ID of Student: G00332426

Article/Reading: Brookfield: Chapter 2- Becoming Critically Reflective

(Brookfield, 1995)

1. CONCISE SUMMARY OF READING

Steven Brookfield is a man who has been influential in the development of critical reflection
in teaching and learning. Brookfield suggests in his writing that the path to the discovering
the worth of your teaching is through the process of critical reflection. In the previous
chapter, Brookfield ‘explained that critical reflection focuses on the hunting of the
assumptions of power and hegemony’ (Brookfield, 1995, p.28). The core of Chapter 2 from
Brookfeild is based on what he calls ‘The Four Lenses’, being a critically reflective teacher
means that one has gained an increased awareness of his or her teaching from numerous
points of view. They are as follows:
1) Our Autobiographies as Learners and Teachers
2) Our Students’ Eyes
3) Our Colleagues’ Eyes
4) Theoretical Literature
These four separate lenses serve in a way for us as teachers to reflect on our teaching.
Brookfield has developed these lenses in order for us not to reflect form just one point of
view, instead we use various points of views. The four lenses provide us with a foundation
for good critical reaction, which improves one’s teaching.

The first step on the critical path as described by Brookfield is ‘Our Autobiographies as
Learners and Teachers’ or self- reflection. People have to recognise aspects of their own
experiences, they ‘’become aware of paradigmatic assumptions and instinctive reasoning’s
that frame how we work’’ (Brookfield, 1995, p. 29-30). There are several tools given to us
for this purpose, for example; teacher learning audits, videotyping etc. By looking at self-
reflection, it gives us a starting point to identify aspects of our teaching which we can consult
with our students’, colleagues’ and literature to adjust them accordingly.
‘’Seeing ourselves through students’ eyes is one that is most consistently surprising elements
in any teachers career’’ (Brookfield, 1995, p.33. The ability to view our teaching through the
eyes of our students’ helps us to identify whether the students’ have taken what we had
intended from the lesson. By examining this view it gives us the opportunity to alter our
approach for the future.
Colleauges are trained to look at experiences in the same way that we have been so by
‘’particiapating in critical conversation with peers opens us up to their versions of events we
have experienced’’ (Brookfield, 1995, p.35). The value in this is that these eyes may
highlight aspects of our teaching that we may be blind too.
Theoretical Literature can be used by teachers to gain insights into methodologies to solve
problems that may occur. ‘’Reading a theorectical analysis that offers an alternative
interpretive framework for a situation can be life-saving, or at least, career- saving’’
(Brookfield, 1995, p.37).

In conclusion, Brookfield’s ‘Four Lenses’ develops us to become better teachers. They benefit
us as good teachers to strive to become that of an excellent one. The ‘Four Lenses’ creates
situations where we need to step back and criticise your own teaching in a constructive way.

2. CRITICAL REFLECTION

Steven Brookfield has provided the reader with a piece of literature that is of great benefit to
teachers and educators. In my opinion the piece is one that is well structed and detailed piece
of information on becoming a critically reflective teacher. The piece is portrayed to the
reader in a logical and easy to follow structure. At times I found the reading difficult to
interrupt, due to Brookfield’s choice of words, however I find the content is of one that is
hugely convenient. In my opinion Brookfield’s publication is like Barbara Larrivee’s-
‘Transforming Teaching Practice: Becoming the critically reflective teacher’ (Barabara,
2000). The two publications have a breakdown into processes for teachers to become
crictical thinkers. As teachers and educators, we must practice critical reflection and self-
evaluation on an ongoing basis. Critical reflection is important to ourselves, our students, our
colleagues and the wider school community.

Brookfield states that ‘’critical reflection focuses on the hunting of assumptions of power and
hegemony’’ (Brookfield, 1995, p.28). The best way to view these assumptions is to look at
them from several perspectives, we do so by the use of Steven’s four lenses. Each of these
four lenses helps us to highlight a positive or negative aspect of our teaching. It is easy to fall
into the trap of teaching your students the way that you learn best. This strategy may not
work and is evidence of falling to critically assess your teaching. Having been exposed to
Brookfield’s lenses I will now be able to critique my teaching on school placement and reflect
on situations where my teaching isn’t effective.

The strength of this writing in my opinion is the immense relevance to the professional
development of a teacher. The transition between being able to get through content and being
able to reflect on how we are teaching it is one that makes a good teacher a great one. ‘We
find it very difficult to stand outside ourselves and see how some of our most deeply held
values and beliefs lead us into distorted and constrained ways of being’ (Brookfield, 1995,
p.28). Brookfield illustrates to us how we find it difficult to stand in others shoes to reflect on
our experience. This is something that I myself at times find dificult. Brookfield’s four
lenses approach is something that looks good on paper but does it work in reality, yes it does
but in my opinion it requires the students and fellow colleauges being knowledgable in
critcial reflection.

Donald Schon is another man linked with the term ‘critical reflection’. He established the
phrases of reflection-on-action and reflection-in-action. In his book ‘Educating the reflective
practitioner’ (Schon, 1987), he refers reflection-in-action as ‘thinking on our feet’ which
involves looking at our experiences and feelings to inform our actions. The act of reflection-
on-action allows us to explore the reasoning for our actions. Schon’s both phrases are
important skills for us as teachers. Reflection commonly is associated with acts that are after
happening, but the ability to think on your feet is vital. As Brookfield states, most of the time,
the same problems reoccur for a teacher and this is the reason that I feel that it is vital for
student teachers to gain feedback from the more experienced co- operating teachers.

Being Critically Reflective is a very compelling skill. When we take time to reflect and think
about our actions we learn. Reflection is something I consider as ‘a guiding compass as
teachers’ (The Teaching Council, 2016) which is very important in education and in all means
of live. Being Critically Reflective in my opinion is the stepping stone on the journey from
being a good teacher to being a great one.

3. LIST OF REFERENCES

Bibliography;
Barabara, L., 2000. Transforming Teaching Practice: Becoming the critically reflective

teacher. In: Reflective Practice. Califoria: Routledge Publications , pp. 293-307.

Brookfield , S. D., 2017. Becoming a Critically Reflective Teacher. 2nd ed. San Francisco:

Jossey- Bass.

Brookfield, S., 1995. Becoming Critically Reflective. s.l.:Jossey- Bass.

Schon, D. A., 1987. Educating the reflective practitioner. San Francisco: Jossey-Bass.

The Teaching Council, 2016. Code of Professional Conduct for Teachers. The Code of
Professional Conduct for Teachers published by the Teaching Council, Issue 2nd.