ID of Student: G00322113

Article/Reading Critical Reflection

1. CONCISE SUMMARY OF READING

Stephen D. Brookfield’s Becoming a Critically Reflective Teacher is a

guide to becoming critically reflective in the practice of teaching. It
provides substantial information and tools one can adapt to their own
practice in becoming reflective. Chapter two of Brookfield’s book delves
into becoming critically reflective on one’s personal skills and traits in
teaching. Throughout this chapter, Brookfield makes the reader aware of
just how important it is for one to practice teaching in such a manner.
Brookfield highlights the usefulness of becoming reflective and makes the
reader aware that without becoming critically reflective, one cannot
improve and build on skills. He describes this as “trying to see the back of
one’s head while looking in the bathroom mirror” (Brookfield, 1995, p. 29).

Within the second chapter, Brookfield discusses what is known as four

distinct lenses. He makes the reader aware that these lenses are
representing four different areas of the practice of a teacher. These being;
(1) autobiographies as educators, (2) the students views (3) other staff
experiences (4) literature from theorists. Brookfield’s four lenses all play a
key roll in the process of one’s reflection. “Viewing what we do through
these different lenses alerts us to distorted or incomplete aspects of our
assumptions that need further investigation” (Brookfield, 1995, p. 29).

Through Brookfield’s first distinct lens, we discover that autobiographies

as educators is ultimately the ground to build all critical reflection on.
Brookfield states “We see our practice from the other side of the mirror”
(Brookfield, 1995, p. 29). He discusses that with the help of this first lens,
it makes one aware of issues which are occurring in an educator’s practice
(Brookfield, 1995).
In the second lens, Brookfield makes us aware that it is necessary for the
educator to see themselves as their students see them. Brookfield states
that “They also help us check whether students take from our practice the
meanings that we intend” (Brookfield, 1995, p. 30). It is highlighted that in
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 order to decide whether good education is happening in the classroom or
not, the educator must position themselves in their student’s shoes to see
learning from their point of view. Brookfield makes it clear that without
this step, it difficult to teach well. (Brookfield, 1995).

The next lens that Brookfield discusses is one of other staff experiences.
Brookfield makes the reader aware of the importance of becoming
involved in conversation with other staff members. He emphasises that it
is important for one to hear other colleagues’ criticism towards issues
arising. “A colleague’s experiences may suggest dynamics and causes
that make much more sense than the explanations we have evolved”
(Brookfield, 1995, p. 36). Within this lens, Brookfield highlights the
importance of not feeling alone in problems faced in one’s practice, and
the benefits which may be achieved from the discussion of other
experiences.

In the final lens, Brookfield highlights teachers use of pedological

approaches in their teaching. With this lens, Brookfield states that
educators who are continuously working on literature and theoretical
approaches are improving their educational practice and critical reflection.
“Reading a theoretical analysis that offers an alternative interpretive
framework for a situation can be life-saving” (Brookfield, 1995, p. 37).

To conclude on Brookfield’s Becoming a Critically Reflective Teacher, his

breakdown of the four lenses is a crucial component in the practice of
becoming effectively critically reflective. Overall, Brookfield’s views
enhance both the educator’s profession and the students experience.

2. CRITICAL REFLECTION

Upon reflection of Brookfield’s Becoming a Critically Reflective

Teacher I have came to the realisation that his theory is extremely
important when teaching in any circumstance. Personally, I found it very
beneficial as one area which I have always found to be difficult is
reflection on my own workings. Brookfield’s theory opens a new world of
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 improving not only critical reflection in my opinion but also one’s overall
performance as a teacher. He highlights in-depth, the benefits of this
reflection throughout chapter two of the book. In my mind these benefits
are taken from Brookfield’s own personal experiences which he in turn,
developed the theories of reflection. In my own practice as a teacher, I
had what Brookfield states as a “self-confirming cycle”. “Uncritically
accepted assumptions shape actions that then serve to confirm the truth
of those assumptions” (Brookfield, 1995, p. 28). A reoccurring difficulty
which I find myself in the midst of when it comes to reflecting is as
Brookfield describes as “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). Personally, when
reflecting on my past school placement, I found myself looking to the
areas where mistakes were made in a lesson and components of a lesson
which I felt were lacking. Identifying the areas of lenses as discussed by
Brookfield in my opinion would have benefited me greatly in critically
reflecting.

Donald Schön described that the best professionals know more than they
can put into words. (Schön, 1991). Similarly, to Brookfield, Schön
developed an importance of what he called “reflection-in-action”.
Brookfield outlined his four lenses which a teacher must use to succeed in
being critically reflective in practice. He stated that the four lenses take
away the “self-confirming cycle” and broaden the input towards our
reflections through the use of the student’s point of view, and methods to
enhance learning to as good as it can possibly be. Mezirow, used critical
self-reflecting to consider experiences and beliefs and over time, change
the means of seeing the world. (Esthermsmth, 2017).

As an aspiring educator, I plan to explore using Brookfield’s model of four

lenses. The lens that really appeals to me is lens two. This lens being
focused on the student’s experience, to me it is essentially one of the
most important aspects when it comes to improving a lesson. Skills which
are needed to provide these lenses may take practice but, in my opinion,
it is something which I will give strong detail to in the future.
To conclude on reflection of Brookfield’s model of his four distinct outlined
lenses, I now feel stronger and more knowledgeable in the area of critical
reflection having discovered these lenses. I did find that Brookfield’s
model is geared towards teaching specifically, rather Schön’s outlook is
somewhat based around many professions applicable. When working on
my reflective writing in future I would like to take on all models of
methods, especially Brookfield’s four lenses.
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 3. LIST OF REFERENCES

Bibliography
Brookfield, S. D., 1995. Becoming Critically Reflective . In: Becoming a Critically Reflective
Teacher. San Francisco: Jossey Bass, p. 28.
Esthermsmth, 2017. Learning Theories. [Online]
Available at: https://www.learning-theories.com/transformative-learning-theory-mezirow.html
[Accessed 11th November 2018].
Schön, D., 1991. In: The Reflective Practitioner. New York: Ashgate .

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