanding of the core emerging issues by, for example, challenging their own ideas and actions, or showing how their experience supports or challenges existing knowledge.
