G00322113 Tutorial Paper 2 Reflective Practice

ID of Student: Article/Reading

G00322113 Critical Reflection

1. CONCISE SUMMARY OF READING

Stephen D. Brookfield’s Becoming a Critically Reflective Teacher is a guide to becoming critically reflective in the practice of teaching. It provides substantial information and tools one can adapt to their own practice in becoming reflective. Chapter two of Brookfield’s book delves into becoming critically reflective on one’s personal skills and traits in teaching. Throughout this chapter, Brookfield makes the reader aware of just how important it is for one to practice teaching in such a manner. Brookfield highlights the usefulness of becoming reflective and makes the reader aware that without becoming critically reflective, one cannot improve and build on skills. He describes this as “trying to see the back of one’s head while looking in the bathroom mirror” (Brookfield, 1995, p. 29). Within the second chapter, Brookfield discusses what is known as four distinct lenses. He makes the reader aware that these lenses are representing four different areas of the practice of a teacher. These being; (1) autobiographies as educators, (2) the students views (3) other staff experiences (4) literature from theorists. Brookfield’s four lenses all play a key roll in the process of one’s reflection. “Viewing what we do through these different lenses alerts us to distorted or incomplete aspects of our assumptions that need further investigation” (Brookfield, 1995, p. 29). Through Brookfield’s first distinct lens, we discover that autobiographies as educators is ultimately the ground to build all critical reflection on. Brookfield states “We see our practice from the other side of the mirror” (Brookfield, 1995, p. 29). He discusses that with the help of this first lens, it makes one aware of issues which are occurring in an educator’s practice (Brookfield, 1995). In the second lens, Brookfield makes us aware that it is necessary for the educator to see themselves as their students see them. Brookfield states that “They also help us check whether students take from our practice the meanings that we intend” (Brookfield, 1995, p. 30). It is highlighted that in © GMIT Letterfrack

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order to decide whether good education is happening in the classroom or not, the educator must position themselves in their student’s shoes to see learning from their point of view. Brookfield makes it clear that without this step, it difficult to teach well. (Brookfield, 1995). The next lens that Brookfield discusses is one of other staff experiences. Brookfield makes the reader aware of the importance of becoming involved in conversation with other staff members. He emphasises that it is important for one to hear other colleagues’ criticism towards issues arising. “A colleague’s experiences may suggest dynamics and causes that make much more sense than the explanations we have evolved” (Brookfield, 1995, p. 36). Within this lens, Brookfield highlights the importance of not feeling alone in problems faced in one’s practice, and the benefits which may be achieved from the discussion of other experiences. In the final lens, Brookfield highlights teachers use of pedological approaches in their teaching. With this lens, Brookfield states that educators who are continuously working on literature and theoretical approaches are improving their educational practice and critical reflection. “Reading a theoretical analysis that offers an alternative interpretive framework for a situation can be life-saving” (Brookfield, 1995, p. 37). To conclude on Brookfield’s Becoming a Critically Reflective Teacher, his breakdown of the four lenses is a crucial component in the practice of becoming effectively critically reflective. Overall, Brookfield’s views enhance both the educator’s profession and the students experience.

2. CRITICAL REFLECTION

Upon reflection of Brookfield’s Becoming a Critically Reflective Teacher I have came to the realisation that his theory is extremely important when teaching in any circumstance. Personally, I found it very beneficial as one area which I have always found to be difficult is reflection on my own workings. Brookfield’s theory opens a new world of © GMIT Letterfrack

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improving not only critical reflection in my opinion but also one’s overall performance as a teacher. He highlights in-depth, the benefits of this reflection throughout chapter two of the book. In my mind these benefits are taken from Brookfield’s own personal experiences which he in turn, developed the theories of reflection. In my own practice as a teacher, I had what Brookfield states as a “self-confirming cycle”. “Uncritically accepted assumptions shape actions that then serve to confirm the truth of those assumptions” (Brookfield, 1995, p. 28). A reoccurring difficulty which I find myself in the midst of when it comes to reflecting is as Brookfield describes as “to stand outside ourselves and see how some of our most deeply held values and beliefs lead us into distorted and constrained ways of being” (Brookfield, 1995, p. 28). Personally, when reflecting on my past school placement, I found myself looking to the areas where mistakes were made in a lesson and components of a lesson which I felt were lacking. Identifying the areas of lenses as discussed by Brookfield in my opinion would have benefited me greatly in critically reflecting. Donald Schön described that the best professionals know more than they can put into words. (Schön, 1991). Similarly, to Brookfield, Schön developed an importance of what he called “reflection-in-action”. Brookfield outlined his four lenses which a teacher must use to succeed in being critically reflective in practice. He stated that the four lenses take away the “self-confirming cycle” and broaden the input towards our reflections through the use of the student’s point of view, and methods to enhance learning to as good as it can possibly be. Mezirow, used critical self-reflecting to consider experiences and beliefs and over time, change the means of seeing the world. (Esthermsmth, 2017). As an aspiring educator, I plan to explore using Brookfield’s model of four lenses. The lens that really appeals to me is lens two. This lens being focused on the student’s experience, to me it is essentially one of the most important aspects when it comes to improving a lesson. Skills which are needed to provide these lenses may take practice but, in my opinion, it is something which I will give strong detail to in the future. To conclude on reflection of Brookfield’s model of his four distinct outlined lenses, I now feel stronger and more knowledgeable in the area of critical reflection having discovered these lenses. I did find that Brookfield’s model is geared towards teaching specifically, rather Schön’s outlook is somewhat based around many professions applicable. When working on my reflective writing in future I would like to take on all models of methods, especially Brookfield’s four lenses. © GMIT Letterfrack

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3. LIST OF REFERENCES

Bibliography Brookfield, S. D., 1995. Becoming Critically Reflective . In: Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass, p. 28. Esthermsmth, 2017. Learning Theories. [Online] Available at: https://www.learning-theories.com/transformative-learning-theory-mezirow.html [Accessed 11th November 2018]. Schön, D., 1991. In: The Reflective Practitioner. New York: Ashgate .

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2018-2019