A critical view of Brookfield’s “Becoming a Critically Reflective Teacher”

As I began to read the Brookfield chapter, I will admit that I was extremely skeptical of the article. I felt the language to be very pompous, and failed to see how this would be of any use to me. I felt a very strong disconnect from the writing, and that the author and I felt extremely differently about teaching and that there was no chance we could land on the same page. I felt that all of what he was discussing was great for an educational scholar who has chances to reflect on all of this, but as someone was has been in an elementary school classroom, there is hardly any time for reflection on this level.

I found myself to be quite surprised when the chapter then discussed this exact belief and how it is difficult to get teachers to read educational literature. The review of the teacher he quoted still rings true to me “their research did not speak the truth to me.” I absolutely agree with the authors statement that the language used is usually formal and academic as a means to impress the members of academia rather than those who could use the research. I was happy to see this discussion being had, but I felt that he discussed it for a second before falling back on uppity vocabulary and creating that disconnect again. I still feel that a lot of what he was discussing is in the abstract and theoretical and doesn’t do a much for teachers in their day to day lives.

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