TUTORIAL PAPER 3

Name of Student: Adrian Cooke – G00308480

Article/Reading: Critical Reflection

1. Concise summery
Chapter two of Stephen D. Brookfield’s Becoming a critically Reflective Teacher discusses
the importance of becoming critically reflective on one’s own teaching skills. Brookfield
emphasises the benefits of critical reflection teaching which may be restricted if the process is
not applied adequately. Brookfield also identifies other topics revolving the area of critical
reflection such as the practicality of its usefulness and his understanding of the topic.
Brookfield describes any teacher who can critically analysis their work as someone who is
‘valued and dignified’, and has an ‘authentic voice’ as they know themselves their own self-
worth (Brookfield, 1995).
Brookfield studies what he believes as four lenses which a teacher can use in their own
critical reflection. The four lenses include; 1) the autobiographical 2) through the student’s
eyes 3) co- workers experiences and 4) theoretical views. These four lenses are associated
with one’s ‘self-reflection, feedback of students, peer assessment and the engagement with
scholarly literature’, using these alongside these processes provides the basis of an ‘excellent
teacher (Brookfield, 1995).’
The first lens, Brookfield discovers that the autobiographical/self-reflection is the base for a
critical reflection. In this lens, teachers should reflect on previous experiences such as times
when they were a learner, or in times when they were a teacher. This forces us to become
aware of the ‘paradigmatic assumptions and indistinctive reasonings’ which define our
actions (Brookfield, 1995). By using techniques such as journals, class evaluations and
creating personal goals this will allow one the reflect and make adjustments in areas that may
need improvement.
In the second lens, Brookfield states that self-reflection is the basis for reflective teaching.
Brookfield notes however that by going further than self-reflection is vital for the making of
‘good teaching’ (Brookfield, 1995). Teachers may reflect on students’ academic achievements
e.g. assessments and student’s evaluations. This results in a teacher to be able to teach more
instinctively.
What is deemed as a ‘good teacher’, will reflect on both previous examined lenses but a
teacher who has an excellent moral will also reflect on peer/co-workers for advice and
criticism. By consulting with other co-workers/peers in similar professions this will allow for
evaluation of teaching solutions and highlighting any problems may occur/arise. By engaging
with fellow teachers, this allows for what Brookfield stated as "idiosyncratic failings are
shared by many others who work in situations like ours" (Brookfield, 1995). Brookfield
believed by involving oneself in informal conversations with fellow teachers will afford us an
enlightened view of problems within the classroom which may have been hidden before.
The fourth and final lens of Brookfield’s reflection theory highlights the need for teachers to
research and upskill. Brookfield outlined that teachers who expand their literature knowledge
and experience are continuously evolving in comparison to those who focus primarily on
self-reflection.
To conclude on Brookfield’s Becoming a critically Reflective Teacher theory, the four lenses
Brookfield studied are an essential guide when critically reflecting. His views were designed
to enhance teacher and students learning experience.

2. Critical Reflection
When reflecting on Brookfield’s reflecting model for teachers, he provides a very valid and
precise argument. Helping to understand the reflecting course is very beneficial for me as a
teacher. Brookfield’s book, “Becoming a Critical Reflective Teacher”, highlights a model
which I believe represents the benefits of reflective practise had on his own profession. When
looking back on my previous techniques of reflecting I had developed a “self-confirming
cycle”. Which Brookfield explained to be when we “uncritically accept assumptions, shapes
and actions that then serve to confirm the truth of those assumptions” (Brookfield, 1995). The
aspect I found most difficult as described by Brookfield was the “ability to stand outside
myself and critically review our most deeply held values, and beliefs” (Brookfield, 1995).
The beginning of the reflecting process for me as a teacher was identifying the deficiency of
what is and what should be.
Mezirow described that critical reflection involves a critique of the assumption on which our
beliefs have been built (Mezirow, 2014). Brookfield identified four lenses which is available
to teachers when embarking on the reflective practise. Brookfield stated that the four lenses
help to bring out the assumptions we hold around pedagogic methods, techniques, approach
and the assumptions we make concerning the conditions that best enhance students learning
(Brookfield, 1995). As a teacher entering the profession, the reflecting process is a very
critical aspect to teaching. After reading chapter 2 my perspective on the topic changed. My
previous reflecting processes only practically used all four lenses. As a young teacher, I
intend to develop my reflecting knowledge, when reviewing Brookfield’s model, I found it an
advanced model. Lens four I believe would be developed over a teaching profession. For this
reason, I widen my literature review.
Gibb’s reflecting cycle offers a very good starting point for reflecting. It offers a very
practical model posing five questions which enhances the reflecting process. I found this
model very suitable for quick reflecting on such class like MTW. As the model offers a
reflective process which is suitable to minor problems which occur frequently in such class.
The process identifies five key points of the lesson, 1) descriptive, 2) feeling, 3) evaluation,
4) conclusion, and 5) action. The Gibbs model offers a good level of basic questions which
helps structure the reflecting process. A more critically reflective model I believe is needed.
Zeichner and Liston argue that reflective teachers should look beyond questions about
whether their practice is working to critically examining values and how practice can lead to
change (Zeichner & Liston, 1996). Jay and Johnson developed a reflecting model which
consisted of three dimensions called the typology of reflection. Finlay described the
dimension: Firstly, dimension one descriptive dimension describes the matter of reflection.
“What is happening? Is it working and for whom?”. Second dimension the comparative
restructures the topic for reflection. “What dose research contribute to an understanding of
this matter?”. The third and final dimension the critical process which offers a new
perspective to the topic. “What are the implications of the matter form alternative views?”
(Finlay, 2008). When reviewing the typology model, it offers a very thorough reflective
model which teachers may use to enhance their learning and teaching experience.
Concluding on the reflecting processes Brookfield’s four lenses model offers a higher order,
problem solving, reflective process which is tailored for teachers. Some aspect I found were
tailored towards a more aged reflector. Other models such as the Gibbs and typology of
reflection offer great support and spark very valid points of reflection. Going forward I would
like to marinate all models when developing my reflective experience.

3. Reference

References
Brookfield, S. D., 1995. Becoming critical refelctive. 2nd ed. s.l.:JOSSEY-BASS.

Finlay, L., 2008. Reflecting and refective pratice. [Online]

Available at: https://pdfs.semanticscholar.org/c128/691f2615de873dfe544fcb5dc902fe812675.pdf
[Accessed 19 November 2017].

Mezirow, J., 2014. s3.amazonaws.com. [Online]

Available at: https://s3.amazonaws.com/academia.edu.documents/30281715/critical-
reflection.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1511095047&Signature=QCdf
UIgdL3m%2BzBjyAyRSw9dNeuM%3D&response-content-
disposition=inline%3B%20filename%3DHow_critical_reflection_
[Accessed 19 November 2017].

Zeichner, K. M. & Liston, D., 1996. Refelctive Teaching: An Introduction. s.l.:Routledge .