TUTORIAL PAPER

ID of Student: G00393979 Pauric Clinton

Article/Reading Becoming a Critically Reflective Teacher by Stephen Brookfield 1995

1. CONCISE SUMMARY OF READING

Stephen D. Brookfield outlines the idea of critical reflection as a vital practice for teachers looking to improve
their efficiency in the classroom in the first chapter of his book "Becoming a Critically Reflective Teacher". The
1995 publication of the book continues to be regarded as a classic in the field of reflective teaching.

Brookfield starts off by stressing how crucial it is to evaluate one's instructional strategies to promote ongoing
development. He contends that stagnation and lost opportunities for advancement can result from the
conventional, uncritical approach to teaching. The author emphasises the transformative potential of reflective
thought in improving teaching techniques by drawing on his personal experiences as an educator. One key
aspect introduced in the chapter is the notion of critically reflective teaching, which goes beyond routine self-
reflection. Brookfield proposes that teachers need to question assumptions, challenge ingrained beliefs, and
engage in a deeper level of introspection to develop a more nuanced understanding of their teaching practices.
He encourages educators to adopt a sceptical stance toward their own assumptions and to actively seek feedback
from students and peers.

The chapter also explores the idea of "autopilot teaching," in which teachers could unintentionally get into a
pattern and lose sight of how their activities affect the students. According to Brookfield, critical reflection
encourages focus and mindfulness in the classroom, which balances out autopilot instruction. Teachers can learn
more about the dynamics of their classes, pinpoint areas for development, and modify their methods by
engaging in critical reflection.

The author also presents the four lenses—the autobiographical lens, the students' eyes, the experiences of
colleagues, and theoretical literature—that educators can use to critically analyse their work. These lenses give
educators a framework for in-depth self-analysis and assist them in developing a diverse viewpoint on their
instruction. According to Brookfield, combining these various points of view is crucial for developing a
comprehensive knowledge of teaching and learning.

The final point of the chapter emphasises how critical reflection is a continuous process. According to
Brookfield, developing into a critically reflective teacher is an ongoing process that calls both commitment and
an open mind. Though he emphasises the practice's transformative potential in improving teaching
effectiveness, he also admits the difficulties and discomfort that come with challenging one's own
preconceptions.

To summarise, the first chapter of "Becoming a Critically Reflective Teacher" lays the groundwork for delving
into critical reflection as a fundamental element of successful instruction. In addition to introducing the idea and
outlining the drawbacks of teaching on autopilot, Brookfield offers educators a framework consisting of four
lenses to help them on their path to become critically reflective practitioners. The chapter is a call to action for
educators, encouraging them to examine themselves, question presumptions, and continuously improve their
instructional approaches.

© ATU Dept. of Creative Education 2023-2024

2. CRITICAL REFLECTION

In "Becoming a Critically Reflective Teacher," Stephen D. Brookfield makes a strong argument for the
transformative potential of critical reflection in the field of education in the first chapter. The author presents the
idea of critically reflective teaching to refresh pedagogical approaches while arguing against routine, autopilot
teaching. The benefits and drawbacks discussed in the first chapter will be examined in this critical reflection,
along with the author's personal thoughts on the issue.

Brookfield highlights the possibility of ongoing development through critical reflection as one of the main
benefits. The author makes the case that by pushing educators to critically examine their own ways of
instruction, educational approaches can be improved and refined because of this introspective process. This is
consistent with the notion that education is a dynamic, ever-evolving process rather than a static undertaking.
The idea that self-awareness is a driving force behind constructive change in teaching approaches is consistent
with the emphasis on continuous development.

One significant benefit is that Brookfield introduced the four lenses that educators might use to critically analyse
their activities. The autobiographical lens encourages teachers to reflect on their own experiences and
prejudices, leading to a more profound comprehension of how these elements affect their instruction. By
viewing their practices through the eyes of the kids, teachers are encouraged to become more empathetic and
responsive. The experiences of colleagues and theoretical literature lenses extend the reflective horizon by
bringing in outside perspectives and well-established pedagogical principles. Because it promotes a holistic
analysis of teaching that considers theoretical, interpersonal, and personal aspects, this all-encompassing
approach is beneficial.

The idea of critical reflection does, however, come with some drawbacks and difficulties. The unease that comes
with challenging one's own presumptions and ideas is one possible downside. Critical reflection's introspective
process may reveal deeply rooted habits or prejudices, making one feel vulnerable. Teachers could find it
difficult to address areas of their instruction that they haven't thought through before, which could lead to
resistance to change. This was proved in a study that was previously completed in the Sydney teaching program,
“There was some evidence of resistance resulting from preconceptions in a small number of students who
participated in the Sydney program, which is described in some detail below, and in a few cases their views of
teaching were so instrumental that they resisted going beyond basic descriptive reflection.” (Hatton & Smith,
1995).

Furthermore, the time and dedication required for the process of critical reflection may be viewed as a drawback
in the setting of demanding academic schedules. Teachers may be sceptical of the idea of devoting more time to
reflective activities since they already have a lot on their plates. Persuading educators that critical reflection
improves student outcomes and teaching effectiveness justifies the time and effort it takes to get there is the
difficult part.

The reflecting process's intrinsic subjectivity presents another possible drawback. Although Brookfield
recognises the value of different viewpoints, there are wide differences in how experiences and criticism are
interpreted. It may be difficult to develop broadly applicable guidelines for good teaching because of this
subjectivity, which also restricts the generalizability of reflective discoveries.

Personally, I think that critical reflection is an important and useful practice in teaching. The concept of constant
development fits with my dedication to ongoing learning as a future teacher. Specifically, the autobiographical
lens resonates because it emphasises how important self-awareness is to teaching. Acknowledging the impact of
one's personal experiences and prejudices can help create a more flexible and genuine teaching approach.
Throughout my time on placement, I completed many reflections after each lesson and the amount that I was
able to learn and improve on for the next lesson was unbelievable. I also noticed that through encountering
problems and examining them critically it gave me the opportunity to improve as a teacher. I have written many
critical reflections on different areas of the classroom such as working with students with SEN and student
engagement, I feel that critical reflections have improved my knowledge in many areas and has provided me
with more confidence in certain parts of the classroom. “The outcome of reflective actions is conceptual

© ATU Dept. of Creative Education 2023-2024

 development, a generalization of knowledge as tools for future problem solving within the domain.” (Ottesen,
Feb 2007). This statement from Ottesen really backs my point as it states how reflective practise can make a
teacher more knowledgeable about certain aspects and we have for when we encounter these problems in the
future.

Furthermore, the emphasis on seeing instruction from the perspective of the students is consistent with my idea
of student-centered education. Establishing an inclusive and productive learning environment requires first
recognising and addressing the needs and viewpoints of students. My preference for cooperative and research-
based teaching methods is aligned with the incorporation of colleagues' experiences and theoretical literature
perspectives. There are many steps involved to critical reflections some of which are “weekly journal
reflections, in addition to the written and verbal feedback provided by their cooperating teachers and college
instructors on classroom teaching, course projects, and assigned readings.” (Shandomo, 2010).

It is accepted, yet, that critical contemplation may cause some discomfort. It can be disconcerting to consider the
possibility of challenging deeply rooted preconceptions and facing oneself with vulnerability. However, I
understand that venturing beyond of one's comfort zone is frequently necessary for both professional and
personal growth. It's possible that the discomfort signals important realisations and advancements in
instructional strategies.

Although it is known that critical thinking requires time, I see this as an investment rather than a disadvantage.
The time allotted to this reflective process is justified by the possible advantages in terms of improved student
outcomes and increased teaching effectiveness. Being a successful and responsive educator requires a dedication
to ongoing development because education is by its very nature dynamic.

Subjectivity is seen as both a benefit and a drawback in the reflecting process. Positively, a deep and nuanced
understanding of teaching techniques is made possible by the multiplicity of perspectives. Finding a balance
between unique experiences and the finding of broadly applicable ideas is the difficult part, though. The
constraints of subjectivity may be lessened via group reflection with peers and interaction with a range of
educational materials, promoting a more thorough and well-rounded viewpoint. “As soon as subjectivity is
represented in any way, linguistically or through mental imagery, it becomes intersubjective” (Nam, 2016).

Finally, the first chapter of "Becoming a Critically Reflective Teacher" presents a compelling idea that supports
critical reflection as a means of fostering ongoing teaching improvement. This approach has the advantage of
offering a full framework for reflective practice in addition to the possibility of improving and refining
instructional methods. But it's important to recognise the difficulties, including discomfort, time commitment,
and subjectivity. In my opinion, the concept of critically reflective teaching is consistent with a dedication to
student-centered learning, collaborative methods, and lifelong learning. The concepts of critical reflection that
Brookfield provided will influence my teaching style when I start my career in education and help me develop
into an efficient and adaptable teacher.

3. LIST OF REFERENCES

© ATU Dept. of Creative Education 2023-2024

 References
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and
implementation. The University of Sydney, Australia.

Nam, J. (2016). Critical reflection on the ESL teacher’s subjectivity. Taylor & Francis.

Ottesen, E. (Feb 2007). Reflection in teacher education. Routledge.

Shandomo, H. M. (2010). The Role of Critical Reflection in Teacher Education. The Role of Critical
Reflection in Teacher Education.

© ATU Dept. of Creative Education 2023-2024