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    Brookfields Theory

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    Malak Shaheen
    Brookfield's Theory of Reflection proposes using four lenses for critical reflection in teaching: seeing events through the eyes of students, through one's own autobiography as a learner, through colleagues' perceptions, and through theoretical literature. This allows teachers to reflect on their practice from multiple perspectives. The theory implies learners will have more opportunities for self-expression and influence over their education. However, critiques note the process can be time-consuming and relationships between teachers and students or colleagues could become difficult to manage with deeper reflection. The presenters justify their selection of Brookfield's theory by arguing reflection from multiple dimensions is vital to holistic learner development and links to existing knowledge, while also examining its strengths and weaknesses.

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    Brookfields Theory

    Uploaded by

    Malak Shaheen
    138 views10 pages
    Brookfield's Theory of Reflection proposes using four lenses for critical reflection in teaching: seeing events through the eyes of students, through one's own autobiography as a learner, through colleagues' perceptions, and through theoretical literature. This allows teachers to reflect on their practice from multiple perspectives. The theory implies learners will have more opportunities for self-expression and influence over their education. However, critiques note the process can be time-consuming and relationships between teachers and students or colleagues could become difficult to manage with deeper reflection. The presenters justify their selection of Brookfield's theory by arguing reflection from multiple dimensions is vital to holistic learner development and links to existing knowledge, while also examining its strengths and weaknesses.

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    Brookfield's Theory of Reflection proposes using four lenses for critical reflection in teaching: seeing events through the eyes of students, through one's own autobiography as a learner, through colleagues' perceptions, and through theoretical literature. This allows teachers to reflect on their practice from multiple perspectives. The theory implies learners will have more opportunities for self-expression and influence over their education. However, critiques note the process can be time-consuming and relationships between teachers and students or colleagues could become difficult to manage with deeper reflection. The presenters justify their selection of Brookfield's theory by arguing reflection from multiple dimensions is vital to holistic learner development and links to existing knowledge, while also examining its strengths and weaknesses.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    138 views10 pages

    Brookfields Theory

    Uploaded by

    Malak Shaheen
    Brookfield's Theory of Reflection proposes using four lenses for critical reflection in teaching: seeing events through the eyes of students, through one's own autobiography as a learner, through colleagues' perceptions, and through theoretical literature. This allows teachers to reflect on their practice from multiple perspectives. The theory implies learners will have more opportunities for self-expression and influence over their education. However, critiques note the process can be time-consuming and relationships between teachers and students or colleagues could become difficult to manage with deeper reflection. The presenters justify their selection of Brookfield's theory by arguing reflection from multiple dimensions is vital to holistic learner development and links to existing knowledge, while also examining its strengths and weaknesses.

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    Brookfield’s Theory of

    Reflection

    Presented by The Analytical Thinkers


    Bernicia Lyons, Stanford Kelly, Jessel Grant, Teniesha Benjamin
    and Kericia Lawrence
    Objectives
    • Give an overview of Brookfield’s Theory of
    Reflection
    • Identify implications of the theory for learners
    • Critique the effectiveness of the theory to
    education
    • Justify our group’s selection of the various
    aspects of the theory
    Overview of Brookfield’s Theory of
    Reflection
    • Professor Stephen Brookfield
    • Worth of teaching done through critical reflection
    • Using four lenses :
    Autobiography as
    learners Our learners’ eyes

    Self Students

    Our Colleagues’
    Theoretical literature
    perception
    Scholarship
    Peers
    Implications for learners

    • The learning experience changes

    • An opportunity to express self

    • Part of planning or influencing change

    • Teacher-student relationship fostered.


    Critiquing Brookfield’s Theory
    • Major stakeholders’ deliberations
    – Validity good, reliability questioned
    – Time consuming labour intensive
    • Effect on everyone in the education
    process
    – peers can act unprofessionally
    – Reflection lacks depth
    Critiquing Brookfield’s Theory cont’d

    • Relationships between students and


    teachers are critical
    – managing emotional relationships can
    become difficult

    • Emphasis on learning instead of teaching


    – conflict among teachers and their
    colleagues
    Our Justification/Conclusion
    • An essential aspect of our educational pursuit.
    – the need to do continuous evaluation of self.
    – see things in different lights
    • Implications critical to learners holistic
    development
    – reflection in multiple dimensions
    • Vital links to existing knowledge
    • Strong points and loopholes in theory
    examined for opportunities
    References
    • Brookfield, Stephen. (1995). Becoming a Critically
    Reflective Teacher. San-Francisco: Jossey-Bass.

    • Hibbison, E. (2010). The Importance of Critical


    Reflection in College Teaching: A Review of

    • Stephen Brookfield’s Book, Becoming a Critically


    Reflective Teacher –Two Commentaries, Retrieved from
    http://vccslitonline.cc.va.us/mrcte/brookfield.htm on the
    15/03/15.
    References cont’d
    • Miller, B. (2010). Brookfield’s Four Lenses: Becoming a critically
    reflective teacher. the Faculty of Arts Teaching and Learning Committee,
    The University of Sydney, Retrieved from
    http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&
    ved=0CCMQFjAA&url=http%3A%2F%2Fsydney.edu.au%2Farts%2Ftea
    ching_learning%2Facademic_support%2FBrookfield_summary.pdf&ei=P
    ugNVZqIGPGHsQSB-YLYDw&usg=AFQjCNGDymDA2-
    TnuSOIUVNaas1Wh5oLkg&bvm=bv.88528373,d.cWc on the 20/03/15.

    • Reflective Practice: A non-negotiable requirement for an effective


    educator. (2003). Retrieved from
    http://www.bpp.com/delegate/r/content/bpp_publications_reflective_practi
    ce_march_2013.pdf

    • Tompkins, P, Lawley, J. (2003). Multiple Perceptions, Perspectives and


    Perceivers. Retrieved from
    http://www.cleanlanguage.co.uk/articles/articles/208/1/Multiple-
    Perceptions-Perspectives-and-Perceivers/Page1.html
    Questions/ Comments

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