Becoming a Critically Reflective Teacher
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.
1 page matching tion in this book
Results 1-1 of 1
What people are saying - Write a review
Other editions - View all
academic actions activities adult education adult learning analysis analyze ask students assumptions aware become critically reflective Chapter classroom colleagues course critical conversation critical incident responses critical pedagogy critical theory Critically reflective teachers cultural cultural inhibitor deal democratic dents describe discussion efforts emotional engage evaluations example exercise experiences as learners faculty development feel felt focus Frankfurt School Freire give groupthink happens Henry Giroux Horton ical ideas ideology important impostor syndrome impostorship insights intellectual interpreted 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 seriously silence situations small group speak structure suggest talk teaching themes things tion understand voices week writing