Becoming a Critically Reflective Teacher First Edition

Critical reflection is essential to keeping a school community vibrant, relevant and responsive to students in our rapidly changing world. As we strive to develop students who are critical thinkers and faculty who are able to critically analyze their curriculum and classroom practices it is helpful to have a shared language and understanding of what critical reflection entails. In "Becoming a Critically Reflective Teacher", Brookfield provides a clear framework for critical reflection including seeing your practice through four lenses: your autobiography as a teacher and learner, through the eyes of students, through the eyes of colleagues, and through theoretical literature. Brookfield's writing is engaging and thought provoking. As so many schools focus on equity and elevating student voice, Brookfield not only gives us the tools to facilitate these conversations with our faculty, but also provides specific strategies that teachers can use to generate honest feedback from students. Brookfield writes, “The most powerful way you can communicate what you stand for as a teacher is to make sure you practice what you teach. If you stand for democratic process and critical openness, you’d better be ready to live by those fateful words." In this time in our nation's history, there is an urgency to this work of analyzing ourselves as educators and doing everything possible to show our students what a true democracy entails. Critical reflection as part of a collaborative process involving all members of a school community has the power to be transformative. With Brookfield's writing by your side, you will have the courage, confidence and understanding to take on the immensely complex and rewarding work of critical reflection.

This book has been transformational not only in classroom teaching situations but in other relational situations. Becoming aware of hegemonic assumptions is relevant in so many areas of life and sensitivity to these realities has only heightened my awareness of better teaching practice, as well as being a practical tool in the many formal and informal activities with which I am engaged. I consider this book a must have for anybody in a teaching role. The awareness that comes from discovering hegemonic assumptions can also be relevant in any leadership role that is not necessarily directly associated with teaching.

I would normally say that a book such as this should fail because of its faulty premises; however, Brookfield has managed to deliever an inspiring message in spite of the fact that his premises are, quite simply, wrong.First, the good:Brookfield offers 4 lenses for teachers to use as they become critically reflective about their own teaching practices: an autobiographical lens, the lens of colleagues, and of students, and of theory and research. Brookfield gives quite a bit of detail in both what these lenses mean and how to use them. Taken as a whole, the lenses offer a chance for true transformation, as teachers are exposed to the whole of themselves and how they can realize their goals (and dreams) by improving their practice. The book is no less than a handbook for excellence, offered in the form of 4 "tools" to achieve that excellence.Now, the bad:Brookfield never defines what "Critically Reflective" really means! He talks about it, and he describes what happens when one becomes critically reflective, but he never comes out and describes the central term that is the title of his book!Brookfield also appears to be wholely focused on the notion that critical reflection involves finding out how power relationships manifest in the classroom. This miopic viewpoint becomes pedantic in the first chapters and does a dis-service to Brookfield's aim.Finally, Brookfield totally misuses the terms "assumption" and "hegemony." According to Brookfield ssumptions are all about power, and hegemonies are ideas that are taken as true but are later found to be detrimental to learning efforts. These definitions are FAR from the definitions accepted in academe and even in real life; nevertheless Brookfield bases his argument for the need for critical reflection on these faulty premises.HOWEVER, as I stated at the outset, in peculiar fashion he has still crafted a book that is useful and even transformative, for those who take the message to heart. Just don't use the terms in the first couple of chapters as Brookfield would advise you to use them!

There are very many complex, academic textbooks that don't do as much for teachers as this book does. Brookfied's four lenses make all the difference for those of us who believe that our teaching can be improved beyond mere teaching methodology.

This was an assigned text for my PhD in Education program, but it's not your typical textbook. It was a delight to read and so incredibly practical, thoughtful, and informative. I would highly recommend this book to any teacher!

In this book, Brookfield encourages teachers to improve their practice by becoming critically reflective of the learning process in their classroom. It is an excellent resource for both preservice and inservice educators.

I always select a book in good conditions or better and this one met my expectations. Thank you I am very happy with my purchase.

Very good resource for teachers.