Becoming a Critically Reflective Teacher

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Wiley, Oct 13, 1995 - Business & Economics - 296 pages
7 Reviews
Building 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.

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Review: Becoming a Critically Reflective Teacher

User Review  - Cigdem - Goodreads

I started the book very positively, and enjoyed the conversational tone it was written. What I liked about the book was the anecdotal parts - I do learn by example, so those examples were much more ... Read full review

Review: Becoming a Critically Reflective Teacher

User Review  - Vincent Darlage - Goodreads

Very insightful volume. Read full review

Contents

II
1
III
28
IV
49
Copyright

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About the author (1995)

STEPHEN D. BROOKFIELD is Distinguished Professor at the University of St. Thomas in Minnesota. He has written widely on the topics of adult education, critical thinking, and teaching and has received numerous awards for his books, including the Cyril O. Houle World Award for Literature in Adult Education and the Imogene E. Okes Award for Outstanding Research in Adult Education.

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