Shandomo, H. M. (2010) “The Role of Critical Reflection in Teacher Education. ERIC 4(1), 101-113. “Brookfield's Four Lenses: Becoming a Critically Reflective Teacher”. Avaialble at: (1995). Becoming a Critically Reflective Teacher. San Francisco, CA: Jossey-Bass. Larrivee, B. (2000). “Transforming Teaching Practice: Becoming the critically reflective teacher” Reflective Practice, 1:3, 293-307.īrookfield, S.D. Improving professional practices via regular feedback (Shandomo 2010)Īcting deliberately and intentionally when making choices about the learning experiences for students (Shandomo 2010) Self-reflection and conscious examinations of personal values and beliefs that inform our teaching approaches (Larrivee 2000, 295) Reflection: Setting deadlines for students' submission of papers more effectivelyĬritical reflection: investigation and questioning of the sources of authority underlying the establishment of assessment criteria and submission deadlines (Brookfield 1995)Ĭonsequently, a critically reflective teacher is concerned with “garner an increased awareness of his or her teaching from as many different vantage points as possible” (Miller 2010). To that end, teachers engage in critical reflection, when they discover, analyze and re-evaluate the assumptions they make about teaching and learning.Ĭritically reflective teaching helps withĮstablishing democratic and inclusive classroom relationships and interactionsĪwareness and understanding of implications and consequences of classroom power dynamics on students and their learning (Larrivee 2000, 295)īecoming conscious about classroom diversity in terms of students’ emotional and intellectual needs ![]() Instead, reflection must be critical when it has two purposes: 1) to question the existing power hierarchies that underpin and sometimes distort educational process and interactions 2) to question our own assumptions and practices of teaching that seem to make our lives easier but might actually reproduce the existing hierarchies. (Brookfield 1995). Let’s consider an example to illustrate the difference: Reflection by itself, however, need not be critical, and deliberation about the “nuts and bolts of classroom process” is reflection void of critical aspects (Brookfield 1995). This article provides some structure to reflective practice to allow a health care provider to engage more with reflective practice and get more out of the experience. However, if done properly, it can greatly improve your skills as a health care provider. It isn’t something to use lightly, as your own self-talk will play a part in defining your existence and how you are perceived, and, more. ![]() Self-deprecation erodes one’s confidence. Reflective teachers strive to tailor their teaching strategies and approaches to specific contexts, as well as invent new strategies and create personal solutions to problems. Reflective teaching may be instrumental in successfully tackling sensitive topics in a classroom and improve teachers’ ability to better deal with issues of diversity. Reflective practice is a paper requirement of your career progression in health care. Self-deprecation is the act of putting oneself down, sometimes in an attempt to be humorous, but oftentimes out of a place of doubt and insecurity 1.
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