Running head: REFLECTION POINT 1

Reflection Point 1

Madeline Albrittain

George Mason University

REFLECTION POINT 1

My coursework throughout EDUC 612 has focused on critical reflection and inquiry.

Because I work in a Jesuit Catholic school, teachers and students are encouraged and given many

opportunities to reflect. As I wrote in my first journal entry, critical reflection requires more than

subsequent thoughts. It requires exploration of self and contemplation, willingness to

recognize what needs to be changed or addressed and most importantly, action of the issue after

thoughtful research and data collection. This course helped me understand the importance of the

process of critical inquiry and reflection, how I can use such process for the benefit of my

professional growth and the growth of my students. This course helped me critically reflect on

cultural and linguistic influences that shaped me as a learner and thus, an educator.

Prior to this course, I perceived reflection to be somewhat one-dimensional. You think

about an issue and address it. Not only did I come to understand the multiple dimensions of

reflective practice, I learned there is much more value in reflection at the dialectical level.

Technical level reflection focuses on behavior, content and skills through past experiences

(Taggart 2005). Though necessary, remains too often in the technical level stunts professional

and personal growth. Contextual and dialectical levels of thinking require more disciplined

inquiry and examination and understanding of self (Taggart 2005). Critical levels of reflection

push educators to examine larger implications of an issue and move toward meaningful change.

One learning objective for ASTL participants is to reflect systematically and critically about

their teaching practices, individually and as members of learning communities (ASTL). Ive

learned the importance of critical reflection through the process of inquiry. In order to achieve

meaningful change, I cannot blindly act on reflection. Rather, I must obtain an in-depth

understanding of the issue through research, ask Why? and What are the next steps toward

change? In my classroom, understanding the issue means examining it from multiple

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perspectives not just mine. There are many cultural and linguistic factors that must be taken into

account. For me, this means forming relationships with students in order to get to know them and

understand their perspective. Fox states, Relationships are at the heart of teaching, and these

relationships can serve as an important building block upon which teachers can learn the

individual needs of their students (2012, p. 73). This statement encompasses part of my teacher

belief statement because I believe a foundation of mutual respect and trust is essential before

learning objectives can be met. I have learned that each student cannot be simplified and part of

my job as an educator is to try to go beyond such a narrative and examine root causes and my

role in their learning (Beatty

As a result of EDUC 612, ASTL participants were to examine the relationship between

their own pedagogical actions and who they are as a learner and individual (ASTL). After

completing the Autobiography Study and reflecting on my key influences as a learner, I was able

to see this connection. I wrote in my Autobiographical Study, In reflecting on key events and

people that shaped me as a learner, I was able to parallel my past classroom experiences with my

teaching classroom. I had always thought of my past relationships with teachers as important,

but never really examined beyond the technical level. I had to thoughtfully examine myself as a

learner and critically reflect on the implications this had on my classroom. My former teachers

had shown me empathy and compassion in the classroom and this is something I strive to do in

my classroom. I had not made this connection previously. Students and teachers have the desire

to grow and learn. However, this needs to be modeled in order for students to effectively grow

and enact meaningful change.

As EDUC 612 concludes, my mindset and beliefs toward critical reflection have

transformed. I have always seen the importance of reflection, especially during my first years of
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teaching. This course allows me to investigate the complexities of critical inquiry and reflection.

Reflective Practice requires consideration of multiple perspectives and assumptions, willingness

to change and purposeful action. This shift in outlook and increased awareness allows students

and teachers to engage in deeper level reflection and thinking.

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References

Beatty, A. (2017, May). Hollywood's teacher narratives are reductive. The Atlantic.

Fox, R. (2012). The critical role of language in international classrooms. In B. D. Shaklee & S.

Baily (Eds.), Internationalizing teacher education in the United States (pp. 59-76).

Lanham, MA: Rowman and Littlefield.

George Mason University (GMU). (2017). EDUC 612: Inquiry into Practice. Retrieved August

4, 2017 from https://gse.gmu.edu/courses/EDUC-612

Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand

Oaks, CA: Corwin Press.