Becoming a Critically Reflective Teacher / Edition 1

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Building on the insights of his highly acclaimed earlier work, The Skillful Teacher, Stephen D. Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. Applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms and using critical reflection as a tool for ongoing personal and professional development.Using numerous examples, Brookfield describes what critical reflection is and why it is so important. He tells how teachers can reframe their teaching by viewing their practice through four distinctive lenses: their autobiographies as teachers and learners, their students' eyes, their colleagues' perceptions, and theoretical literature. He includes specific advice on using practical approaches to critical reflection such as teaching diaries, role model profiles, participant learning portfolios, structured critical conversation. the Critical Incident Classroom Questionnaire, the Good Practices Audit, and more. He explains how the literature of educational research and philosophy can be used as an aid to, rather than an inhibitor of, critical reflection. And he discusses how to create a campus culture that supports critically reflective teaching.

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Editorial Reviews

From the Publisher
"Brookfield, a leading adult educator, has written by far the mostcompelling, informed perceptive, and sensible book available on howfaculty in higher education may develop themselves as educators andfoster transformative learning by their students through the use ofcritical reflection, He gently demystifies critically reflectivelearning and teaching with dozens of practical examples from theclassroom in different scholarly fields. Lucid, wise, jargon-free,personal and fluently written. Required Reading for educators ofadults everywhere and for all faculty development programs."—?Jack Mezirow, emeritus professor of adult education, TeachersCollege, Columbia University

"Brookfield takes a fresh look at the application of criticalreflection to teaching....The reader will find both the familiarand the new covered in this storehouse of insightful, innovative,and practical critically reflective techniques....Most appealing isBrookfield's openness to how the various techniques may beindividually tailored by educators to fit unique situations. Thismakes for a book that is not only richly theory-based, but one thatis also critically important for the educator's personal andprofessional development." —Adult Learning

"Becoming a Critically Reflective Teacher encourages faculty toquestion academic posturing, accept students' challenges, and facethe textured reality of the teaching/learning relationship....Brookfield provides a colorful map to guide those faculty who enjoycritical reflection. His own story makes for lively reading."—Laura L.B. Border, director, Graduate Teacher Program and theColorado Preparing Future Faculty Network, University of Colorado,Boulder, J. Staff, Program, & Organization Development

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Product Details

  • ISBN-13: 9780787901318
  • Publisher: Wiley
  • Publication date: 10/28/1995
  • Series: Higher and Adult Education Series
  • Edition number: 1
  • Pages: 320
  • Sales rank: 434,788
  • Product dimensions: 6.28 (w) x 9.21 (h) x 1.25 (d)

Meet the Author

STEPHEN D. BROOKFIELD is Distinguished Professor at the University of St. Thomas in Minnesota. He has written widely on the topics of adult education, critical thinking, and teaching and has received numerous awards for his books, including the Cyril O. Houle World Award for Literature in Adult Education and the Imogene E. Okes Award for Outstanding Research in Adult Education.

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Table of Contents

What It Means to Be a Critically Reflective Teacher.

Becoming Critically Reflective: A Process of Learning andChange.

Learning to Know Ourselves: The Value of Autobiography.

Surprised by the Familiar: What Autobiographies Reveal.

Seeing Ourselves Through Our Students' Eyes.

Understanding Classroom Dynamics: The Critical IncidentQuestionnaire.

Holding Critical Conversations About Teaching.

Solving Problems Collaboratively: The Good Practices Audit.

Storming the Citadel: Reading Theory Critically.

Using the Literature of Critical Reflection.

Negotiating the Risks of Critical Reflection.

Creating a Culture of Reflection.

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