Name of Student: Ciarán Porter – G00311367

Article/Reading: Becoming Critically Reflective CH.2

Author: Stephen Brookfield

1. CONCISE SUMMARY OF READING

Based on my reading of this chapter, Brookfield’s ideal teacher is a critically

reflective one, constantly aiming to improve and looking at a particular situation from as
many view points as possible. This was the foundation of Brookfield’s model on becoming
a critically reflective teacher. Brookfield then designed ‘Four Critically Reflective Lenses’
which can be used by any teacher in their process of critical reflection. These lenses
include - “(1) our autobiographies as teachers and learners, (2) our students’ eyes, (3) our
colleagues’ experiences, and (4) theoretical literature.” (Brookfield, 1995, p. 29).
Brookfield believed that reflection would be restricted if there was not a suitable
process in place, guiding and helping teachers to reach new insights after each reflective
session. Furthermore he believed that for one to critically reflect effectively – one must
step back from their own personal viewpoint, so as to see their practice in its truest form,
without any false impressions of competence.
Our autobiographies as teachers and learners is the first lens we utilise when
conducting a critical reflection. This process opens the mind to see things we may not
have previously and through this self-reflection we become aware of our “paradigmatic
assumptions and instinctive reasonings” – which allows us to realise and examine our
actions in the teaching role. After this has been investigated and examined, we can then
move on and observe our actions through the other lenses outlined by Brookfield.
(Brookfield, 1995, p. 30).
It is extremely important when reflecting, that we as teachers acknowledge how our
students may be feeling about how we teach – ensuring that our methods are effective as
the students are the ones attempting to retain the information given. Brookfield
acknowledges that by looking through the eyes of the students we may be able to teach
more effectively; it may also “confirm or challenge existing power relationships in the
classroom”. This lens also provides insight whether our students are learning to their full
potential, or if certain aspects need to be altered to ensure maximum learning in the
classroom. (Brookfield, 1995, p. 30).
Another very useful lens we have at our disposal is our colleagues’ experiences. This
involves a colleague observing our actions and what we do, then offering opinions and
engaging in a critical reflection with them. This will highlight aspects of our teaching that
have previously been hidden from us. (Brookfield, 1995, p. 30). While a colleague may
highlight aspects of one’s teaching that may need to be altered, another positive aspect is
that they may have encountered similar problems before in their teaching and may be
able to offer some helpful tips or assistance. Furthermore they may be able to
recommend supportive literature.
Following this, the fourth and final lens relates to theoretical literature. According to
Brookfield it can “provide multiple interpretations of familiar but impenetrable
situations”. What Brookfield means is that sometimes we may be too close to our own
situation to see what exactly the problem is, however this lens can help us as teachers to
understand our experience by looking at it in different ways and from different authors’
perspectives. (Brookfield, 1995, p. 30).
In short, the use of Brookfield’s four lenses of critical reflection can really benefit us
teachers as it gives us the opportunity to look at our teaching in a number of different
ways. This in turn provides a better view of how we are actually doing rather than just
assuming we are constantly doing great. By using and developing critical reflection, we as
teachers can use both good and bad previous experiences and continually improve and
develop as a professional teacher.
2. CRITICAL REFLECTION

After my reading of Brookfield’s second chapter in his book ‘Becoming a Critically

Reflective Teacher’; I began to have a greater appreciation for the use of reflection, I also
realised how effective it can be and not only how it can benefit a student teacher in
learning, but also how it constantly guides and improves the professional teacher.
Looking back at my previous reflections during my years in education, I can safely
say that I was not critically reflecting to my full potential. My reading of this chapter has
been a revelation and I now understand the steps to take when conducting a full critical
reflection. However knowing the steps is the easy part, after that, I am in charge of where
my reflection might go; because of this I need to be critical of the sources I look to for
guidance and support. This is to ensure they are not simply a mirror of my own views,
which share similar assumptions. This will result in “an unproductive loop in which the
same prejudices and stereotypes are constantly reaffirmed”. (Brookfield, 1995, p. 29).
This is important when reviewing both our colleagues’ experiences and theoretical
literature.
I believe Brookfield provides a solid argument in that for a teacher to be effective
and to constantly improve, critical reflection must be implemented on a regular basis. I
fully agree with this and understand why he feels that critical reflection is so important.
Based on my own personal experiences and discussions with both peers and lectures; it is
abundantly clear that nobody begins their teaching career as the ‘perfect teacher’.
Everyone makes mistakes along the way, and the only way we learn from these mistakes
is through critical reflection – through Brookfield’s four lenses. We look at the situation
from all points of view, then implement change where we see fit; then the process begins
all over again. “Mistakes are a natural part of learning. If you never make mistakes, you're
not trying hard enough or taking necessary risks to become the teacher you deserve to
be.” (Newland, 2012). This never ending critically reflective cycle, is constantly helping to
improve teachers throughout their careers.
David Kolb’s theory of Experiential Learning provides us with another way of
critically reflecting. Kolb’s theory consists of four main areas and in my opinion when we
look at both this and Brookfield’s four lenses simultaneously while critically reflecting, it
provides us with the tools we need to develop and progress as critically reflective
teachers. Kolb believes “learning is the process whereby knowledge is created through
the transformation of experience” (Kolb, 2014). The first stage in this theory is ‘Concrete
Experience’, where an activity/new learning is taking place in the classroom. Stage two
‘Reflective Observation’, is when the teacher knowingly reflects on the experience,
attempting to uncover their assumptions and reasoning’s for their actions. Stage three
‘Abstract Conceptualisation’, is where the teacher consults with the students, colleagues
and theoretical literature to benefit their future teaching. Finally stage four ‘Active
Experimentation’, involves the teacher planning and implementing a refreshed model of
teaching – based on the problems outlined in the previous steps. (L, 2007). When we
combine both Kolb and Brookfield’s theories, it outlines a clear and logical pathway
through the critically reflective process.
Although Brookfield clearly outlines the necessary steps required to carry out a
critical reflection, I believe this reflective practice still needs to be taught to teachers,
especially student teachers as it is not something that we can instinctively do. There are
countless opportunities to reflect upon, however it is extremely important to “teach
reflection and types of reflection”. (Nagle, 2008). Without this guidance I believe it is
possible that student teachers may struggle to ever acknowledge their faults even as they
progress as professional teachers – which will only lead to poor learning in the classroom
allowing the students to suffer as a result.
Overall I believe it is vital as developing teachers in education that we participate
fully with the critically reflective practice. This method does involve a lot of work to
achieve accurate and correct results, however when we utilise Brookfield’s four lenses
accompanied by Kolb’s theory of Experiential Learning; there are steps clearly laid out to
take, in the critical reflection process. Brookfield’s lenses enable us to view our practice
from different perspectives, thus increasing the level of learning we take from it. This is in
comparison with us simply reflecting on what we see and not looking at it from any other
point of view, which only scratches the surface of what can be accomplished when using
Brookfield’s four lenses. Therefor I believe that by applying these lenses when critically
reflecting, I will be able to constantly develop and progress as a professional educator
throughout teaching my career.
 3. LIST OF REFERENCES

Bibliography
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San-Franscisco : Jossey-
Bass.
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and
Development. FT press.
L, D. (2007, February 13). Learning Theories. Retrieved from www.learning-theories.com:
https://www.learning-theories.com/experiential-learning-kolb.html
Miller, B. (2010, March). Brookfield's Four Lenses: Becoming a Critically Reflective
Teacher. Retrieved from The University of Sydney:
https://sydney.edu.au/arts/teaching_learning/academic_support/Brookfield_summar
y.pdf
Nagle, J. (2008). Becoming a reflective practitioner in the age of accountability. Taylor &
Francis Group.
Newland, A. (2012, February 4). The Guardian. Retrieved from www.theguardian.com:
https://www.theguardian.com/teacher-network/2012/feb/04/teachers-mistakes-
classroom-control