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On you mark. Get set. GO
Deep reflection and reflecivity for development involve: Willingness to stay with uncertainty. unpredictability, questioning. -
Period: to
pgce journey
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What does it mean to be critically reflective?
Brookfield (1995) suggests that we employ four “critical lenses” through which to view and reflect upon our practice. These are:
our own view (which he refers to as autobiography);
that of our students;
that of our fellow professionals;
and the various theoretical perspectives propounded in educational literature. Peters (1991, pp. 91-95) describes a process called DATA that consists of four steps:
Describe
Analyse
Theorise
Act -
Placement
-seeing myself as a teacher
-my identy as a teacher -
Learning by doing
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Risks of critical development
Imposter syndrome
cultural suicide -
community
For Etienne Wenger, learning is central to human identity. A primary focus of Wenger’s work is on learning as social participation – the individual as an active participant in the practices of social communities, and in the construction of his/her identity through these communities. From this understanding develops the concept of the community of practice: a group of individuals participating in communal activity, and experiencing/continuously creating their shared identity -
critical incident
background of the incident and learning points -
Finish line in sight
I'm on the home strecth baby! -
references
peters, J. (1991) "Strategies for Reflective Practice" Professional Development for Educators of Adults. New Directions for Adult and Continuing Education. no.51 ed. Brockett, R. San Francisco. Jossey-Bass Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass Gibbs, G. (1988) Learning by Doing: A guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic. Lave, J. & Wenger E. (1991). Situated Learning: Legitimate Periphera
