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Article/Reading: A summary and critical reflection of Chapter 1 of 1995 edition, (or Chapter 2 of
2017 edition) of Becoming a Critically Reflective Teacher, by Stephen Brookfield

1. CONCISE SUMMARY OF READING [1 x A4 page]

The first chapter in Stephen Brookfield's book "Becoming a Critically Reflective Teacher" explores the idea of
critical reflection in the classroom, highlighting its importance and the difficulties of putting it into practice.
Brookfield starts off by emphasizing the effects of critical reflection, arguing that it gives teachers the ability to
question the views, challenge beliefs, as well as continually improve their methods.
One of the main points made in Chapter 1 is that teaching that is critically reflective requires
continuous observation and research. Brookfield highlights that this process includes every aspect of a teacher's
professional life and is not only focused on the classroom. Through critical reflection on their teaching, and
interactions with pupils, educators can pinpoint areas in need of development and create a deeper understanding
of their role in a students education.

Brookfield admits that it might be difficult for teachers to practice critical thinking. He lists a number of
difficulties that may hinder reflective practice, such as resistance to change, and the fear of failing.. He points
out that the power structure of the educational system frequently discourages teachers from opposing standards
or questioning authority. Brookfield suggests a number of strategies for encouraging a critical reflection culture
in schools in order to solve these issues. He encourages the development of encouraging environments where
teachers are free to try new things, take chances, and be honest about their experiences. He also highlights the
significance of talking with people who have different points of view, and asking students and coworkers for
input.

Brookfield discusses the value of honesty and being attentive to criticism throughout the chapter as stages in the
process of critical reflection. He believes that rather than holding on to a strict idea of themselves as experts,
good teachers are prepared to admit mistakes and grow from them. Teachers can make room for creativity and
progress in what they do by taking a humble position.

Brookfield agrees that teachers may be in positions of power that affect how reflection works, especially when it
comes to evaluation and criticism. He recommends encouraging collaborative approaches to reflection that
enable pupils as well as colleagues to take part in the discussions to reduce the effects of power.

In conclusion, Chapter 1 of "Becoming a Critically Reflective Teacher" outlines the value of critical reflection
in the classroom and explains the benefits and difficulties that come with putting it into practice. Brookfield
presents an inspiring plan for innovative teaching practice by pushing teachers to challenge beliefs, and question
assumptions.

2. CRITICAL REFLECTION [2 x A4 pages]

Stephen Brookfield's "Becoming a Critically Reflective Teacher" provides an overview on the idea of critical reflection in

© ATU Dept. of Creative Education 2023-2024

 the classroom, outlining its significance, difficulties, and application. Throughout the chapter, Brookfield acknowledges the
difficulties and challenges that come with critical reflection while making a strong case for its potential to transform our own
learning experience going forward. Brookfield's definition of critical reflection as a necessary part of effective teaching is
one of Chapter 1's highlights. He argues that creating good learning experiences for students requires an ability to analyse
our own beliefs, and methods of teaching. As educators we should try apply active learning so student centred pedagogy can
take place, ‘Student-centred methods may enhance learning; however, this calls for perseverance and innovative thinking. In
particular, for instance, Fadol [14] carried out a study to determine the advantages of implementing SCA in enhancing
students' "English-speaking skills" as well as looking into the efficiency of SCA. Employing learner centred (LC) activities
including role-playing, drama, debates, and games, the findings showed that students' speaking abilities increased with more
practice.’, Nazim, M., Alzubi, A. A. F., & Fakih, A.-H. (2024). Through continuous reflection and research, we can find
opportunities for growth, challenge traditional thinking, and become more effective in the classroom, as we can see what
work for each class upon reflection.

Brookfield's focus is on the broad nature of critical thinking. Using knowledge from educational theory, psychology, and
philosophy, he offers an in-depth plan for understanding the process of reflective practice. The discussion is enhanced by this
approach, which also emphasizes the variety of teaching as a job. Brookfield's recognition of the difficulties linked to critical
reflection indicates an understanding of all that is involved. He admits that major obstacles to reflective practice can include
a fear of failing, reluctance to change, and difficulty when facing strong ideas. By being open about these issues, Brookfield
respects the experiences of teachers and promotes an environment where being open about the difficulties they might face is
possible, ‘Osterman and Kottkamp (2004) argue that we learn most from experiences that are problematic; hence, this is
where our focus should be.’, Barbara Bassot. (2016).

The chapter's focus on methods for removing obstacles to critical thought is one of its strongest points. Among the
many suggestions made by Brookfield include asking students and coworkers for feedback, conversing with people who
have different opinions, and creating safe spaces where people can try new things and learn. These techniques give
us teachers certain steps we can take to create a culture of reflection among our work peers. Though Brookfield makes a few
interesting recommendations, some readers could find them too lofty in the way they operate. Establishing suitable
circumstances for reflection, for instance, could be difficult to carry out within the boundaries of a school. In addition, the
emphasis on getting input from peers and students requires a degree of trust and openness that isn't always present
nowadays.

Brookfield poses major questions on the influence of power on the growth of schooling in his discussion of the balance of
power in reflective thinking. He agrees that teachers often hold positions of power that have the potential to affect the nature
of reflection, especially when it comes to evaluation and feedback. Brookfield fails to properly address the social
disadvantages that would restrict the level to which this goal can be done, even if he supports approaches to reflection which
allow students and colleagues to participate in the discussion. An example of where students or teachers could struggle is
with access to the facilities that allow for online education, some struggles could be a bad internet connection or not having a
computer in the household, ‘disparities in access, equity, and inclusivity. Addressing these challenges will require explicit
measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning’,
Schwartzman, R. (2021), and this became particularly apparent during the pandemic. Brookfield stresses humility
as an essential part of good teaching practices, which is another point in Chapter 1 that deserves critical thought. In settings
that give priority to the people who are seen to have a voice, for instance, educators from disadvantaged communities could
encounter more difficulties in claiming their authority and speaking up for their viewpoints.

Finally, "Becoming a Critically Reflective Teacher" offers an interesting look at the idea of critical reflection in the
classroom in Chapter 1. This chapter is a great tool for teachers who want to improve the way they teach because of
Brookfield's emphasis on the transformative power of critical reflection and his helpful ideas for removing limitations to its
use. But it's important to take the basis and impact of Brookfield's arguments seriously, especially when it comes to
questions of privilege, power, and social limitations. Teachers can try to create more inclusive, fair and productive learning
environments for all students by taking part in continual reflection.

3. LIST OF REFERENCES

Note:
 Barbara Bassot. (2016). The Reflective Practice Guide : An
Interdisciplinary Approach to Critical Reflection. Routledge.
 Schwartzman, R. (2021). Unpacking Privilege in Pandemic

© ATU Dept. of Creative Education 2023-2024

 Pedagogy: Social Media Debates on Power Dynamics of
Online Education. Journal of Communication Pedagogy, 5,
17–24
 Nazim, M., Alzubi, A. A. F., & Fakih, A.-H. (2024). EFL teachers’
student-centered pedagogy and assessment practices:
challenges and solutions. Journal of Education & Learning
(EduLearn), 18(1), 217–22

© ATU Dept. of Creative Education 2023-2024