TUTORIAL PAPER TEMPLATE

ID of Student: G00396329
Article/Reading: Stephen D. Brookfield, Becoming a Critically Reflective Teacher

Plagiarism Disclaimer:

I understand that plagiarism is a serious academic offence, and that ATU deals with it according to the
ATU Policy on Plagiarism.
I have read and understand the ATU Policy on Plagiarism and I agree to the requirement set out therein in
relation to plagiarism and referencing. I can confirm that I have referenced and acknowledged properly all
sources used in preparation of this assignment. I understand that if I plagiarise, or if I assist others in
doing so, that I will be subject to investigation as outlined in the ATU Policy on Plagiarism.
I understand and agree that plagiarism detection software may be used on my assignment.
I declare that, except where appropriately referenced, this assignment is entirely my own work based on
my personal study and/or research.
I further declare that I have not engaged the services of another to assist in, or complete this assignment
(apart from proofreading assistance).

I have availed of AI research tools for research. YES NO (please highlight)

If YES, I have investigated the accuracy and quality of the research and references generated
YES NO (please highlight)

Signed:
Date: 15/03/24

1. CONCISE SUMMARY OF READING

© ATU Dept. of Creative Education 2023-2024

 What is critical reflection?. This Is a simply posed question, and since first year of college I would have given
an answer with confidence, believing in every word I would have said. However, throughout my School
Placement 4 and through my reading of Stephen Brookfield’s “Becoming a Critically Reflective Teacher” my
simple definition may have been correct language wise, but my own practice and understanding would have
fallen short of what is expected as a critically reflective teacher.

In Brookfield’s book he defines critical reflection as the “investigation and clarifying of one’s own teaching”.
It’s the process of scrutinising the assumption’s that inform our teaching practice. Hickson (2011) adds that
“critical reflection involves thinking about one’s practice, and critically deconstructing how we have developed
these skills and responses with a view to developing new theories of practice for the future”. The main purpose
of critical reflection is to improve our own teaching practice by looking at the work we have completed and
seeing where we need to improve or what we need to change.

Brookfield talks about the assumptions we have as teachers. These can come from our own experiences as
learners, advice from sources, what the research says, and how we see our students responding. Our actions
inside the classroom are based on our assumptions about how best students learn. 2 examples of assumptions are
provided in the book, these are,

Assumptions are broken down into 3 categories, paradigmatic, prescriptive and casual assumptions.
Paradigmatic assumptions also known as structuring assumptions. An example of these are assuming education
always has a political dimension. Prescriptive assumptions are focused on what we assume ought to be
happening in our class, for example all education should promote critical thinking. Finally casual assumptions,
these are assumptions about how different parts of the world works, for example using learning contracts
increases students self-direction. Deliberately and regularly examining ones own assumptions is critical. There
are many ways of examining our assumptions, this can be done through students eyes, colleagues perceptions,
personal experiences and theory and research. Consistent and regular checks of our assumptions is essentially
the discipline of critical reflection.
A teacher may have the assumption that they are in full control over the class and that outside influences do not
effect their classes. However, as we know in reality this is not the case. This feeds into Brookfield’s ideas of
critical reflection as the illumination of power. Brookfield emphasises how structures and forces effect the
classroom, and how the set syllabus reigns supreme. Unearthing power dynamics is a section in the book that
explores the imbalances that may affect our classrooms. The temporary power imbalance a teacher has over the
students can be related to the mandated rules set by institutions and the fact that the teacher should be an expert
in the subject they are teaching. Culturally learned habits such as hostility to authority can be difficult to break.
This Is evident in classrooms where the teachers identity is different to the students. Critically aware teachers
research how students perceive their actions and try to understand the significance students assign to them.
Brookfield highlights how teachers must earn students trust though their actions.

In conclusion this book sets the fundamentals of critical reflection. It details the process of scrutinising our
assumptions through the 4 lenses provided. It describes critically reflective teachers as educators who try to
understand the power dynamics in their classrooms. It attempts to uncover and challenge our assumptions to
improve our teaching.
2. CRITICAL REFLECTION

From my reading of the first charter of Stephen Brookfield’s “Becoming A Critically Reflective Teacher”, I
found that the extract has some amazing learning insights and provides a lot of information on the topic of
critical reflection. The first point the I want to touch on, is the layout of the chapter. The use of heading and
subheadings made it easily navigable. The headings themselves and the content was easy to follow with some
challenging language throughout, but I found reading it very fulfilling and thought provoking.

© ATU Dept. of Creative Education 2023-2024

 Brookfield highlights the theme of power inside the classroom. How the thought of power can be damaging to a
learning environment. Richmond & McCroskey (1984) suggest that power was found to be negatively
associated with learning while referent, and to a lesser extent, expert power was found to be positively
associated with learning. This is similar to that of Brookfield where he suggests experts may have more power
within the class. I believe that the teacher should hold the power dynamic within the class otherwise classroom
and behaviour management may prove to be difficult. Students respond to authority when it is just and
reasonable. This structure of authority and power is built of respect and trust. As a teacher it is so important not
to abuse this power otherwise the dynamic could flip to the students and a disregard of instruction could ensue.
In School Placement 4 I observed how the correct use of power can influence classroom management. I was
team teaching alongside a teacher who I believe to be an expert in the subject. We were working with a leaving
cert construction class and I observed how much the students respected him and sought his approval when
making their projects. This teacher rarely had the need to raise his voice of use his power in the class, however
in one class the students had overstepped the freedom that the teacher gives them and I seen how to effectively
use power and authority inside the class to regain control.

Another theme in the chapter that I found interesting was the thought of teaching as a vocation. Brookfield has
this in the dominant ideology section where he describes these as a set of beliefs that are accepted to be normal.
Teachers are expected to work more hours than they are scheduled for and they are encouraged to complete
extra activities with the students. This overworking of teachers may lead to a negative impact on teaching and
learning. Huebner (1987) states “the vocation of teaching does not offer security, stability, or comfort; it offers
adventure, an invitation to remain open and vulnerable, and occasions to reshape and recompose the story of our
life”. The vocation of teaching may be rewarding but the toll that it takes on teachers may affect them mentally
and physically. Throughout School Placement 4 I personally felt the effects of increased responsibility in the
school. As a preservice teacher, we may get piled up with work from principals and teachers to take classes,
work with sports teams and also supervise at breaktimes. I found that I would come home each day exhausted
and the thoughts of starting into reflections, resources and lesson plans was daunting to say the least.

After reading Brookfield’s “Becoming A Critically Reflective Teacher” I think that the process of critical
reflection has become clearer and the reflective process has been laid out in a way where the purpose of
reflection has a larger meaning to me.

3. LIST OF REFERENCES

1. Hickson, H. (2011). Critical reflection: Reflecting on learning to be reflective. Reflective practice.

2. Brookfield, S. (2017) Becoming A Critically Reflective Teacher. Second Edition.
3. Richmond, V. P., & McCroskey, J. C. (1984). Power in the classroom II: Power and
learning. Communication Education.
4. Huebner, D. (1987). The vocation of teaching. Teacher renewal: Professional issues, personal choices.

© ATU Dept. of Creative Education 2023-2024

© ATU Dept. of Creative Education 2023-2024