Becoming a Critically Reflective TeacherBuilding on the insights of his highly acclaimed earlier work, The Skillful Teacher, Stephen D. Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. Applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms and using critical reflection as a tool for ongoing personal and professional development.Using numerous examples, Brookfield describes what critical reflection is and why it is so important. He tells how teachers can reframe their teaching by viewing their practice through four distinctive lenses: their autobiographies as teachers and learners, their students' eyes, their colleagues' perceptions, and theoretical literature. He includes specific advice on using practical approaches to critical reflection such as teaching diaries, role model profiles, participant learning portfolios, structured critical conversation. the Critical Incident Classroom Questionnaire, the Good Practices Audit, and more. He explains how the literature of educational research and philosophy can be used as an aid to, rather than an inhibitor of, critical reflection. And he discusses how to create a campus culture that supports critically reflective teaching. |
From inside the book
Results 1-3 of 29
Page 116
... critical incidents and how they help me make the class more responsive to students ' concerns . I also mention how much ... critical incident responses alerted me to confusions or ambiguities that otherwise could have caused serious ...
... critical incidents and how they help me make the class more responsive to students ' concerns . I also mention how much ... critical incident responses alerted me to confusions or ambiguities that otherwise could have caused serious ...
Page 122
... responses . Students say that hear- ing their own anonymous comments reported back to them as part of a commonly articulated class concern somehow legitimizes ... critical incident responses , I 122 BECOMING A CRITICALLY REFLECTIVE TEACHER.
... responses . Students say that hear- ing their own anonymous comments reported back to them as part of a commonly articulated class concern somehow legitimizes ... critical incident responses , I 122 BECOMING A CRITICALLY REFLECTIVE TEACHER.
Page 149
... Responding to an unexpected situation in ways that we now see were stupid or that made us look like total neophytes . The second result of sharing critical incident responses is that teachers come to realize that their individual ...
... Responding to an unexpected situation in ways that we now see were stupid or that made us look like total neophytes . The second result of sharing critical incident responses is that teachers come to realize that their individual ...
Common terms and phrases
actions activities Adult Education adult learning analysis ask students assumptions autobiographies aware become critically reflective Brookfield Chapter classroom colleagues course critical conversation critical pedagogy critical theory Critically reflective teachers cultural cultural inhibitor democratic dents describe discussion efforts emotional engage evaluations example exercise experiences as learners faculty development Falmer Press feel focus Frankfurt School Freire give groupthink happens Henry Giroux Horton ical ideas ideology important impostor syndrome impostorship insights intellectual interpreted Jossey-Bass kind Learning Log literature lives look means Myles Horton ourselves participants Paulo Freire pedagogic peer person perspectives political portfolio problems questions rationale realize reflection group reflective practice resistance rience risks role semester sense silence situations small group speak structure suggest talk Teachers College Press teaching themes things tion understand voices week writing York